Bradfield School, located in Sheffield, South Yorkshire, underwent its first inspection since joining the Tapton School Academy Trust in February 2020. The inspection, conducted on December 6 and 7, 2022, resulted in an overall effectiveness rating of Requires Improvement. The school has made strides in improving the quality of education, but challenges remain, particularly in ensuring that all pupils achieve their potential by the end of Year 11. Leaders have high expectations, yet the curriculum has historically lacked ambition, impacting pupil outcomes.
Most pupils express enjoyment in attending school, feeling safe and supported. Incidents of bullying are rare, and younger pupils have settled well, knowing they can rely on trusted adults for assistance. The school has made progress in improving pupil behavior, with a decline in poor behavior incidents, although a small number of pupils still do not meet expectations. The range of extracurricular activities has expanded, with opportunities for involvement in the school choir, sports competitions, and leadership roles.
In terms of academic performance, leaders have identified key knowledge that pupils should learn in many subjects. Where this clarity exists, teachers can effectively plan ambitious lessons. However, in subjects where the curriculum is less developed, pupils experience limited learning opportunities, leading to disengagement and slower progress. Teachers demonstrate strong subject knowledge and effectively collaborate with teaching assistants. Recent improvements have been made in supporting pupils with special educational needs and disabilities, as well as those who speak English as an additional language. However, these changes have not yet consistently translated into improved outcomes.
Pupils in the early stages of reading now receive structured support to enhance their confidence and fluency. The school has implemented a new behavior policy, which is beginning to show positive effects, as evidenced by a reduction in suspensions. Nonetheless, clarity and confidence in the policy's implementation among staff and pupils remain areas for improvement.
Attendance rates are improving overall, but some pupils, particularly those from disadvantaged backgrounds, do not attend regularly, which hinders their learning and progress. Leaders recognize the importance of equipping pupils with the necessary skills and knowledge for their future. Year 11 pupils appreciate the careers guidance they receive, which aids their preparation for post-school pathways. The previous personal, social, and health education program was found lacking, prompting leaders to enhance this area with regular lessons and assemblies.
Engagement with parents has improved, with many reporting positively on communication and the celebration of pupil achievements. However, some parents still seek more information regarding their child's progress and the school's behavior improvement efforts. The support from the trust has been instrumental in driving positive changes, with trustees and governors providing appropriate levels of support and challenge to school leaders.
Safeguarding arrangements are effective, with staff trained to prioritize pupil safety. Regular updates ensure that staff are aware of their responsibilities, and pupils receive education on various safety topics, including the responsible use of social media. The inspection highlighted areas for improvement, including the need for clearer identification of knowledge in certain subjects, addressing gaps in the PSHE curriculum, and ensuring that all staff understand and implement the behavior policy effectively. Additionally, efforts must be intensified to improve attendance, particularly for disadvantaged pupils, to ensure they benefit fully from the curriculum.
