One In A Million Free School, located in Bradford, West Yorkshire, underwent an inspection on June 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, a notable decline from its previous inspection grade of good. The quality of education provided to pupils is inconsistent, with some subjects lacking a fully embedded curriculum. This has resulted in gaps in knowledge for some students, although school leaders are actively working to address these issues.
Leaders maintain high expectations for pupil behavior and conduct, and the majority of students generally behave well. The school has established clear behavior systems and routines, which pupils understand. However, there are instances where behavior deteriorates, particularly during periods of staffing disruption. Bullying is infrequent and is managed effectively when it occurs. Pupils report feeling happy and safe within the school environment.
The school offers a variety of extracurricular activities, allowing pupils to explore their interests and talents. Programs such as archery, cricket, and library club contribute to personal development, which is further supported by a comprehensive personal, social, and health education (PSHE) curriculum. This curriculum also emphasizes the importance of diversity and equality, teaching pupils how to stay safe both online and offline.
While the school excels in certain subjects like Spanish and religious education, where leadership has been stable, other areas such as history and food technology are experiencing changes in leadership that aim to improve the curriculum. However, significant gaps in knowledge persist across several subjects, and the delivery of the curriculum is inconsistent. Pupils with special educational needs and disabilities receive adequate support, with teachers provided clear guidance on how to meet their needs.
Leaders have identified pupils who may require additional reading support, particularly those needing help with phonics. New systems have been implemented to enhance reading fluency, but there is a lack of sufficient support for pupils at the earliest stages of reading, hindering their ability to catch up effectively. The behavior system in place has led to a reduction in low-level disruptions, although a minority of pupils face sanctions, including suspensions.
Most pupils demonstrate good attendance, and the school has measures to improve attendance for those who struggle. The curriculum is designed to support pupils' personal development, equipping them with the knowledge necessary for their future educational and career paths. The PSHE curriculum is well-structured, and pupils benefit from effective career guidance.
Leadership at the school recognizes its vital role within the community but faces challenges related to staffing. There is a need for leaders to closely monitor the impact of their actions, as they currently lack clarity on the effectiveness of some initiatives. While most staff feel supported and valued, there is a need for improved analysis of available information to inform future school improvement strategies.
The safeguarding arrangements at the school are effective, with leaders identifying local risks and teaching pupils how to stay safe. Staff are trained to recognize safeguarding concerns, and there are robust systems for reporting and addressing these issues. Overall, the school has areas of strength, particularly in personal development and safeguarding, but significant improvements are needed in the quality of education and curriculum delivery to ensure all pupils receive a consistent and comprehensive learning experience.
