Schools & FE · Report card

Brinsworth AcademyOfsted report card, 15 Sept 2026

Inspected 15 Sept 2026 · URN 136301

Ofsted inspected Brinsworth Academy on 15 Sept 2026, led by Ruth Craven. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Ruth Craven (lead), Brian Kelly, Ed Hall, Jayne Gaunt, Richard Crane

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Post 16 provision verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Brian Kelly, Ed Hall, Jayne Gaunt, Richard Crane, Ruth Craven
Postcode verified
S60 5EJ
Name on report verified
Brinsworth Academy
Safeguarding verified
Met
URN verified
136301

Page 1 of 15

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected
Post 16 provisionExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+59Positivemore positive than 10% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

Reads more critically than most report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praiseeffectivelyconsistentlypositivehigh expectationswell plannedstrongfeel safewarm

Criticismconcernsgapsyet toinconsistencyinconsistentdisruptionerrorslow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1489w+60
Leadership233w+51
Safeguarding51w−11
What needs to improve88w+54

Strengths

Quoted from the report. Tap to see it on the page.

Leaders and staff have high expectations for pupils’ behaviour, which they model consistently. p.2
Relationships between pupils and staff are warm, respectful and supportive. p.2
Leaders have high expectations of attendance for all pupils. p.2
Leaders ensure that the school's pupil premium strategy is purposeful and evaluated carefully so that disadvantaged pupils thrive. p.3
Pupils also benefit from well-planned careers guidance, which gives them a clear p.5

Concerns

Quoted from the report. Tap to see it on the page.

However, teachers' approach to ensuring that pupils correct grammatical errors and the support they provide for pupils to develop their extended writing is inconsistent. p.2

Next steps

Quoted from the report. Tap to see it on the page.

Leaders should ensure that they fully embed all elements of the teaching strategy so that staff teach the curriculum consistently well. p.6
Leaders should ensure pupils are consistently provided with opportunities and support to develop their writing and literacy skills across the curriculum. p.6
Leaders should ensure that the strategies they use to improve attendance impact on a wider range of pupils so that attendance increases overall. p.6
Leaders should continue to build on the wider opportunities for pupils outside of the classroom so that all pupils participate and benefit fully. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance33
“Leaders and staff have high expectations for pupils’ behaviour, which they model consistently.” p.2
Curriculum12
“Pupils also benefit from well-planned careers guidance, which gives them a clear” p.5
Personal development12
“Pupils also benefit from well-planned careers guidance, which gives them a clear” p.5
Progress & outcomes10
“However, leaders recognise that there is inconsistency in the extent to which pupils achieve in some subjects.” p.2
SEND & inclusion9
“There is a positive, inclusive culture across the school.” p.2
Teaching & assessment9
“However, teachers' approach to ensuring that pupils correct grammatical errors and the support they provide for pupils to develop their extended writing is inconsistent.” p.2
Reading & phonics7
“Leaders know which pupils need additional help, including those who have gaps in their reading, communication, writing and mathematical skills.” p.2
Wellbeing & mental health7
“Students speak highly of the sixth form, describing strong relationships with staff and an open ‑ door culture that supports both academic progress and wellbeing.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,861; about usual (typical 1851)
Reading level: Hard; Flesch 44, typical 44
Average sentence: 14 words
Next steps: 4; typical 2
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 41%

Full report text

Brinsworth Academy

Address: Brinsworth Road, Brinsworth, Rotherham, South Yorkshire, S60 5EJ Unique reference number (URN): 136301

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils gain the knowledge, skills and qualifications they need for their next steps in education, employment and/or training. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and other vulnerable pupils.

p.2

Achievement Expected standard

Overall, pupils achieve well, and their attainment is broadly in line with national averages. Pupils who are disadvantaged continue to attain above national averages for disadvantaged pupils nationally. However, leaders recognise that there is inconsistency in the extent to which pupils achieve in some subjects.

p.2

Achievement Expected standard

Leaders know which pupils need additional help, including those who have gaps in their reading, communication, writing and mathematical skills. There is a range of interventions to support pupils who have barriers to their learning. These are increasingly having a positive impact on closing gaps quickly, particularly in pupils' reading skills.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of attendance for all pupils. They use data effectively to identify patterns and to establish the barriers to good attendance. Leaders use a range of strategies to address these barriers. They work closely with families and other agencies to ensure that pupils attend well.

p.2

Attendance and behaviour Expected standard

The attendance of all pupils is broadly in line with national averages. This includes pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those who have other barriers to their wellbeing. The number of pupils who are absent on a regular basis continues to rapidly decrease over time for disadvantaged pupils. However, leaders' strategies to improve attendance have yet to have an impact on supporting some pupils to attend more regularly.

p.2

Attendance and behaviour Expected standard

Leaders and staff have high expectations for pupils’ behaviour, which they model consistently. There is a positive, inclusive culture across the school. Relationships between pupils and staff are warm, respectful and supportive. This creates a calm and orderly environment. Staff apply the school’s behaviour policy well, including making appropriate adjustments for pupils with SEND. As a result, lessons and social times are settled. Pupils state that bullying and the use of derogatory language is rare and that, if it does happen, they trust staff to deal with it.

