Bradley Stoke Community School

Bradley Stoke Community School

The Olympus Academy Trust is committed to delivering an outstanding education for young people, ensuring that our students have access to the highest standards of teaching, resources and learning opportunities.

We work in close partnership with our schools, ensuring that we facilitate the sharing of best practice and provide access to a wide range of partners and resources for the benefit of our students and the wider community. Visit our website here or follow us on Twitter @olympustrust.

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Ofsted

 

Following our recent OFSTED Inspection on 15th and 16th May 2018, I am delighted to be able to share with you the outcome of the inspection and our full report. It was a rigorous process carried out by a perceptive and experienced OFSTED team of inspectors. They found that the overall effectiveness of the school was ‘good’ and that the personal development of students, student behaviour and welfare, and the leadership and management of the school were all ‘outstanding’.

This latest OFSTED framework was introduced in 2017 and is significantly tougher than previous inspection frameworks. This has meant that since its introduction, fewer than 3% of schools in the South West region have been graded as ‘outstanding’ in any areas, which gives some context for the superb achievement this outcome and report is for the school, staff, students, governors, the community and the Trust.

The full report can be accessed at this link: Ofsted Report 2018

The report gives an accurate picture of our school and the inspectors have commented on a number of positive aspects. I have included a summary of those highlights below:

 

‘A strong culture of continuous improvement is evident across the school.’

‘Teachers plan the progression of knowledge and skills that they want pupils to develop over time effectively. As a result, pupils make strong progress.’

‘The school’s work to strengthen and promote pupils’ personal development, behaviour and well-being is outstanding.’

‘Leaders have… an in-depth knowledge of the school’s strengths and weaknesses and a clear vision for the next stage of the school’s development.’

‘Staff reported that they are proud to work at the school. They are highly motivated and feel trusted to innovate and develop their practice in ways that are right for their pupils.’

‘Pupils demonstrate very positive attitudes to their learning in lessons. They focus on their learning and show resilience and persistence.’

‘Leaders have developed a highly effective, broad and balanced curriculum.’

‘Pupils conduct themselves in an exemplary way around the school, demonstrating strong self-regulation. They are polite and courteous to each other and to adults.’

‘The quality of careers education, advice and guidance is a strength of the school.’

‘Leaders have created a culture where intolerance is not accepted. Pupils described a tolerant and supportive environment where there is respect for each other.’

‘Because of their detailed knowledge, governors challenge and hold leaders to account very effectively.’

‘Pupils demonstrate their knowledge and understanding confidently in lessons.’

‘Pupils reported that they find the feedback that they receive from their teachers effective in helping them to improve their work.’

‘In the primary phase, teachers develop a curiosity and enthusiasm in pupils about their environment. They instil strong skills of self-control and risk awareness.’

‘The behaviour of pupils is outstanding. Leaders have created a culture where pupils are tolerant, respectful and appreciative of differences.’

‘Highly positive relationships with their teachers enhance learning in lessons.’

‘Pupils read widely. In the primary phase, most pupils make good progress in their reading. Pupils read with fluency and understanding.’

‘In the Early Years, children respond well to the high expectations and interesting activities that teachers and other adults set….. their high levels of concentration and perseverance play a strong part in their effective learning.’

 

We are always keen to improve what we do as a school even further and the report outlines two key areas for improvement:

 

‘Leaders should raise achievement further by:

– ensuring that the progress made by students on academic courses in the sixth form matches that made by students on applied courses.

– ensuring that recently introduced developments in teaching and learning are applied consistently across a range of subjects.’

 

We will include these areas within our priorities for our school improvement planning.

 

I am incredibly proud of our students, children, staff, governors and the community reflected in the day to day life of our school and captured so well in this report.

 

Steve Moir

Headteacher