Previous OFSTED Inspection Report Comments
March 2012 HMI Robert Ellis: Grade Good 
Behaviour in lessons and around the school is typically good and the school is a calm and orderly place. Students’ behaviour is, in the main, managed skilfully, but there are exceptions and some learning time is lost. There are effective arrangements for ensuring students are safe. Students can recognise and respond appropriately to risks they are likely to encounter.
Most students attend school regularly and are punctual. The school can provide examples of significant improvement in attendance for particular students. Behaviour in lessons and around the school is mostly good and students generally require little more than gentle prompting from staff in order for them to take
responsibility for their own behaviour. Most students who have behaviour difficulties respond quickly to the school’s individualised strategies to improve their behaviour and lessons are seldom disrupted by inappropriate behaviour. Students say that behaviour is generally good and that most students get on well together. However, inspectors observed that in a few lessons teachers are less skillful in managing behaviour and there are sometimes delays in re-engaging students with their learning, which can lead to minor disruption to the lesson. Students report that bullying is rare. Most are aware of different forms of bullying and they are confident that if there is any it will be dealt with effectively. However, a very small minority of students do not have such a well-developed understanding of exactly what action they should take if they observe or are subjected to bullying. Excellent care, combined with strong relationships and mutual respect, ensures that students feel safe in school, and the school has surveyed students to find out if there are particular areas of the school where they might feel less safe, and staff are working closely with students to address their concerns. Most students demonstrate an understanding of how to avoid the typical risks that they might face. For example, students know about potential hazards that might be encountered when cooking. The school has ‘behaviour detectives’, a group of students who monitor behaviour and encourage other students to act more responsibly. Students are also actively involved in decision-making through the school and curriculum councils.
Most parents and carers who responded to the inspection questionnaire expressed the view that their children are looked after well, feel safe in school and that behaviour is not an obstacle to their children’s learning. A small minority were concerned that bullying is not dealt with effectively. Inspectors found that the school takes appropriate action but parents and carers are not always informed about the school’s response to their concerns.
Action taken & Comments :
The UP&A Scheme was implemented in 2012 for use across the academy to raise the importance of Uniform, Punctuality & Attendance. The impact was immediate and improvements were notable, not least of all due to the inter-tutor group competitive nature. In addition House Competitions and Activities promoting organised activities at break and lunch time equally impacted on reducing incidental and poorer behaviours. The emphasis on developing positive behaviours and personal attributes was then further enhanced by the introduction of the Character Strengths Scheme with weekly/fortnightly character strengths [caring, sharing, kindness… etc..] being themed work at Tutor sessions.
Engagement in the Investors in Pupils Scheme to develop student understanding of the Academy and their role and responsibility was also introduced. Students thereafter pursued tutor group and personal targets. This has also ensured that developing positive behaviours and a supportive culture within the academy became custom to daily practice.
Work with Parents and Carers to engage them quickly and openly in issues was furthered by the pastoral team and the dissatisfied parents referred to in the Inspection were positively engaged. The work of the PTFA, coaching sessions by staff and Parent & Carer Manager Support also resolved the small number of cases with feedback showing how parents and carers were very satisfied. It was noted that some difficulties arise through out of school behaviours exhibited by students [and sometimes their parents] which then spill into the working day. Such incidents were and remained very rare.
Further work was done on anti-bullying and raising student awareness that falling out and exchanging unpleasant remarks was not bullying. The Anti-Bullying work conducted by the Pastoral Team & Student Council assisted in clarifying both what is bullying and what the effective strategies were to support students in difficulty.
The work of the Blue Zone staff to assist colleagues with autistic behaviours and whole academy CPD further skilled the staff in meeting the diverse needs of those complex needs students.
October 2013 Mr James Bowden AI: Grade Good 
Students’ behaviour is good. This is as a result of the highly effective care and support that staff provide. In lessons, students were highly motivated and wanted to do their best.
Students say they feel safe and happy at the school, as well as at the off-site provision they attend weekly. This is confirmed by their parents and the school’s own records.
Behaviour in and around the school is good because of the consistent routines and high levels of appropriate staff supervision. Any potential misbehaviour is managed very effectively in lessons, as well as during break and lunch times. As a result, there are clear improvements for individuals and groups of students in, for example, managing their own behaviour.
