Co-op Academy Princeville, located in Bradford, West Yorkshire, has recently undergone an inspection on June 11 and 12, 2024, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school, which is part of the Cooperative Academies Trust, is led by executive headteacher Rimah Aasim and serves a diverse student body of 478 pupils aged 2 to 11. The school has not been previously inspected under section 5 of the Education Act 2005.
The school fosters a strong moral code based on the values of the co-operative movement, encouraging pupils to care for one another and succeed together. The environment is described as friendly and welcoming, with staff who speak multiple languages and are sensitive to the needs of pupils and their families. Pupils feel comfortable discussing any concerns with adults, knowing they will receive support. High expectations are set for all pupils, who demonstrate a willingness to learn and engage actively in lessons. The classrooms maintain a calm atmosphere conducive to learning, and pupils show respect for each other and staff.
In the early years, children thrive as staff help them settle into routines and develop their communication skills. The curriculum is broad and ambitious, with a focus on vocabulary development and making connections in learning. Pupils with special educational needs and disabilities are integrated into mainstream classes, receiving appropriate support. However, there are inconsistencies in the implementation of some curriculum policies, leading to varied experiences for pupils. Some lessons lack focus, which can lead to confusion and disengagement among students.
Reading is a priority at the school, with effective phonics instruction helping pupils become confident and fluent readers. Various initiatives promote reading, including access to high-quality books and summer reading packs for incoming Reception pupils. The school also emphasizes careers education, partnering with local businesses to inspire pupils' aspirations. Pupils are knowledgeable about health and nutrition and engage in discussions about world faiths through visits to places of worship.
The behaviour policy is well understood, and pupils are generally polite and courteous. However, some report occasional unkind behaviour during playtime. Attendance has improved significantly due to collaboration with families. School leaders are attentive to staff workload and well-being, providing ample training opportunities that enhance professional development. The board of trustees and academy councillors have a clear understanding of the school’s needs and set appropriate priorities for improvement.
While the school has made positive strides, there are areas for growth. Some teachers need further training to make effective pedagogical choices, ensuring all pupils learn to their full potential. Consistency in the implementation of curriculum policies is necessary to provide equitable experiences for all students. Overall, Co-op Academy Princeville demonstrates a commitment to continuous improvement and the well-being of its pupils and staff, creating a supportive and enriching educational environment.
