Laisterdyke Leadership Academy Review 2026: A Star Academies secondary where behaviour, reading and leadership are core priorities

This is a Star Academies secondary in Laisterdyke, Bradford, with a stated leadership specialism and a clear focus on raising expectations. The most recent graded Ofsted inspection (January 2023) judged the school Good across every key area, including safeguarding, and described an organisation improving quickly through significant change.

Leadership is a visible theme in how the school presents itself, from its pupil leadership structures to a programme of leadership talks and wider enrichment. In governance records, Mr Mohammed Hafeez Khan is listed as Principal, with an appointment date of 03 January 2024, indicating a newer leadership chapter since the 2023 inspection.

Academically, GCSE outcomes sit below England averages on the FindMySchool measures for GCSE performance, and the Progress 8 figure suggests pupils, on average, make less progress than similar pupils nationally. That means parents should read this school as one where the direction of travel and culture matters, and where outcomes may vary by subject and cohort.

The tone set out in the latest inspection evidence is purposeful and more settled than in earlier years. Ofsted describes classrooms and corridors as calm, with pupils reporting that behaviour has improved and that staff respond to concerns, including bullying, promptly. That calm matters in a large secondary, because it is the precondition for learning time, consistent routines, and predictable expectations, especially for students who need structure.

The school’s identity is closely tied to Star Academies, which it joined on 01 April 2016. Trust membership can shape everyday experience through shared training, curriculum thinking, and behaviour systems. In the 2023 inspection report, trust support is explicitly positioned as part of the improvement work, alongside a drive to strengthen curriculum sequencing and staff development.

Leadership is also framed as a student experience rather than just an adult responsibility. The school highlights an active pupil council and “Academy Leaders” opportunities, which are intended to involve pupils directly in aspects of school life and decision-making. For some families, that emphasis on voice and responsibility will feel like a strong fit, particularly for students who respond well when school expects them to contribute rather than simply comply.

A practical note for parents reading this in 2026: the principalship in the 2023 Ofsted report is different from the principal currently listed in governance and local authority directories. That does not invalidate the inspection judgement, but it does mean parents should test how the school’s current leadership team is embedding routines, curriculum expectations, and enrichment participation today.

On FindMySchool’s GCSE performance ranking (based on official outcomes data), the school is ranked 3,360th in England and 26th in Bradford for GCSE outcomes. This reflects performance below England average. (FindMySchool ranking based on official data.)

The underlying GCSE indicators also point to challenge. The school’s Attainment 8 score is 35.8, and the Progress 8 score is -0.43, which indicates that, on average, pupils make below-average progress from their starting points across eight subjects compared with similar pupils nationally. The percentage achieving grades 5+ in the English Baccalaureate (EBacc) subjects is 7.9%, and the school’s EBacc average point score is 3.28, compared with an England average of 4.08.

That combination usually translates into a school that needs to be very deliberate about two things: (1) consistent teaching and curriculum sequencing across departments, and (2) high-attendance engagement so that students actually benefit from the designed curriculum. The 2023 inspection narrative supports the idea that curriculum planning and professional development were active levers for improvement at that point, but it also notes variability in a small number of subjects and the importance of building pupil independence rather than over-scaffolding.

If you are comparing local options, the FindMySchool Local Hub and Comparison Tool are useful for placing this GCSE picture alongside nearby secondaries on the same metrics, rather than relying on anecdote or reputation.

The school presents its curriculum as ambitious for all pupils, and the latest inspection evidence backs the idea of carefully sequenced subject content in most areas, with leaders identifying what should be taught and in what order so knowledge builds over time.

Reading sits near the centre of improvement strategy. The inspection report describes systems used to identify specific reading needs and provide targeted support for pupils who arrive not reading as well as they should, with an emphasis on improving fluency. For families, the implication is straightforward: if your child’s literacy confidence is fragile, you should ask how screening works, what interventions look like in practice, and how quickly students move from support to independence.

Support for pupils with special educational needs and disabilities is described as structured, using individual plans (“star maps”) intended to remove barriers and help teachers adapt lessons. Parents of children with SEND should look for the operational detail behind that: staff training, communication routines, and how the school ensures plans are consistently used across subjects.

Finally, independence is a stated development point in the 2023 report. Where staff provide too much support, pupils may not practise applying knowledge without prompts. In a secondary with mixed attainment and a wide range of needs, getting that balance right is difficult, but it is also one of the clearest markers of whether improvement work is translating into stronger outcomes.

Where Students Go Next

Published destination statistics (for university, apprenticeships, employment, and specific pipelines such as Russell Group and Oxbridge) are not available here in a way that can be reported with verified numbers. What can be evidenced is that careers guidance and statutory access to technical and apprenticeship pathways are explicitly referenced in the school’s inspection documentation, including compliance with the Baker Clause.

