Parkside School

Parkside School

Address: Parkside Terrace, Cullingworth, Bradford, West Yorkshire, BD13 5AD Unique reference number (URN): 150001

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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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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Curriculum and teaching Needs attention

The quality of teaching is inconsistent. When teaching is effective, teachers introduce new concepts with clarity. They check how well pupils are doing and help them overcome any misunderstandings. Questions are precise and help pupils to unlock new knowledge. However, in many lessons the curriculum is not delivered as effectively. When this is the case, pupils lack focus and do not concentrate on the work in hand. In addition, instability and uncertainty of staffing interrupts the flow of learning.

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Curriculum and teaching Needs attention

Teachers are not routinely spotting gaps in pupils’ knowledge of the basics. Gaps in pupils’ spelling and basic arithmetic, for example, are not being resolved. Standards of presentation and handwriting are too low and not challenged consistently.

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Curriculum and teaching Needs attention

Some curriculums are precise. They identify the key knowledge that pupils need to learn. Knowledge increases logically and in small steps. However, this is not the case in all subjects, including mathematics. Leaders are developing a new approach to assessment. This is helping teachers check pupils' learning more closely and identify pupils' next steps.

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Curriculum and teaching Needs attention

Leaders have introduced the ‘learning line’. This is designed to bring more structure to lessons and to increase consistency. It includes ensuring that pupils are ready to learn, and supported to remember concepts they have studied previously, and that they have time to practise new skills. Some positive impact of this new approach is evident.

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Inclusion Needs attention

The school has effective systems in place to identify pupils' additional needs. Staff are aware of strategies they should use to help reduce any barriers to pupils’ learning. For example, pupils with special educational needs and/or disabilities (SEND) have one-page profiles that give concrete examples of how to help these pupils. However, this information is not used consistently by staff. While learning is adapted well for some of these pupils so that their needs are met, this is not always the case.

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Inclusion Needs attention

The impact of pupil premium funding for disadvantaged pupils is varied. It does not always have the impact necessary to support these pupils. Leaders make sure that these pupils have the resources that they need to access any wider opportunities on offer. However, the attendance and achievement of disadvantaged pupils is too low and this hinders their success in many aspects of school.

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Urgent improvement

Those with the highest levels of need at the school generally benefit from a more effective approach to inclusion. Pupils who are known, or previously known, to social care are supported well pastorally. Pupils in the nurture provision and pupils with SEND in the specially resourced provision do relatively well. Some pupils attend ‘Phoenix', the school's internal alternative provision. This provision helps these pupils focus on their learning. As a result, their commitment to school increases overtime.

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Personal development and wellbeing Needs attention

An appropriate personal development programme in place. However, the impact of this programme is variable. Some pupils do not recall any learning relating to relationships and sex education. While most pupils know that good citizens are tolerant of the views of others, the behaviour of some pupils is not respectful. Some pupils report discriminatory language being used.

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Personal development and wellbeing Needs attention

Pupils in Years 7 to 9 are taught personal, social and health education lessons. Pupils in Years 10 and 11 have access to ‘drop down days’. All pupils are part of the ‘coaching system’. Here, pupils of all ages spend time together focusing on aspects of personal development. Pupils are taught about prejudice and discrimination. They learn about respect and democracy through Remembrance Day reflections, for example. Leaders plan to make changes to the 'coaching system' so that it supports pupils more effectively.

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Personal development and wellbeing Needs attention

There is a reasonable range of opportunities for pupils to engage with music, arts and sport through the enrichment programme. Pupils have some opportunity to develop leadership skills, such as becoming coaching or sports leaders. In Year 11, enrichment is focused on academic progress. ‘Booster sessions’ form part of this. Pupils take part in visits outside of school, such as trips to Normandy.

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Personal development and wellbeing Needs attention

Pupils in the specially resourced provision for pupils with special educational needs and/or disabilities access a suitable personal development programme. Many of these pupils have autism. These pupils are well supported pastorally and they develop their social skills effectively.

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Personal development and wellbeing Needs attention

The careers programme offers pupils appropriate guidance to help them with their next steps after school. A small number of pupils access work experience. The vast majority of pupils leave school with firm plans for the future.

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Achievement Urgent improvement

Pupils' achievement in national tests and examinations, such as GCSEs, is low and decreased further in 2025. The standards that disadvantaged pupils reached also declined. Not enough pupils with special educational needs and/or disabilities make suitable progress from their starting points. Too few pupils are ready for their next steps because they do not achieve well in English or mathematics by the end of Year 11. The development of essential knowledge and skills, such as spelling, handwriting and basic arithmetic, is weak. Not enough pupils make progress in these fundamental skills over their time at the school. This can be seen in many subject areas. In addition, due to variability in the quality of teaching over time, there are gaps in pupils’ subject knowledge across the curriculum. This is especially the case in mathematics and science. Standards in some subjects, such as English, are more secure.

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Attendance and behaviour Urgent improvement

Pupils’ attendance is low. It has declined steadily over the past 3 years and shows no sign of improvement. This is also the case for disadvantaged pupils and pupils with special educational needs and/or disabilities. In addition, too many pupils are persistently absent. Many strategies that leaders have used to improve attendance have not been effective. A small number of pupils receive intensive support to reduce anxiety about coming to school. For these pupils, some improvements in their attendance can be seen. Overall, however, pupils miss too much of their education due to absence.

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Attendance and behaviour Urgent improvement

Typically, many pupils at school behave well and are respectful. However, staff and pupils report that behaviour in corridors can be boisterous and that too many lessons are disrupted by poor behaviour. Staff do not apply the behaviour policy consistently. Some bullying exists. Many pupils feel that this is dealt with effectively. However, others are less convinced that this is the case. Some strategies that leaders use to deal with poor behaviour are effective. The number of pupils who are suspended is reducing. The ‘phoenix’ provision supports a small number of pupils who need help to focus on their learning. The behaviour of these pupils improves over time.

