Dixons Unity Academy


Name Dixons Unity Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 08 November 2016
Address Whingate Road, Leeds, LS12 3DS
Phone Number unknown
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 658 (51% boys 49% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor Dixons Academies Charitable Trust Ltd
Percentage Free School Meals 35.4%
Percentage English is Not First Language 36%

Information about this school

Swallow Hill Community College is smaller than the average secondary school. The interim principal took up post in September 2016. The school is part of the Academies Enterprise Trust and is also supported by the Rodillian Multi Academy Trust. The majority of pupils are White British. The proportion of pupils from minority ethnic groups is above average, the largest group being Pakistani. The proportion of pupils whose first language is not English is well above average, with 32 different languages being spoken. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have special educational needs and/or disabilities is above average. ‘The Bridge’ is a school resource where pupils can access support for social and emotional well-being. In 2014 and 2015, the school did not meet the government’s floor standards that set minimum expectations for pupils’ attainment and progress in English and mathematics. A small number of pupils attend off-site provision. The providers are ‘West 14’, ‘AIM’, ‘Southways’, ‘Educ 8’ and ‘West 11’. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a school that requires improvement Despite the recent actions taken by senior leaders, pupils do not make consistently good progress across a wide range of subjects. Over time, weak teaching and subject leadership in mathematics and science mean that pupils do not make enough progress in these subjects. Action plans do not focus sharply enough on the areas of the school’s work that require improvement. Governors do not challenge senior leaders effectively. Although they receive detailed information on pupils’ progress, they do not ask probing questions about its reliability. As a result, they have an overly positive view of the school. The curriculum does not enable all groups of pupils to make good progress. However, leaders are taking the action required to address this. Teaching does not secure consistently good progress in a wide range of subjects. The most able pupils do not make enough progress because teachers do not set challenging enough work for them. Attendance is improving but is well below the national average for secondary schools. The number of pupils who do not attend regularly remains too high. Fixed-term exclusions are reducing but they are still too high. The school has the following strengths Progress in English for most groups of pupils, including disadvantaged pupils, is improving rapidly due to effective subject leadership, teaching and assessment. The school provides effective support for pupils whose first language is not English. Therefore, their communication skills are developing well. The school’s new approach to assessment, marking and feedback is having a positive impact on pupils’ progress because pupils know how to improve. Pupils’ spiritual, moral, social and cultural education is well delivered and varied in content. Pupils said they value the way the school celebrates diversity.