Typically, behaviour over time is improving. There have been no permanent exclusions and instances where students have not been allowed to go to school for short periods of time because of poor behaviour are falling. Recorded instances of inappropriate behaviour are also falling as a result of the successful management of students’ behaviour in lessons and around the school. There have been very few instances of inappropriate racist comments and no recorded instances of homophobic comments.
Students say the school is a safe place to be and that they get along well together. They know about the different kinds of bullying and the importance of e-safety. If there were instances of bullying they said the school would immediately deal with them. In addition, older students say that they feel safe and supported well at the off-site alternative provisions they attend.
Attendance, regardless of pupils’ circumstances, is similar to that of the national average and punctuality to school is not an issue. Students arrive happily in the morning, remain positive and friendly throughout the day and leave in a positive frame of mind at the end.
Attitudes to learning are generally highly positive. In lessons, students work successfully as individuals, in pairs and in small groups. In a post-16 English lesson, there were group leaders who supported the learning of others very effectively.
Without exception, parents’ responses to Parent View show parents are happy with the school’s care for their children. This is also confirmed by the school’s own parental questionnaires and the responses to the staff questionnaire.
Action taken & Comments:
It was immediately noted that the work from March 2013 had been recognised by the Inspection Team and that improvements were effective. The impact of UP&A, IiP and Character Strengths all having clearly impacted in the improved judgement comments albeit the consensus from monitoring of standards and visitor comments is that behaviour and safety is better than good.
In addition the work carried out by Pastoral Staff and the P&CPM ensured that relationships with Parents & Carers were further enhanced. Comments on OFSTED’s Parent View [March 2014 – prior to Academy Conversion] being excellent in their support, value and belief in Bradfields.
In 2013-14 the Academy secured the Investor’s in Pupils Award [with an exemplary assessment], the Leading Parent Partnership Award and the Family Friendly Award. These 3 externally accredited awards clearly identifying the high standards of student behaviour and parental view that Bradfields is a caring, supportive, safe and positively engaging provision.
Training for staff and students by Stonewall in 2014 has furthered this work to ensure the academy is well placed to support students and manage any homophobic issues should they arise. To date there have been none.
Strategies to Support Positive Behaviours, Attendance & Punctuality
Whole Academy Strategies include :
- A SEAL Scheme which promotes Social and Emotional Development. This scheme also incorporated the Character Strengths initiative which has been wholly embraced by staff and students. The scheme is an integral part of the weekly assembly and lessons, and tutorials. It develops positive attributes
- Investors in Pupils Programme : is based around the pupils having a greater understanding about the running of the school, as well as having an input into supporting that process. The students have individual targets within this scheme. Their targets involve personal development, older students supporting younger children and many form targets are about developing teamwork & peer support.
Steve Ruse IiP Assessor [Leeds City Council]: 14 Nov 2013
Set within the existing academy context ; Bradfields Learning Tree, Character strengths, SEAL etc… Investors in Pupils has been used to both complement and enhance the provision of pupil voice at the academy. In skilfully tailoring the framework to meet its own needs the outcome is an impressive ‘sum that is bigger than its parts’ providing an effective infrastructure and springboard from which the school can only progress further.
- A SEAL Tracker programme which shows a greater number of students progressing with personal targets.
- Lead & Senior Students with specific support and duty roles to further responsibility and maturity in each zone.
- KS 5 students have the opportunity to undertake work experience
- The UP&A Scheme to promote Uniform, Punctuality and Attendance in each Zone and across the Academy.
- The BATL Initiative to raise the 5 key expectations across the academy of positive Behaviour and Attitude Towards Learning.
- A Merit Scheme & Subject Award Scheme.
- Behaviour Detectives – Our ‘secret shopper’ students who identify positive and negative behaviours and raise their findings with Senior Staff for reward/action.
- Student Council – elected representatives from each tutor group debate ideas and proposals to go to SLT for consideration and adoption related to academy community issues [behaviour, rewards, fundraising, new facilities and academy improvement].
- Young Inspectors & Medway Youth Parliament Representatives - students have input into local planning, development and policy making within Medway.
