Opened in September 2019, this is a relatively new 11 to 19 boys’ secondary with a Muslim faith designation, and an explicit focus on leadership, service, and academic ambition.
The headline from the latest inspection is clear. The February 2024 Ofsted inspection judged the academy Outstanding in all areas, including quality of education, behaviour and attitudes, personal development, and leadership and management.
Academically, the school’s GCSE profile (as measured through FindMySchool’s rankings based on official data) sits in line with the middle 35% of schools in England (25th to 60th percentile). Its ranking, combined with the inspection outcome, points to a school whose strengths are often as much about culture, curriculum organisation, and standards of conduct as raw headline grade distributions.
For families, the practical reality is that admission is competitive. Local authority guidance for September 2026 entry records 642 applications against a published admission number of 120 for Year 7.
The school’s identity is tightly defined, and it is communicated in a way pupils can actually use. Its STAR values, Service, Teamwork, Ambition and Respect, are presented as the foundation for behaviour and personal development, rather than as marketing language.
Day-to-day culture is described in unusually concrete terms in formal reporting: pupils are well mannered, diligent, and proud of their school, with lunchtime routines and pupil leadership roles used to reinforce habits and responsibility.
The faith designation matters to ethos, but it is not presented as a barrier to entry. The determined admission arrangements for 2026 to 2027 describe the school as progressive and inclusive, and state that applications are considered equally without reference to faith.
Leadership is central to how the academy frames growth. Pupil leadership roles, community contribution, and structured personal development are positioned as core, with an emphasis on pupils being prepared for life beyond school and for future careers.
This section uses FindMySchool rankings and the provided performance dataset for outcomes, as required.
Ranked 1,515th in England and 13th in Bradford for GCSE outcomes. This level of performance is in line with the middle 35% of schools in England (25th to 60th percentile).
Attainment 8 score: 51.3
Progress 8 score: 0.15 (a positive score indicates progress above England average)
EBacc average point score: 4.55
Percentage achieving grades 5 or above in the EBacc: 13.3
Interpreting those figures for parents: the Progress 8 score indicates that, across a full cohort, students tend to make more progress than pupils with similar starting points nationally. The EBacc point score suggests solid outcomes across the core academic suite (English, maths, sciences, a language, and a humanity), which aligns with the school’s stated academic core and the curriculum emphasis described in formal reporting.
the available dataset does not provide a reliable A-level grade breakdown for this school, so it is not summarised numerically here. The sixth form is, however, confirmed on official records, and post-16 is part of the school’s model.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
Curriculum design is described as structured and deliberately cumulative. Across Key Stage 3, expectations increase in complexity, and teaching is framed as building carefully from starting points.
At Key Stage 4, the curriculum is strongly aligned with the English Baccalaureate. Formal reporting indicates that almost all pupils study the EBacc suite, and that the typical pattern includes a humanity (history or geography) and a language option that includes Arabic or French.
Reading is treated as a whole-school priority. The described culture is one where pupils can talk knowledgeably about texts, poetry and genres, and where targeted support is used for those who need to catch up quickly.
Careers education is also presented as systematic rather than occasional. Students are described as being well informed about future careers, supported by employer and higher education links, and all pupils undertaking work experience.
The school’s published narrative around next steps focuses more on preparedness than on destination statistics, and the available public data for destination percentages is not populated here. What can be evidenced is the infrastructure that typically supports strong progression: work experience for all pupils, structured careers guidance, and contact with employers and higher education providers.
The personal development programme is positioned as a driver for employability and maturity, with leadership responsibilities built into daily routines and enrichment days. That combination tends to suit students who respond well to clear routines, high expectations, and structured responsibility.
For families comparing options, the key question is less about whether progression is supported, and more about fit: this is a school that expects students to participate fully in a defined culture of service, manners, and purposeful conduct, alongside academic study.
Quality of Education
Outstanding
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
admissions sit within Bradford’s co-ordinated scheme for secondary schools. For the 2026 to 2027 round, the determined arrangements state that the common application form closing date is 31 October 2025, with outcome notification on 1 March 2026.
the determined arrangements set the Year 7 admission number at 120.
Bradford’s published guidance for September 2026 entry records 642 applications for 120 places, which indicates heavy demand.
the school’s determined arrangements set out a clear order, including looked-after and previously looked-after children; children of staff in specified circumstances; children with exceptional medical or social circumstances supported by professional evidence; siblings currently in Years 7 to 11 at the time of application and offer; then distance from home to the main entrance of the school, measured in a straight line by the local authority.
although the school has a Muslim faith designation, the determined arrangements state that applications are considered equally without reference to faith, which matters for families weighing whether a faith-designated school is open to all.
