Belle Vue Girls' Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1104
AGES
11 - 18
GENDER
Girls
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01274 385967

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/11/16)
Full Report - All Reports
52%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Thorn Lane
Bingley Road
Bradford
BD9 6NA
01274492341

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your school has not stood still. Just after the last inspection, the governors implemented their decision for the school to become a standalone converter academy. Over the school year 2015/16, you worked closely with the Bradford Diocese Academies Trust (BDAT). As the benefits of working with, and for, a wider group of schools became apparent, governors formalised this partnership. Consequently, from August 2016 Belle Vue Girls’ School has been a partner school within BDAT. Other changes since the previous inspection include the appointment of a new deputy headteacher in September 2016 and a new chair of the governing body in 2013. Since the previous inspection, you and your team’s work to develop the effectiveness of teaching has led to an overall improvement in the progress that pupils make across a range of subjects. The provisional progress information for the 2016 Year 11 pupils places the school in the top 30% of schools in the country. The journey has not been smooth as over time there have been dips in the outcomes for different subjects and for different groups of pupils. However, you have ensured that your team understands why these dips have occurred. As a result, they have taken prompt and effective action to secure better results across all subjects and for different groups of pupils. Importantly, the difference between the progress that disadvantaged and other pupils make is reducing and pupils who arrive with low levels of attainment now make the most rapid progress. You and your team are not complacent. The new deputy headteacher is introducing further refinements to the way teachers are supported. She is working closely alongside the other deputy, who is refining the way that information about the progress pupils make, in each year group, across each subject, is used to support the development of even more effective teaching. Middle leaders talk confidently about how their roles have developed since the last inspection and how this enables them to more effectively support teachers in the faculties they lead. They have a detailed knowledge of pupils’ progress, including that of disadvantaged pupils, and how this is improving. You have developed ‘differentiation and acceleration plans’ for each class, which are completed after each assessment cycle. As a result, teachers clearly identify the type of support each pupil needs to make at least expected progress. Leaders routinely check that these plans are being used effectively. In 2015, the progress of pupils who have special educational needs and/or disabilities was not strong. Consequently, you made an interim change to the leadership for this important aspect of the school’s work, but experienced difficulties in recruiting a suitable, permanent replacement. This led to your decision to provide further training for a teacher skilled in this area. Outcomes for pupils who have different special educational needs are improving. You are increasing the range of qualification routes for this group of pupils so that their attainment is recognised. However, assessment information is not analysed well enough as it does not compare progress with other pupils with the same starting points. You recognise that the developments in tracking all pupils’ progress must include sharper focus on this group. The required published information about provision for this group of pupils has not been kept up to date. The updated special educational needs information report will be finalised before the next meeting of the governing body. At the time of the last inspection, teaching and achievement in the sixth form were not as strong as in other areas. Since then, you have increased the leadership capacity for the sixth form with the additional appointment of a leader for learning and progress. The summary evaluation and subsequent development planning for the sixth form are not as accurate as they are for other areas of the school’s work. Nevertheless, students’ progress, including that of disadvantaged students, is improving both in academic and vocational courses. You offer a wide range of enrichment activities, including those focused on developing students’ confidence in public speaking. A recent example of this is their participation in the Women of the World (WOW) festival. Work experience is offered to all students, but fewer A-level students take up the offer. Students are well advised and guided in their choices of course. As a result, the vast majority stay on to complete their course and move on to higher education or further training and employment. The sixth form makes effective provision for students who have a range of special educational needs and/or disabilities, including those with low levels of prior attainment. Some students, when necessary, improve their GCSE grades in mathematics and English. However, leaders recognise that developing teaching that is more effective would increase the number of students gaining higher grades. Governors continue to provide a strong strategic steer to the school. They hold you and other leaders to account with an appropriate balance of support and challenge. While governors worked through the process of joining BDAT they did not ensure that all required policies were kept up to date. Safeguarding is effective. Pupils talk about feeling safe and how well they are cared for. Staff, supported by the pastoral team, have a strong focus on pupils’ emotional well-being. They have recognised that pupils face greater demands and challenges with the new GCSE arrangements, so they need to focus on building pupils’ resilience and confidence. As a result, the vast majority of pupils are confident about discussing things that concern them. Staff use their up-to-date training to identify pupils who need help and support, particularly those who need protection against radicalisation and forced marriage. Staff work effectively with other agencies to ensure that pupils are safe from these forms of abuse. Evidence shows that staff are also keen-eyed at spotting pupils whose circumstances make them vulnerable to neglect. They take very practical steps to support these pupils. However, some recording of these lower-level concerns does not follow best practice. You ensure that all required checks on the suitability of staff are undertaken prior to their appointments, including the necessary further checks on those who have lived and worked abroad. However, at the start of the inspection the records of these checks were not all in one place, as required. This issue was addressed promptly during the day. You have planned an external evaluation of this aspect of the school’s work, to ensure that any areas that could be further improved are identified and developed. The leadership team and governors have been battling to address concerns about the safety of pupils as they leave the site at the end of the school day. There is very little space for the number of parents who choose to transport their daughters and this is compounded by two other schools using the same access routes. In addition, contractors working on a school building opposite do not adhere to the agreement not to move their vehicles at key times. On the day of the inspection, my colleague saw contractors and parents ignoring the concerted efforts of school staff to manage the impact of this difficult situation. You have arranged a further meeting with the local authority to try to resolve this issue. In the meantime, the school must sustain its efforts to work with parents and others to minimise these risks to pupils.

Belle Vue Girls' Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 39% Agree 42% Disagree 11% Strongly Disagree 6% Don't Know 3% {"strongly_agree"=>39, "agree"=>42, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>3} Figures based on 36 responses up to 15-12-2021
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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 10 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

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Figures based on 36 responses up to 15-12-2021

Responses taken from Ofsted Parent View

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