Beckfoot Thornton

Beckfoot Thornton

Address: Leaventhorpe Lane, Thornton, Bradford, West Yorkshire, BD13 3BH Unique reference number (URN): 143114

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They have not fulfilled their responsibilities to deal effectively with child-on-child violence and bullying.

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Safeguarding standards not met

The behaviour of some pupils around the school site is dangerous and disrespectful. It is sometimes aggressive. Truancy from lessons is commonplace. Lessons are often disturbed by pupils in corridors, making staff and other pupils feel uncomfortable. On occasion, some pupils move around in groups and intimidate others. Such is the culture in the school that damage to the school building has been a regular occurrence. Pupils report fighting at school, and staff report furniture being thrown. As a result, not all pupils are safe. Pupils and members of staff alike report not feeling safe. Leaders do not have the expertise that they need to address pupils’ behaviour effectively. Swearing and derogatory and discriminatory language is often heard. Leaders have not ensured that bullying is dealt with effectively. Staff, pupils, parents and carers express concerns about behaviour and pupil safety. Leaders and those responsible for governance are aware of some of the issues linked to

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Safeguarding standards not met

pupil safety. However, they were unaware of how pressured the situation has become.

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Safeguarding standards not met

Systems and processes to safeguard pupils engaged with social services are in place.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Achievement Needs attention

Pupils' achievements in national tests and examinations, such as GCSEs, improved in 2025. For example, pupils’ attainment in science was similar to the national average. Disadvantaged pupils reached standards similar to other disadvantaged pupils nationally. Although on an improving trend, standards remain low. Pupils with special educational needs and/or disabilities generally make suitable progress. Those receiving specialist support do well. For example, those pupils who access the ‘Haven’ have bespoke academic support and are doing well.

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Achievement Needs attention

Some pupils’ achievement and progress are hindered because they do not have secure foundations in writing. In addition, the support that pupils receive if they have not secured the basics in handwriting or spelling is not effective enough. Too many pupils continue to make errors without these being addressed. For example, sometimes subject-specific vocabulary continues to be spelled incorrectly.

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Achievement Needs attention

Pupils are increasingly well prepared for their next steps due to improvements in attainment.

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Curriculum and teaching Needs attention

Leaders have developed structures to support classroom teaching. For example, ‘do now’ activities, tasks to help jog the memory and time for independent practice are in place. Some teachers use questioning effectively, provide clear explanations and present new material well. However, teaching is too variable in quality. This is sometimes because pupils who are in the corridor interrupt lessons. Sometimes, teachers do not probe pupils’ understanding enough to help them to move on in their learning. Sometimes, teachers do not have enough accurate information to help them to support pupils with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Pupils do benefit from a broad curriculum that enables them to study a range of qualifications. Leaders evaluate the quality of teaching and the curriculum accurately. They have identified where there are weaknesses and where further work is needed. Where the curriculum is most effective, it is well sequenced. The essential knowledge that pupils should learn is identified, and it builds on previous knowledge step by step.

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Curriculum and teaching Needs attention

The school's systems to help pupils close any gaps in their foundational knowledge, such as spelling, handwriting or arithmetic, are not effective. As a result, some pupils have gaps in this important knowledge.

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Inclusion Needs attention

The school has systems in place to identify any additional needs that pupils may have. Staff are generally aware of strategies that should be used to help reduce any barriers to pupils’ learning and/or wellbeing. However, the speed at which support is reviewed and changes implemented has been too slow. This includes for pupils with education, health and care (EHC) plans. Leaders are aware of this. Improvements are underway. In lessons, the extent to which adults use identified strategies varies. In some lessons, pupils receive the support that they need. In others, they do not.

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Inclusion Needs attention

The pupil premium grant for disadvantaged pupils has been used effectively to increase the achievement of disadvantaged pupils by the time they leave school. Its impact on pupils’ attendance and rates of suspension is less positive.

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Inclusion Needs attention

Pupils who are known (or previously known) to social care are well supported by the school. Similarly, those needing more specific support are well served. ‘The Harbour’ and ‘Horizons’

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Urgent improvement

support pupils who have social, emotional and mental health needs effectively. Those pupils who access the ‘Haven’ have improved their attendance. The ‘Lighthouse’ effectively supports those who attend and have EHC plans to make progress.

