BBG Academy

BBG Academy

Address: Bradford Road, Birkenshaw, West Yorkshire, BD19 4BE Unique reference number (URN): 138111

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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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Achievement Expected standard

Pupils attain well in national examinations at the end of Year 11. These results show that pupils generally attain as well as, or better than, their peers nationally. The exception is in modern foreign languages, where currently not enough pupils achieve highly. Disadvantaged pupils generally achieve results in line with disadvantaged pupils nationally. However, there is a widening gap between the performance of disadvantaged pupils and their non-disadvantaged peers.

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Achievement Expected standard

The work that pupils produce in lessons, including for pupils with special educational needs and/or disabilities and those who are disadvantaged, shows that they typically have a secure understanding of the curriculum.

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Achievement Expected standard

Leaders systematically check if pupils have any gaps in their reading or mathematical skills. Teachers then provide effective support to pupils to ensure that these gaps close quickly.

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Achievement Expected standard

Pupils are well prepared for their next steps and access a range of opportunities for further study or employment.

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Curriculum and teaching Expected standard

Leaders have designed a well-organised curriculum that supports pupils to develop their knowledge across a range of subjects. This knowledge builds over time. Staff generally teach the curriculum well. Leaders have a clear understanding of the quality of teaching.

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Curriculum and teaching Expected standard

Leaders have accurately identified that introducing a common approach to teaching will support all teachers, including those who are new to the profession, to teach the curriculum effectively. This approach is not fully embedded. When used well, it supports pupils to learn the important knowledge set out in curriculum plans. Staff regularly check what pupils know and remember. As a result, pupils talk confidently about their learning.

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Curriculum and teaching Expected standard

Teachers make adaptations to lessons to support all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. They know their pupils well and make use of agreed strategies to include and support pupils to be successful. Leaders ensure that pupils understand the importance of secure foundations, for example in reading and mathematics. Reading has a high priority at BBG, and pupils who need extra help receive effective support to catch up. Leaders check the impact of this work carefully and adjust support when needed.

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Inclusion Expected standard

Staff welcome pupils warmly to the school as part of 'team BBG'. This includes a growing number of pupils who arrive mid-year.

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Inclusion Expected standard

Leaders work with parents and carers to identify pupils' individual needs quickly and to plan the help that pupils need to achieve well. Staff have the important information they need about pupils' learning and/or wellbeing needs. As a result, teachers typically adapt and adjust the curriculum effectively to make sure that pupils are successful. There is a clear commitment that all pupils will achieve well and move on to appropriate next steps in education or training.

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Inclusion Expected standard

Where staff identify that pupils would benefit from additional help, for example with reading, this is provided. Leaders check that any additional support is effective in helping pupils to catch up and keep up with their peers.

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Inclusion Expected standard

Leaders spend additional funding, such as the pupil premium grant for disadvantaged pupils and the trust's access fund, appropriately. For example, leaders use it to help pupils take part in school activities, such as educational visits and extra-curricular clubs. Leaders work effectively with the local authority to support pupils who are known to social care to achieve their chosen qualifications. Leaders consider the best interests of pupils when selecting any alternative provision.

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Leadership and governance Expected standard

Staff at BBG Academy are proud to work at the school. Leaders consider staff workload and wellbeing. As a result, staff feel valued, respected and supported.

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Leadership and governance Expected standard

Leaders have devised a well-considered professional learning programme that is informed by research evidence. It is linked to the school priorities and has a particular focus on developing clear routines for teaching. This programme supports improvements in teaching and learning and has a positive impact in the classroom. Teachers in the early stage of their career are very positive about the support they receive.

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Leadership and governance Expected standard

Trustees and members of the local review board are supportive and experienced. They fulfil their statutory duties effectively. Leaders at all levels have a detailed understanding of the school’s strengths and areas that leaders are working on. They use this understanding to check the impact of leaders' actions. School leaders can call upon expertise and additional leadership support from colleagues working in the multi-academy trust.

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Leadership and governance Expected standard

Leaders make every effort to build positive relationships with families and the local community. However, some parents and carers express dissatisfaction with the school, and there is a minority of parents of pupils with special educational needs and/or disabilities who would like more regular communication from the school regarding their child's individual needs and the support that their child receives.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a broad and coherent programme of activities that positively support their wider development. This is through both the taught curriculum and wider opportunities outside of lessons.

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Personal development and wellbeing Expected standard

The school's 'values' curriculum is carefully organised to ensure that it covers a wide range of relevant personal, social, health and economic education topics. Leaders recognise that the teaching of citizenship requires further development. Pupils develop an understanding of healthy relationships, mental wellbeing and how to stay safe online and in the local

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Needs attention

community. Leaders adapt the curriculum so that it is relevant to the specific needs of pupils at the school. Staff receive appropriate training to support them to typically teach these lessons well. Consequently, pupils' knowledge of taught content is generally secure. These lessons help pupils to understand risks and how to make sensible choices.

