BOA Digital Technologies Academy

Highlights from Latest Inspection

What is it like to attend this school?

Many pupils enjoy attending BOA Digital Technologies Academy. They value their project work in digital technology lessons and the visits they receive from different businesses and employers. Staff are committed to ensuring that pupils see the connection between what they learn in the classroom and the potential jobs of the future.

Pupils generally behave well. In lessons, they are keen to contribute their views and ideas. At social times, pupils sit together sensibly in the dining hall and enjoy playing table tennis in the courtyard.

Pupils say that if incidents of bullying do occur, they are confident that staff will take action to resolve these.

The school ...has high expectations of pupils and has put in place a broad range of subjects for pupils to study. However, in some subjects, pupils are not securing the necessary knowledge and skills they need.

In addition, the work that some pupils produce in their exercise books is not of a good quality.

A range of different visits extend pupils' learning beyond the classroom. These include annual trips to the theatre, as well as trips for science and art.

Pupils are also involved in the 'BOA's Got Talent' competition each year.

What does the school do well and what does it need to do better?

The school has put in place an ambitious curriculum for pupils to study. In each subject, the school has set out the broad topics they want pupils to learn over time.

However, in some subjects, the school has not identified the most important knowledge that pupils need to know and remember. This means that some pupils' knowledge and understanding is not secure as it should be.

In some subjects, such as mathematics, the curriculum is taught very well.

Teachers have good subject knowledge and regularly revisit and check pupils' learning. This ensures that pupils build on what they know and enables teachers to spot and address errors or misconceptions quickly. However, in some other subjects, checks on pupils' learning are not as effective.

As a result, gaps in pupils' knowledge are not being addressed well enough. In addition, pupils are not clear what they do well and where they need to improve.

The school identifies accurately the needs of any pupils with special educational needs and/or disabilities (SEND).

Leaders have ensured that all pupils with SEND have a learning plan which outlines the strategies to help staff support them in the classroom. Pupils with SEND follow an equally ambitious curriculum as their peers.

The school has taken steps to ensure that all pupils are assessed on their reading ability.

This helps staff to know pupils' reading ages and what additional support, such as phonics, is required. Much of this support is at an early stage of being implemented and therefore some older pupils still have gaps in their reading knowledge.The school has an effective personal, social, health and economic curriculum.

Pupils learn about topics such as consent and healthy relationships in an age-appropriate way. Pupils are also taught about different religions and the importance of tolerance and respect. The school has recently introduced a school council so that pupils are able to contribute their views.

Pupils benefit from a range of meaningful encounters with industry experts and companies. Through their work on digital technology projects, pupils learn about various careers and routes into employment. Pupils appreciate the talks they receive in assemblies about careers in the digital, media and technology sector.

Trustees and local governors are keen advocates for the school. They carry out their statutory duties effectively. However, trustees are not always provided which sufficient information about pupils' progress.

This means that trustees do not have the information they need to support their strategic oversight.

Leaders have worked hard to help establish the school and put in place new systems and processes. Many staff appreciate the support they receive for their workload and well-being.

The school's strategic oversight of some aspects of its work is not sufficiently robust. This means that the school is not always clear about the impact of its work, including what is working well and where things need to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not outlined the key knowledge that pupils need to learn and remember over time. This means that pupils struggle to build on what they know and link ideas together. The school should take steps to ensure that the key knowledge in each subject is clearly defined.

• In some subjects, assessment strategies are still being developed or are not used sufficiently well. This means that gaps in pupils' knowledge and/or errors and misconceptions are not identified and addressed in a timely way. The school should ensure that it strengthens its approach to assessment.

• The school has not maintained sufficient oversight of some aspects of its work. As a result, the school is not clear about the impact of its work, including where improvements need to be made. The trust should strengthen this aspect of the school's strategic work.