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Leadership and governance Urgent improvement

The standards that pupils reach by the end of their time in school are too low. The academic performance of disadvantaged pupils continues to decline over time. Rates of attendance are low and continue to deteriorate. The behaviour of a minority of pupils is causing concern. Over time, leaders have not halted this decline. The trust has provided additional leadership capacity. Very recent support is having a positive impact and is appreciated by staff.

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Leadership and governance Urgent improvement

Trustees know that the school needs to improve. A ‘governing group’ is in place to monitor the progress of the school. Members of the group note the green shoots that are beginning to appear, for example a reduction in the number of suspensions, better punctuality and the improvement in systems linked to safeguarding. The trust has ensured that the school environment is attractive and welcoming. However, the governing group knows that outcomes for pupils remain too low.

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Leadership and governance Urgent improvement

Many members of staff appreciate the programme of professional learning available to them. Some have concerns about workload and pupils' behaviour. Some mention the number of changes to systems and are frustrated at the slow speed of improvement.

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Leadership and governance Urgent improvement

Leaders work well with parents and carers at points of transition. Specifically, the needs of pupils with special educational needs and/or disabilities are known when they start school. However, many parents do not have faith in the school and would not recommend it to others. Those currently steering the school are aware of the position that it is in. Their actions have had a positive impact very recently.

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

Most pupils at this school are respectful and friendly and behave well. However, many have concerns about the behaviour of a minority of pupils. Pupils and staff cite that behaviour in the corridors is a concern. Sometimes the behaviour of pupils interrupts lessons. Some pupils are disrespectful. The behaviour policy is not applied consistently by staff. There are also some concerns about bullying. Many pupils say this is sorted out by staff, but others are less convinced. There are systems in place to keep pupils safe.

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

Attendance is too low and is decreasing. The proportion of pupils who are persistently absent is too high. This means that too many pupils, including those who are vulnerable, miss too much of their education.

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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 below national averages. Too few achieve well in both English and mathematics by the end of Year 11. There are gaps in pupils’ knowledge in different subject areas due to variability in teaching. Pupils do not secure the basics well enough. Spelling, handwriting and basic arithmetic are weak across the school.

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

Some teaching is purposeful and effective. In these lessons, pupils work with interest and focus well on the task in hand. Elsewhere, teaching is less effective. Staff have information about how to help pupils with special educational needs and/or disabilities. However, they do not use this information consistently well. Pupils who attend the specially resourced provision do well at school. Those in school with the highest level of need are supported effectively.

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

A suitable personal development programme is in place that includes personal, social and health education, as well as coaching sessions. However, the impact of the programme is variable. While most pupils at school are tolerant and respectful, others do not demonstrate these attributes. Pupils access a range of enrichment activities involving music, arts and sport. The careers programme is secure. It helps most pupils leave school with firm plans for the future.

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Next steps

Those responsible for governance must ensure that improvements across the school are rapid and secure, and have a demonstrable impact on the quality of provision and outcomes for pupils. This includes both pastoral and academic outcomes. Leaders must urgently improve rates of pupils' attendance and decrease the proportion of pupils that do not attend school regularly. Leaders must continue to improve standards of behaviour in classrooms and around the school. They should ensure that staff consistently follow behaviour policies. Leaders must continue to improve the quality of teaching across the school. They should ensure that checks of pupils’ learning are used effectively to address gaps in knowledge and that questioning is precise. This is so that achievement in national tests improves. Leaders must ensure that pupils have a secure knowledge of the basics, including handwriting, spelling, grammar and basic arithmetic.

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Next steps

Leaders must ensure that subject curriculums are well designed, build knowledge step by step and have appropriately ambitious end points. This includes the mathematics curriculum. Leaders should ensure that the personal development programme is well sequenced and delivered consistently well so that pupils’ knowledge is secure. This includes personal, social and health education and relationships and sex education. Leaders should ensure that support for pupils with special educational needs and/or disabilities is effective and consistent across classrooms so these pupils' needs are met well.

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About this inspection

This school is part of Wellspring Academy 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), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

The inspection took place on 7 and 8 July 2026.

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About this inspection

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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About this inspection

Inspectors spoke with the school leaders, the deputy CEO and members of the governing board. Inspectors spoke to pupils and members of staff during the inspection.

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About this inspection

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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About this inspection

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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About this inspection

HMCI is of the opinion that the school may appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspections we carry out.

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About this inspection

During the inspection, there were no students in the post-16 provision present. The school is not admitting students into Year 12 in September 2026. There are currently no Year 12

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Team inspectors:

James Duncan, His Majesty's Inspector Nicky Hawker, Ofsted Inspector Michael Evans, Ofsted Inspector Nikki Heron, His Majesty's Inspector

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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 7 July 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. students in school. As such, the quality of the post-16 provision is not reported on separately.

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What does this mean?

The school was closed to pupils on the second day of the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school includes a specially resources provision for 24 pupils with education, health and care plans. The majority of these pupils have speech and language needs and/or autism.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school has undergone significant changes in leadership since the previous inspection. The principal was not in school during this inspection.

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What does this mean?

Principal: Robin Ghosal National average: 1,067

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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.

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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. National average: 13.4%

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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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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

2023/24 (final) 20.4% 25.8% 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

2023/24 (final) 31.3 34.6 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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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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national average

2023/24 (final) 31.30 34.38 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) -0.1 0.0 Close to average

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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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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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