|Name||Dixons Allerton Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 March 2019|
|Address||Rhodesway, Bradford, West Yorkshire, BD8 0DH|
|Religious Character||Does Not Apply|
|Number of Pupils||1842 (56% boys 44% girls)|
|Number of Pupils per Teacher||14.3|
|Academy Sponsor||Dixons Academies Charitable Trust Ltd|
|Percentage Free School Meals||20.5%|
|Percentage English is Not First Language||61.5%|
Information about this school
Dixons Allerton Academy is an all-though school and is part of Dixons Academy Charitable Trust. Responsibility for the school lies with the board of trustees. The school operates a local governing body. The structure of the trust’s governance can be found on the trust’s website. The chair of the local governing body is also a member of the board of trustees. The school is led by the principal, a head of secondary and a head of primary. The school currently educates pupils from Nursery to Year 5 in the primary phase. By September 2019, the school will have its first Year 6 cohort of pupils. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils with SEND is slightly above the national average. A small number of secondary-phase pupils attend alternative education provision at Bradford Central Pupil Referral Unit, Bradford College, Prism, the Himmat Centre and the Skills and Training Centre.
Summary of key findings for parents and pupils
This is a good school The clear vision set by the principal permeates the school and is shared by pupils and staff. Effective action by leaders, including governors, and support from the trust have resulted in improvements to many aspects of the school. Robust checks by leaders on the quality of teaching and effective professional development for staff have resulted in good teaching across the school. Staff morale is high. Staff feel that leaders support them and consider their well-being. Pupils’ outcomes have improved since the previous inspection. Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, make good progress across most subjects in the curriculum. Children in the early years are happy at school and are cared for well. They make good progress. Most pupils demonstrate positive attitudes towards their learning and are proud of their school. Pupils typically have good levels of attendance and behave well. Sixth-form students make good progress because : of effective teaching. However, leaders acknowledge the need to strengthen the personal development programme further in the sixth form. Although improving, the quality of teaching, learning and assessment in humanities in the secondary phase does not match the stronger teaching in other subjects. Until very recently, the trust and the school’s most senior leaders have not had effective strategic oversight of pupils who leave the school because : their parents and carers have chosen to educate them at home.