p.2

Curriculum and teaching Expected standard

Leaders ensure that teaching across the school is having an increasing impact. As a result, pupils learn effectively. The curriculum is well planned. Pupils use workbooks for each subject that contain activities and key learning points so that they can record their understanding. This ensures there is a consistent approach to what pupils learn. Teachers check pupils' understanding and learning. This enables teachers to identify and correct misconceptions or gaps in pupils’ knowledge. Consequently, pupils are able to build on what they already know and can do. However, teachers' approach to ensuring that pupils correct grammatical errors and the support they provide for pupils to develop their extended writing is inconsistent.

p.2

Curriculum and teaching Expected standard

Leaders identify appropriate targets and strategies for pupils who have barriers to their learning. These strategies and adaptations ensure that these pupils can access the curriculum.

p.3

Curriculum and teaching Expected standard

Pupils who have gaps in key learning, especially in mathematics, reading and writing, benefit from additional support. These interventions are having an increasingly positive impact, particularly in reading.

p.3

Inclusion Expected standard

There is a highly inclusive culture at Brinsworth Academy. Leaders and staff know pupils well and identify barriers quickly. Leaders' effective systems ensure regular reviews of support for pupils with special educational needs and/or disabilities, disadvantaged pupils and other vulnerable pupils. A broad range of targeted support helps pupils make progress. This support includes collaboration, working together with parents and carers, external agencies and the local authority.

p.3

Inclusion Expected standard

Leaders ensure that individual support plans are actioned and implemented effectively. Teachers and staff ensure that pupils who have barriers to their learning have access to quality teaching. When pupils need further support, there is a range of additional interventions to meet pupils' needs. As a result, pupils who have barriers to their learning and/or wellbeing achieve well.

p.3

Inclusion Expected standard

The school offers an additional resource provision for pupils with moderate learning needs. Leaders carefully integrate these pupils into the life of the school to give them a strong sense of belonging.

p.3

Inclusion Expected standard

Leaders ensure that the school's pupil premium strategy is purposeful and evaluated carefully so that disadvantaged pupils thrive.

p.3

Inclusion Expected standard

When appropriate, leaders use alternative provision in the best interests of the pupils.

p.3

Leadership and governance Expected standard

There has been a significant change in leadership since the last inspection. The school has become part of the New Collaborative Learning Trust, and a new headteacher has been appointed. Leaders have quickly established the school’s priorities and understand the areas of practice that require refinement. They understand the community the school serves and the barriers that some pupils face.

p.3

Leadership and governance Expected standard

Some of the school's strategies have yet to be fully embedded. However, leaders prioritise the right actions that will make a difference. There is an increasingly respectful culture across the school, and pupils' attainment is improving. Leaders provide comprehensive training for all staff, supported by the trust. Staff benefit from opportunities to share their learning and reflections with each other and with colleagues from other schools.

p.3

Leadership and governance Expected standard

Trustees and advisers know the school well. They challenge and support leaders effectively. The advisory board carries out its statutory duties. For example, it ensures that additional funding, such as the pupil premium grant, is used well to support disadvantaged pupils. In addition, it oversees the school's safeguarding systems.

p.4

Leadership and governance Expected standard

Leaders and advisers ensure that staff feel valued and offer support for their welfare. Staff are proud to work at the school. They appreciate how leaders support them in terms of their workload and wellbeing.

p.4

Leadership and governance Expected standard

Leaders are developing effective partnerships with parents and carers. They ensure parents are aware of and consulted on any changes at the academy.

p.4

Personal development and wellbeing Expected standard

There is a comprehensive, well-thought-out personal development programme. It is embedded across the wider curriculum as well as in dedicated personal development lessons, tutor times and assemblies. The curriculum is carefully planned and sequenced. It reflects the needs of the local community. Leaders adapt the curriculum when new risks emerge. As a result, pupils develop knowledge about topics such as healthy relationships, keeping safe and mental and physical health.

p.4

Personal development and wellbeing Expected standard

The school’s careers programme is well planned. Pupils benefit from work experience in Year 10 and Year 12. Leaders work effectively with a range of employers, who support the delivery of the careers programme. Links with the local community raise pupils’ awareness of the world of work, careers and potential opportunities.

p.4

Personal development and wellbeing Expected standard

All pupils in key stage 3, including disadvantaged pupils and those with special educational needs and/or disabilities, take part in a wide range of enrichment activities for an hour a week. These include clubs such as sports, dance, music, chess, debating and creative activities, which help pupils develop their interests and talents. There is an increasingly wide enrichment offer for older pupils. However, pupil participation rates at these activities are low, and, therefore, they do not benefit most pupils.

p.4

Personal development and wellbeing Expected standard

Teachers actively develop pupils’ social, moral, spiritual and cultural development in ethics lessons and other subjects. Pupils articulate their understanding of protected characteristics and British values. The school's ethos of respect, responsibility, and resilience is seen in the behaviour of pupils and how they positively interact with each other.

p.4

Personal development and wellbeing Expected standard

Pastoral care and support for wellbeing is a strength of the school. Pupils consistently describe staff as caring, approachable and quick to act when concerns arise.

p.4