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Personal development and wellbeing Needs attention

The school has put an appropriate personal development programme in place. It is well sequenced and comprehensive. It is threaded through the wider curriculum, for example in assemblies. The programme ensures that pupils are taught the importance of respect, tolerance and care; however, they do not always show these values to one another.

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Personal development and wellbeing Needs attention

The personal development programme teaches pupils about which values are important in modern Britain. This includes democracy. The programme also covers issues such as mental health, wellbeing and online safety. Relationships, health and sex education is age- appropriate.

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Personal development and wellbeing Needs attention

However, the impact of the programme is variable. Some pupils show little respect for the differences that exist between themselves and others. Pupils often hear prejudicial language. In addition, some pupils only have a superficial understanding of what is covered in the personal development programme.

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Personal development and wellbeing Needs attention

Some extra-curricular opportunities are available at school, for example after-school sports clubs, drama and craft activities. There are plans to widen the range on offer. Leaders do not track participation effectively to ensure that all pupils have the opportunity to attend. This includes disadvantaged pupils and those with special educational needs and/or disabilities.

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Personal development and wellbeing Needs attention

Pastoral support is available for pupils. A variety of programmes and interventions can be accessed by pupils. These include support for behaviour and mental health. Pupils have a mixed experience of this. They know that staff care but do not always feel safe.

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Personal development and wellbeing Needs attention

Pupils benefit from the careers education programme. Leaders have ensured that this reflects the employment needs within the local area. Pupils receive appropriate guidance to help them with their next steps after school. Work experience is available for pupils. Most pupils leave school with firm plans for the future.

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Attendance and behaviour Urgent improvement

The behaviour of some pupils has deteriorated and is poor. Some pupils swear, use derogatory language and display aggressive and intimidatory behaviour towards others. Leaders do not ensure that all pupils are protected from bullying. The corridors lack order and are sometimes unsafe for pupils and staff. The school building is often damaged. Behaviour in the corridors distracts others from learning. Many pupils have positive attitudes to learning but lessons are often interrupted. Those that want to focus are sometimes denied this opportunity by others. Rates of suspension are too high. Suspensions do not have the desired effect of improving behaviour. Leaders have tried to introduce a variety of strategies to improve the culture at school. However, changes have led to confusion. It is difficult for staff to maintain a consistent approach. Behaviour in the specialist support rooms, such as ‘the Lighthouse’

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Attendance and behaviour Urgent improvement

Pupils' rates of attendance are low. Too many pupils are persistently absent. Leaders' approach to help pupils to improve their attendance is not effective. Attendance has been low for several years. This is also the case for disadvantaged pupils and pupils who have special educational needs and/or disabilities, although for these pupils there are some green shoots. Some of these pupils are beginning to attend more regularly.

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Leadership and governance Urgent improvement

Trustees have not ensured that all pupils benefit from a safe and secure environment. Consequently, those responsible for governance do not meet their statutory duties. While leaders acknowledge some of the school's weaknesses, their overall view of the school is too positive.

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Leadership and governance Urgent improvement

Leaders do not manage the behaviour of some pupils well. Behaviour in corridors is poor and sometimes unsafe. Some pupils are subject to aggressive and intimidatory behaviour. Leaders have not improved rates of attendance. Attendance remains consistently low.

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Leadership and governance Urgent improvement

Some staff report concerns about their workload and wellbeing, as well as concerns about the safety of pupils and staff. Too much time is spent dealing with behavioural issues during the school day. This impacts the time available to prepare lessons. Parents and carers are also concerned about their children’s education and welfare.

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Leadership and governance Urgent improvement

Leaders have had a positive impact in some areas. Pupils' achievement is improving. The standards that disadvantaged pupils reach at the end of their time in school are similar to those of other disadvantaged pupils nationally. Work on the curriculum is beginning to have a positive impact. Pupils who receive education in specialist classrooms, such as ‘the Lighthouse’, are well served. The school provides teachers with a well-considered programme of professional learning. Positive attempts are made by leaders to engage with parents and the local community.

