Co-op Academy Leeds, located in West Yorkshire, underwent an inspection on November 29 and 30, 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good.
Pupils at the school express a strong sense of pride in their education and feel safe due to the effective behavior management strategies implemented by the leaders. The school community is diverse, and all backgrounds are respected and valued. Leaders ensure that the curriculum is broad and high-quality, catering for all pupils, including those with special educational needs and disabilities, as well as those who speak English as an additional language. The school has a good understanding of pupils' starting points and provides tailored support to help them progress.
The curriculum has been carefully developed, with a focus on relevant topics that resonate with pupils' backgrounds. Teachers are well-informed about the needs of pupils with special educational needs, ensuring they have access to the same curriculum as their peers. The curriculum is sequenced effectively across subjects, allowing pupils to build on their previous learning. In mathematics, for instance, pupils begin Year 10 with a focus on algebra and number, reinforcing their understanding from earlier stages.
Reading is prioritized, especially for pupils in the early stages of learning. Teachers are trained in the phonics program used by the school, providing expert support to pupils. Multilingual staff have been employed to assist communication with pupils learning to read in English. The values of the Co-op Academies Trust, particularly equality, are evident in the school's culture. Pupils are proud to be part of a multicultural community, and initiatives such as an LGBTQ+ forum ensure that all voices are heard.
While the school has many strengths, there are areas for improvement. Some pupils do not have enough opportunities to demonstrate their cumulative knowledge, which can hinder their understanding of how different pieces of knowledge connect. Leaders are encouraged to create a consistent approach that allows pupils to showcase their subject-specific knowledge effectively. Additionally, some pupils struggle with self-regulation, which affects their ability to engage positively in the school environment. Leaders should develop strategies to help these pupils manage their behavior and emotions better.
The safeguarding arrangements at the school are effective, with a large safeguarding team in place. Record-keeping is meticulous, and actions taken regarding safeguarding are prompt. Leaders actively seek pupil feedback on safety concerns and use this information to enhance training and curriculum planning. The school has made significant efforts to improve attendance, recognizing that it is not yet at an acceptable level. Various strategies, including home visits, are being implemented to address this issue.
Governors and trustees are well-informed about the school's improvement needs and focus on supporting vulnerable groups, including pupils with special educational needs and disadvantaged pupils. Most staff feel that their workload is considered, although some suggest that more thought should be given to the implementation of new policies. Overall, Co-op Academy Leeds has made commendable progress, creating a positive learning environment while identifying areas for further development.