For families considering Sixth Form progression, the practical question is less about marketing claims and more about measurable detail: available subjects and pathways, entry requirements for internal and external candidates, and how the school supports students into sustained destinations. If your child is aiming for competitive pathways, ask for concrete guidance structures, typical offers achieved, and how subject-level performance is monitored.

Year 7 entry is coordinated by Bradford Council, not directly by the school. For September 2026 entry, the online application window runs from 12 September 2025 to 31 October 2025, with offers released on 02 March 2026.

Demand indicators in the available admissions dataset suggest oversubscription pressure, with 334 applications for 168 offers, a ratio of 1.99 applications per place, and an oversubscribed status. These figures do not, on their own, tell you the likelihood of a place from a particular address, because last-distance allocation data is not available here. The right approach is to treat this as a school where application strategy matters, and where parents should use accurate distance tools and multiple preferences in the coordinated system.

A good workflow is: use FindMySchoolMap Search to check your precise home-to-gate distance, then match that to the most recent allocation information you can obtain from the local authority’s published allocation data for the relevant year.

Open events appear to follow a familiar secondary pattern, with historic notices indicating open evenings typically in September. Do not rely on older dates, check the school’s current events information before planning visits.

Safeguarding is the non-negotiable baseline for any school choice. The 2023 Ofsted report states that safeguarding arrangements are effective, and describes a strong safeguarding culture, staff training aligned to local risks, and prompt work with outside agencies where needed.

Behaviour and routines are described as consistently managed by staff, with support and consequences in place when expectations are not met. The report references an “impact room” used for reflection when pupils are outside the classroom. Parents should ask how this works in practice, including reintegration into lessons, how repeat incidents are handled, and how the school balances sanctions with relational support.

Attendance is flagged as a priority area, with an attendance team using proactive strategies, though the inspection report notes it was early to see full impact at that point. For families where attendance may be a vulnerability, it is worth discussing what early intervention looks like, how attendance is monitored, and what support is offered before problems become embedded.

Enrichment is presented as part of the school’s leadership identity rather than a bolt-on. The school’s own materials reference structured enrichment intended to support academic goals through non-traditional means, alongside opportunities for pupil voice through the pupil council and leadership roles.

There are also subject-specific opportunities that move beyond generic club lists. Mathematics provision references Axiom Maths as an enrichment strand designed to stretch students who enjoy mathematical challenge, and a weekly after-school Maths Club supporting SPARX homework and revision. Geography, similarly, is described as having a Geography club for Years 7 to 10 with a sustainability focus.

Leadership-focused programming is also explicit. The Star Leadership Lecture Series is described as an exploration of leadership through the work of major organisations. For students who respond well to aspiration and real-world reference points, this can make school feel connected to future pathways rather than only to exams.

Sport is framed in leadership terms too, with the school describing sports programmes as a way to develop teamwork, discipline and leadership attributes.

One caveat worth noting, based on inspection evidence: while a range of activities exists, the 2023 report indicated that too many pupils did not participate at that time, and encouraged an expanded offer and stronger take-up. Parents should therefore ask not only “what is offered”, but “how many students do it”, and what the school does to remove barriers to participation.

This is a state school with no tuition fees. The most relevant costs for families are usually uniform, trips, and optional extras such as music tuition.

Published practical details indicate that the academy day starts at 08:20, and the school has also referenced a breakfast club running from 07:30 (parents should confirm current arrangements and eligibility). For travel, the school has referenced on-site arrangements including dedicated drop-off and pick-up points and parking availability on or around the site.

• GCSE outcomes are below England averages on headline measures. The Progress 8 figure of -0.43 suggests pupils make below-average progress overall, so families should ask subject-level questions and look for evidence of sustained improvement beyond headline statements.

• Leadership has changed since the last graded inspection. The 2023 Ofsted report names a different principal from the principal listed in 2024 governance records. New leadership can accelerate improvement, but it can also mean policies and expectations are still bedding in.

• Participation in enrichment may be uneven. Inspection evidence previously pointed to under-participation. If extracurricular breadth matters to your child, ask how the school drives take-up and how it supports students who are hesitant.

• Admissions are competitive but distance data is not available here. The application-to-offer ratio indicates oversubscription pressure, but without published distance cut-offs families should be cautious about assuming a place and should use multiple preferences and accurate distance checking.

Laisterdyke Leadership Academy is a school whose strongest evidence points to culture change, improved calm, and an emphasis on reading, safeguarding and leadership development, under the umbrella of Star Academies. The 2023 graded inspection judgement of Good provides reassurance on core quality and safeguarding, but GCSE performance indicators remain a key consideration for academically focused families.

Who it suits: families who want a structured school with clear routines, visible leadership opportunities, and a strong focus on personal development alongside curriculum improvement, and who will engage actively with staff to track progress and participation. The main challenge for many families is aligning aspirations with the current attainment picture and understanding how quickly improvement is translating into outcomes.