- To support and further encourage positive interactions the 6th Chatham South Guide Group was established in 2012. This has proved immensely popular with +20 students involved and run by staff. Impact on sustained behaviours and increased confidence has been noted.
The emphasis throughout is to develop responsibility, respect, courtesy, good manners and an understanding of how such positive behaviours contribute to a happy and supportive life at Bradfields, positive relationships in the academy/at home/in the local Medway community, into adult life and the workplace. The targeting of character strengths and personal attributes is key in this process. As is also developing a real sense of happiness, personal worth, appreciation of self/others and resilience. We consider all this to be the cornerstone of ‘British values’.
This prestigious quality mark is due for renewal in Spring 2017 and we are currently preparing for the visit from IiP. Mr David Waters & Mrs Elizabeth Halton are leading on this work.
Behaviour and Attitude To Learning (BATL) Strategy
During each lesson, 5 common BATL targets are emphasised. Which incorporate the ABCDE. These are:
- Be punctual and ready to learn
- Be positive and enthusiastic
- Be a good speaker and listener
- Be willing to take part and achieve
- Be respectful and supportive of each other
The development of Social Emotional aspects of Learning is a targeted scheme for each student. Targets are set at the start of the year and then reviewed throughout with three data entries in-year to show progress.
Merits are awarded for excellent Classwork/Home Learning / Community Actions / Consistent Positive Contributions. They can be nominated by any member of staff but it is usual for the Teaching Team to award them.
In the Autumn term of 2016 the award of Merits continued to show how our student population achieved against the Merit criteria.
The chart below shows the detail.
The Academy has a rigorous anti-bullying policy in place which involved student, parent/carer, staff and governor consultation. An abridged version is available within the Student Planner. The policy is reviewed regularly in consultation with all groups.
Students have a good understanding of the different types of bullying. In last three years a lot of work has been carried out in tutor time, assemblies, PSHCE & Anti-Bullying Week to help students understand the difference between bullying and one off incidents. As such sometimes students have a better grasp than some parents/carers.
During student interviews in October 2013 OFSTED commented that:
Students say the school is a safe place to be and that they get along well together. They know about the different kinds of bullying and the importance of e-safety. If there were instances of bullying they said the school would immediately deal with them.
There have been very few instances of inappropriate racist comments and no recorded instances of homophobic comment.
Homophobia & Racism
High quality staff CPD has been undertaken within this field and following on from the training the content was delivered to students through the PSHCE and Citizenship lessons.
Training for staff and students by Stonewall in 2014 & 2016 has furthered this work to ensure the academy is well placed to support students and manage any homophobic issues should they arise. To date there have been none.
When problems have occurred they have been minimal and often reflected negative racist attitudes originating in the home place.
A similar exercise is to be undertaken around racism.
Understanding of Risk
Students receive good quality education in the areas of : Sex education ; Drugs Awareness Travel Training ; and, E-Safety through PSHCE & Citizenship.
Workshops have been provided since 2013 in : Gangs ; Knife Crime ; Sex & Relationship Education ; Alcohol Abuse ; and, Anti-Social Behaviour.
There have been recent strategies to help parents become more aware of E-Safety along with the students. These have been during parental ICT workshops.
Students state wholeheartedly that they feel safe within Bradfields and the vast majority feel safe on the journey to and from the academy.
Since 2012 there has been an increase in the opportunities available to Bradfields students to access courses provided by external providers. OFSTED surveyed those students and made the following observation in 2013 :
In addition, older students say that they feel safe and supported well at the off-site alternative provisions they attend.
Bradfields also provides Medical Provision on each of the Upper & Lower Sites ; Physiotherapy & Occupational Therapy, Speech & Language ; Counselling ; and, Psychodynamic Therapy. These additional Student Services are provided by our own staff team.
They complement the other Pastoral Work that takes place and as such ensure students are well placed to attend Bradfields and engage meaningfully in our provision. Attendance for the most needy and complex is sustained at higher levels by this provision.
In the OFSTED Inspection of 2012 it was stated :
This work is second to none.
The Counselling & Therapeutic Work is subject to SDQ Analysis. Progress is monitored using the Strengths and Difficulties Questionnaire which is completed by staff, students and families. It is the intention to track academic progress over time to monitor academic impact for these students.
Refer to the Policies page to find our Behaviour Policy and our other policies.