Airedale Academy, located in Castleford, West Yorkshire, underwent an inspection on January 30 and 31, 2024, and received an overall effectiveness rating of Requires Improvement. The school, which is part of the Northern Ambition Academies Trust, is led by interim principal Dan Neal and overseen by CEO Elizabeth Fairhurst and chair Robert Hall. The inspection highlighted several areas needing improvement, including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision, all of which were rated as Requires Improvement.
The school has implemented new strategies to enhance educational quality, offering a broad curriculum. However, the planning and teaching methods do not consistently enable all students to retain and apply knowledge effectively over time. Consequently, many students, including those with special educational needs and disabilities, do not perform to their full potential at the GCSE level. While most students exhibit good behavior, a minority disrupt lessons and engage in truancy. Reports from pupils and staff indicate inconsistencies in the application of the behavior management system, leading to instances of derogatory language among students.
The sixth form, though small, is appreciated by students, who have limited course options. The quality of teaching in these courses varies, and some sixth-form students also encounter the same negative language as younger pupils. Despite these challenges, students benefit from well-organized visits that broaden their understanding of the world, and the school offers a variety of enrichment activities that many students enjoy. However, the education provided does not sufficiently equip students with a comprehensive understanding of life in modern Britain.
The inspection revealed that the quality of education is inconsistent across different subjects. While the school has made efforts to develop its curriculum, not all subjects have clearly defined essential knowledge mapped out logically. The teaching of the curriculum is not uniformly effective, and the assessment practices do not adequately gauge students' understanding of key concepts, leaving gaps in their learning. Students with special educational needs receive varying levels of support, with those having education, health, and care plans prioritized.
Although the school has established routines to foster a positive learning environment, staff do not consistently enforce these practices. Disruptive behavior in lessons remains a significant issue, with many students being removed from classes or suspended, leading to continued disruptions upon their return. This environment negatively impacts the overall school experience for some students.
The school provides a structured personal development program covering essential topics such as healthy relationships and British values. However, the inconsistency in teaching personal, social, and health education means that some students do not develop a solid understanding of these critical areas. The sixth form allows students to continue their education at Airedale Academy, offering vocational courses and community volunteering opportunities. Nevertheless, attendance issues hinder many students from fully benefiting from their education.
Most staff express pride in their work at the school, appreciating the consideration given to their workload and well-being. The trustees and leaders are aware of the school's strengths and weaknesses and are committed to supporting its improvement. The safeguarding arrangements in place are effective, ensuring the safety and well-being of students. The inspection concluded that while some strategies for improvement have been initiated, it is too early to assess their impact fully. The school must focus on enhancing assessment practices, embedding behavior systems, and improving the curriculum for personal development to foster a more conducive learning environment.