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Needs attention

Pupils study the school's 'resilience' curriculum in Year 7, before being able to apply their learning through participation in projects in Years 8 and 9. This is an entitlement for all pupils during the school day. Pupils speak positively about the impact of these opportunities on their overall development. This programme also supports pupils to prepare for life in modern Britain and to be responsible and respectful members of their community, for example through their participation in community litter picks and supporting social enterprises by making and selling clothes. The range of opportunities on offer helps to ensure that pupils develop their personal talents and interests.

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Needs attention

Leaders meet regularly to discuss any potential concerns for pupils so that they can intervene and support pupils where necessary. Pupils benefit from the pastoral support systems in school and value the support that they receive.

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Needs attention

Pupils receive effective advice and guidance on careers and potential pathways after they leave school. This helps them to make positive decisions when considering their post-16 options.

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Attendance and behaviour Needs attention

Pupils' overall attendance is in line with the national average. However, over the last 3 years attendance has declined. The attendance of disadvantaged pupils has been below the national average for the last 2 years. Leaders have not acted swiftly enough to deal with this, but their recent action is beginning to show positive signs of impact. Where pupils face barriers to their attendance, leaders work with families to put support in place. Their actions are appropriate and have led to some improvements for some pupils, but these actions are at an early stage.

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Attendance and behaviour Needs attention

Leaders have high expectations for behaviour. They have established clear rules and routines that help to create a calm and purposeful place for learning. In classrooms, most pupils engage positively in their work and want to do well. They are friendly and courteous. Pupils know that staff will not tolerate unkind or disruptive behaviour. As a result, pupils behave well. Pupils say that they rarely hear discriminatory language, but, if they do, teachers act swiftly. Equally, pupils are confident that staff take bullying seriously. They trust them to deal with issues effectively.

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

BBG Academy has high expectations for its pupils. The school's clear rules and routines ensure that pupils are set up for success and learn in calm and respectful classrooms. The school prides itself on positive discipline, with a zero-tolerance attitude towards bullying. Records show that bullying is uncommon. If it does happen, pupils trust that staff will manage this effectively. Pupils feel safe and happy in school.

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

Some pupils do not attend school as often as they should do. This means that they miss out on important parts of their learning. Leaders use a range of strategies to support pupils to attend more regularly, but currently these have not had the impact that they need to.

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

Leaders aim to build a positive working relationship with each parent or carer. In the main, they achieve this. A minority of parents of pupils with special educational needs and/or disabilities (SEND) express that they would like more regular communication from the school regarding their child's individual needs and support.

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

Pupils, including those with SEND and those who are disadvantaged, experience a well- organised curriculum. They go on to attain well in national examinations across a broad curriculum of academic subjects. They enjoy their learning, and many can explain their knowledge. As a result of these outcomes, pupils are well prepared to go on to a range of appropriate further education, employment or training options when they leave the school.

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

Pupils benefit from a supportive environment that encourages them to learn from challenges. This is particularly evident in the bespoke key stage 3 curriculum, which helps pupils develop the skills they need to transition into the wider world as confident young adults. Pupils enjoy participating in these projects and can readily discuss the skills they are developing.

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Next steps

Leaders should improve the attendance of pupils, particularly those who are disadvantaged, so that fewer pupils miss out on important learning. Leaders should continue to embed the recently introduced framework for teaching so that staff teach the curriculum consistently well across all subjects.

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About this inspection

This school is part of Resilience Multi-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), Saira Luffman, and overseen by a board of trustees, chaired by Annette Hall.

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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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Team inspectors:

Dimitris Spiliotis, Ofsted Inspector Hannah Millett, His Majesty's Inspector James Franklin-Smith, Ofsted Inspector Pali Dhesi, Ofsted 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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1,046

Close to average 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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1,046

Inspectors spoke with the principal, the CEO, the chair of the board of trustees, the chair of the local review board, members of the school and trust's leadership teams, staff and pupils during the inspection.

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1,046

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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1,046

Inspectors were aware during this inspection of a serious incident involving a child that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

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1,046

The school currently makes use of 7 alternative provisions, including 5 that are unregistered.

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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.

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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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English and maths GCSE

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

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national average

2024/25 (final) 54.0% 45.4% Close to average

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national average

2022/23 (final) 49.5% 45.3% Close to average

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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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national average

2024/25 (final) 46.8 46.1 Close to average

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national average

2022/23 (final) 48.1 46.3 Close to average

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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) 0.14 -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 (final) 28.9% 25.8% Close to average

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national average

2023/24 (final) 31.0% 25.8% Close to average

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national average

2022/23 (final) 31.6% 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 (final) 36.6 34.9 Close to average

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national average

2023/24 (final) 38.9 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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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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national average

2024/25 (3 term) 7.3% 8.4% Close to average

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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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