Parents evaluating chances should use FindMySchool’s Map Search to check distance accurately and understand how quickly allocation patterns can shift year to year, particularly in a high-demand area.
Open events are also part of the admissions picture. The school’s admissions information lists an Open Evening in October 2025, which suggests an autumn pattern that typically repeats for the next entry cycle.
Applications
634
Total received
Places Offered
117
Subscription Rate
5.4x
Apps per place
Pastoral support is presented as planned and targeted, with a stated strategy geared towards helping each pupil identify strengths and receive support at the point of need.
Structured mentoring also features in the published description of pupil support, including guidance for pupils who need additional help and signposting to external services when families require wider support.
Safeguarding is a key consideration for any family, and the February 2024 inspection confirmed that safeguarding arrangements are effective.
The school frames enrichment as part of its leadership model rather than as optional add-ons. After-school clubs and intervention sessions are built into the weekly rhythm, with published information indicating clubs running after school on weekdays.
What matters for families is specificity. The school’s published curriculum pages point to subject-linked enrichment activity, including a Nasheed club within music and a Drama club linked to English.
STEM enrichment is also communicated through project-based activities. A 2025 school news item describes a year-long initiative where pupils build a racing kart while applying STEM theory, a type of extended project that can strongly suit students who learn best through applied outcomes and teamwork.
Community contribution is not treated as occasional charity work. Formal reporting describes pupils raising over £45,000, distributing 600 food and gift hampers, and completing many hours of voluntary work locally. The implication for families is that character education here has a practical dimension, which may appeal to parents who want service and responsibility to be more than a slogan.
Parents comparing local options can use FindMySchool’s Local Hub comparison tool to view GCSE measures side by side, particularly if weighing progress, EBacc alignment, and the trade-offs between different school cultures.
The school is located in Laisterdyke, Bradford, and operates as an 11 to 19 boys’ secondary within Bradford local authority.
Published information indicates that after-school clubs and intervention run later on weekdays, which can help working families plan routines, even where wraparound childcare is not a feature of secondary schools in the same way as primary.
Transport arrangements vary significantly by family location. Given the competitive admissions profile, many families will want to plan for realistic daily travel time and check how that interacts with enrichment and after-school expectations.
Competition for places. Demand is high, with 642 applications for 120 Year 7 places recorded in local authority guidance for September 2026 entry. Families should approach the process early and complete the common application form on time.
A defined culture and strong routines. The school’s values and conduct expectations are central, with manners, leadership responsibilities, and structured personal development emphasised throughout. This suits many boys, but families should ensure the style matches their child.
EBacc-led curriculum shape. The Key Stage 4 model strongly aligns to the EBacc suite, including a humanity and a language option such as Arabic or French. That is a good fit for academic breadth, but students seeking a very different KS4 balance should understand the subject model early.
A high-expectations boys’ secondary where culture, conduct, and academic ambition are treated as mutually reinforcing. The combination of an EBacc-led curriculum, structured personal development, and a strong inspection outcome gives confidence in day-to-day standards, even as the school remains relatively young.
Who it suits: families who want clear routines, a strong character education model rooted in service and leadership, and an academically ambitious curriculum. The limiting factor is admission, competition for Year 7 places is the practical challenge.
The most recent inspection judged the school Outstanding across all key areas, and formal reporting describes a high-expectations culture where pupils behave well, feel safe, and follow an ambitious curriculum. GCSE measures in the available dataset suggest broadly solid performance, with a positive Progress 8 score indicating above-average progress from students’ starting points.
Year 7 admissions sit within Bradford’s co-ordinated secondary admissions scheme. For the 2026 to 2027 round, the closing date stated in the determined arrangements is 31 October 2025, with outcomes on 1 March 2026. The published admission number is 120.
Yes, demand is high. Bradford’s September 2026 entry guidance records 642 applications for 120 places, which indicates that places are typically allocated through the oversubscription criteria and distance considerations after higher-priority categories are applied.
The determined admission arrangements describe the school as progressive and inclusive, and state that applications are considered equally without reference to faith. Families should still read the determined arrangements in full to understand how priority categories and tie-breaks work.
The curriculum is strongly aligned to the English Baccalaureate suite. Formal reporting indicates that almost all pupils study the EBacc combination, typically including a humanity (history or geography) and a language option that includes Arabic or French.
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