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What it's like to be a pupil at this school

Most pupils in school are friendly, polite and want to do well. However, the behaviour of a significant minority of pupils is not managed well. Behaviour in corridors is poor. Movement between lessons is chaotic and sometimes pupils leave lessons and disturb others’ learning. There is often damage to the building, specifically the doors. Rates of attendance are too low.

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What it's like to be a pupil at this school

Too many pupils do not feel safe. Some staff do not feel safe. Behaviour around school stops others from enjoying their learning and benefiting from school. Too much derogatory language can be heard. This makes some pupils and staff feel uncomfortable. Too many pupils feel that bullying is not dealt with effectively. Staff and leaders care for pupils, but systems to ensure that all pupils behave and treat each other with respect are not effective.

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What it's like to be a pupil at this school

The standards that pupils reach by the time they leave school are improving. In 2025, disadvantaged pupils reached standards similar to other disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities make suitable progress. Pupils who need specialist support, for example those in ‘the Lighthouse’, are supported effectively and do well.

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What it's like to be a pupil at this school

Pupils study a curriculum that is increasingly well organised. The quality of teaching they experience is variable, but improving. Work is ongoing to ensure that those pupils who need extra support receive it.

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What it's like to be a pupil at this school

Careers education is effective. Pupils are increasingly well prepared for their next steps after school. A comprehensive personal development programme is in place. Some extra- curricular activities are available. There are plans to increase the scope of these.

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Next steps

Those responsible for governance must act with urgency to ensure that leaders fulfil their safeguarding responsibilities so that pupils and staff are safe and feel safe in school. Leaders must establish a consistent and sustainable approach to managing pupils’ behaviour, ensuring that staff are appropriately supported to implement the shared strategies effectively. Leaders should ensure that any systems used to collect and analyse pastoral data are used effectively to improve pupils’ experiences of school, including decreasing the prevalence of discriminatory language. Leaders and those responsible for governance should ensure that they adopt a strategic approach to rapidly improve pupils’ levels of attendance. Leaders should ensure that gaps in pupils' foundational knowledge are identified and support is put into place to help pupils close these gaps. Leaders should continue to ensure that the graduated approach to supporting pupils who

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Next steps

have special educational needs and/or disabilities is effective and timely. Leaders should track participation in extra-curricular activities, broaden the offer and ensure that it is equitable.

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About this inspection

This school is part of Beckfoot Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Shirley Watson, and overseen by a board of trustees, chaired by John Winkley.

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About this inspection

The inspection began on 21 April 2026 as a focused monitoring inspection. The inspection was deemed a full inspection. As a full inspection requires more time to complete than a

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Team inspectors:

Michele Costello, Ofsted Inspector Richard Wakefield, His Majesty's Inspector Dan McKeating, His Majesty's Inspector David Mills, His Majesty's Inspector Matthew Vellensworth, His Majesty's Inspector focused monitoring inspection, inspectors returned on 22 April 2026 to complete the full inspection. The focused monitoring inspection was carried out following a number of complaints made to Ofsted that raised serious concerns. His Majesty’s Chief Inspector (HMCI) decided that an inspection of the school should take place to follow up the whole- school issues that were raised in the complaints. Inspectors sought to establish whether safeguarding standards were met and whether behaviour was of an acceptable standard.

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Team inspectors:

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Inspectors spoke with the CEO, trustees, and school leaders. Inspectors spoke to pupils and members of staff throughout the inspection.

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Team inspectors:

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Team inspectors:

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Team inspectors:

HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection(s) we carry out.

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Team inspectors:

The inspectors confirmed the following information about the school:

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Team inspectors:

The school includes provision for up to 15 pupils with moderate or severe learning difficulties.

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Team inspectors:

The school currently uses no alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 21 April 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 28.9%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.22 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 24.2% 25.8% Close to average

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national average

2022/23 (final) 22.1% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 32.3 34.9 Close to average

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national average

2022/23 (final) 33.5 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.44 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 30.2% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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