Quality of education at Sheffield school rated as inadequate by Ofsted

A Sheffield school has promised major improvements after it was rated as inadequate by government inspectors.

By Dan Hayes
Friday, 31st January 2020, 1:27 pm
Updated Friday, 31st January 2020, 6:54 pm

Education watchdog Ofsted rated Bradfield School in Worrall as inadequate on the quality of its education, behaviour and leadership, and requires improvement on personal development and sixth-form provision.

The report says a ‘significant minority’ of pupils do not feel safe in the school, and that bullying happens ‘more than it should’.

It also says too many disadvantaged pupils miss school and do not get the support they need in the classroom to achieve well.

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Bradfield School has been judged as requires improvement by Ofsted.

Pupils with SEN are not met and they do not get the support they need to achieve as well as others, it adds.

And it says behaviour during social times is not good and silly behaviour around the school site is not dealt with by staff as it should be.

The school was inspected in November last year, and the report was published on Thursday.

The school was previously inspected in September 2017, when it was also rated as requires improvement.

Since then, the school has undergone significant leadership changes, including the appointment of new trustees, the recruitment of an interim headteacher in May 2019 and changes in leadership at all levels.

The school has been receiving support from the Tapton School Academy Trust – TSAT – and revealed on Friday that the trust would take formal control of it this weekend.

In a letter to parents, headteacher Adrian May – who will remain in post – said he wanted the school to be rated good by the end of 2020.

He said: “I understand that some of you will be shocked by the Ofsted report. I strongly believe that Bradfield has begun its journey and with the full support of TSAT this will accelerate so that we truly meet the needs of all our students.”

Mr May said the school would focus on five areas for improvement including creating an ‘ambitious’ curriculum and providing a first-class experience for pupils with SEN or disabilities.

He also wanted to ensure the school was fully inclusive for disadvantaged pupils, had a safe and caring atmosphere and improve attendance.