Woodside Academy, located in Bradford, West Yorkshire, has recently undergone an inspection on October 1 and 2, 2024, and has been rated as good across all key areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The headteacher, Kirsty Porter, leads the school, which is part of the Leading Learners Trust, overseen by CEO Yvonne Brown and a board of trustees chaired by Samuel Quigley. The school fosters a positive and inclusive environment where both pupils and staff appreciate being part of a supportive community. Relationships among staff and pupils are characterized by warmth and respect, reflecting the school’s core values of high expectations and resilience. Pupils demonstrate courtesy towards one another and visitors, showcasing a strong sense of equality and safety awareness.
The school is committed to ensuring that all pupils, including those with special educational needs and disabilities, are well-prepared for their future educational journeys. High expectations are set for all students, and the curriculum has been revised in key areas such as English and mathematics, leading to improved pupil achievement. However, the impact of these changes has yet to be fully realized for the previous cohort of students. The school offers a diverse range of sports and extracurricular activities, including kickboxing and various after-school clubs, which are well-attended and contribute to pupils’ sense of responsibility and community involvement.
Woodside Academy has developed structured subject curriculums that outline the sequence of topics taught, ensuring that key concepts build on prior learning. For instance, in computing, the curriculum effectively connects topics from different year groups. Despite this, there are instances where pupils do not have sufficient opportunities to revisit key concepts, and some learning activities do not align closely with intended outcomes. This has resulted in some pupils, particularly those with SEND, not retaining as much knowledge as they could. Over recent years, the school has faced variable outcomes, prompting leaders to identify areas for improvement. Staff now share higher expectations for all pupils, particularly in English and mathematics, which is positively influencing achievement.
Phonics instruction is effectively implemented from early years, fostering a love for reading among pupils. The school library is a popular resource, and regular reading opportunities are integrated into the curriculum. Mathematics instruction has also been refined, leading to increased pupil engagement and understanding. The early years curriculum prioritizes essential skills in reading, writing, and numeracy, promoting independence among young learners.
Behaviour in the school is generally good, with staff providing necessary support for pupils who require additional guidance. Attendance is monitored closely, although some pupils remain frequently absent, impacting their learning. Personal development is well-planned and integrated into the curriculum, with pupils expressing enthusiasm for various activities and leadership opportunities. The trust has provided robust support to the school, and leaders maintain an accurate understanding of its strengths and areas for growth. Staff are dedicated to the success of all pupils and appreciate the support they receive in managing their workload and well-being.
The school’s safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, there are areas for improvement, particularly in aligning learning tasks with intended outcomes and ensuring that assessments accurately reflect pupil understanding over time. The school is committed to embedding recent improvements in support for pupils with SEND to enhance their achievement and behaviour. Overall, Woodside Academy demonstrates a strong commitment to providing quality education and fostering a positive learning environment for all its pupils.
