The Fountain School
Catchment Area, Reviews and Key Information

Primary & Secondary
PUPILS
42
AGES
10 - 16
GENDER
Mixed
TYPE
Other independent school
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

Inadequate
NATIONAL AVG. 2.09
Ofsted report
(15/02/2022)
Full Report - All Reports
90%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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109 - 111 New Cross Street
Bradford
West Yorkshire
BD5 8BP
01274735913

School Description

Pupils’ experiences of school vary a great deal. This is because a small number of older pupils say that they are unable to challenge when they do not feel something is right or express their views. Some older pupils also worry about their exams because they have had a number of changes of teachers. However, some pupils who are on the school council said that they do feel that they can express their opinions. All pupils say that they feel safe in school and almost all say they have a member of staff they can speak to for support if needed. Pupils are ambitious and are keen to succeed. Teachers expect them to achieve highly. However, in some key stage 3 subjects, pupils spend too much time doing GCSE-style questions rather than studying a broad curriculum. This is repetitive and does not enable pupils to gain deep subject-specific knowledge and understanding. Pupils enjoy the Alimah studies that take place every morning. They are developing a strong knowledge of the Islamic faith. Pupils behave very well and follow teachers’ instructions. Pupils have a clear sense of right and wrong. They have respect for other views and religions. Bullying between pupils is very rare. Pupils say it would not be tolerated. Suspensions from school are rare. However, when they occur, procedures and processes around suspension are too informal. Sometimes, pupils are confused about why they have been suspended. What does the school do well and what does it need to do better? In a number of subjects, pupils do not gain sufficient subject knowledge. The school’s own policies state that pupils will be taught the subject content outlined in the national curriculum and this policy has not been followed. In several subjects, this is not the case and the curriculum is not broad enough. For example, in English pupils read very few whole texts and study very little drama and poetry. In history, pupils are taught hardly any British and local history. However, in some subjects, such as mathematics, Urdu and Arabic, the curriculum and teachers’ subject knowledge are stronger. In these subjects, pupils cover a broader range of topics. They gain a greater knowledge of subject-specific concepts and skills. Key stage 4 teaching largely consists of pupils practising past GCSE examination papers. This approach does not enable pupils to achieve the highest grades, nor does it consider a breadth of curriculum beyond that of the GCSE specifications. In addition, it does not support the small number of pupils who start the school below age-related expectations to achieve highly. Pupils know subject-specific terminology well but do not have the breadth of vocabulary that comes from reading widely. Some pupils are reading books that are for very much younger pupils, even though they have the potential to read more challenging texts. The school does not have a well-considered approach to developing pupils’ reading and vocabulary. Inspection report: The Fountain School 15 to 18 February and 30 March 2022 2 Leaders have not ensured that teachers have either the subject knowledge or the general teaching expertise they need. Some teachers do not have any formal qualifications in the subjects they teach, including at GCSE. Leaders have not put an effective programme in place to ensure that teachers gain the subject knowledge they need. This has an impact on the quality of the taught curriculum as well as pupils’ learning and enjoyment. This means that a number of standards from part 1 of the independent school standards, relating to the quality of education, are not met. There are no pupils with special educational needs and/or disabilities (SEND) in the school. Some pupils have additional needs because English is not their first language. Assessment in key stages 3 and 4 in most subjects uses GCSE grading criteria. It does not enable teachers to identify any small gaps pupils may have in their knowledge or any specific aspects of the subject that they may struggle with. Pupils have the opportunity to participate in work experience as part of a programme of careers education. This has not been possible for some older pupils due to the pandemic. The school has developed the curriculum for personal and social education. It now includes relationships and sex education, which is in line with government guidance. Pupils learn about respecting different communities, religions and cultures. They are taught about fundamental British values. Pupils have had opportunities to debate and take part in competitions such as ‘young writers’ and those from the UK Mathematics Trust. These extra-curricular opportunities have not yet resumed following the pandemic. Pupils are keen for them to do so. Pupils also take part in the school council. They have the opportunity to vote for a class representative to sit on this council. Pupils’ behaviour observed during the inspection, in class and around school, is impressive. Pupils listen to their teachers and try hard. They show respect for each other and the staff. Pupils form close social relationships with their classmates. Pupils’ attendance is broadly in line with current national averages. Records show that most behaviour issues are minor and relate to homework. Occasionally, some pupils are suspended for their behaviour. Although suspensions are rare, leaders do not record them in enough detail. The proprietor and trustees have not evaluated the strengths and weaknesses in the school accurately. They have underestimated the impact of teachers’ weak subject knowledge on pupils’ learning. The proprietor has not ensured that the school has improved enough since the previous inspection. The school does not meet several of the independent school standards in relation to the admissions register, recording of sanctions and the quality of leadership. Records of meetings between the proprietor and trustees show that they focus on operational issues, with little evidence of challenge to leaders. The proprietor and trustees have not placed enough emphasis on making sure that teaching staff have sufficient expertise.

The Fountain School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>20, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>20, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>13, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>27, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>7, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>27, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>13, "disagree"=>13, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>27, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 23-03-2019
Yes No {"yes"=>87, "no"=>13} UNLOCK Figures based on 15 responses up to 23-03-2019

Responses taken from Ofsted Parent View

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The Fountain School Catchment Area Map

This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.