City of Derby Academy

Highlights from Latest Inspection

What is it like to attend this school?

City of Derby Academy is a school that welcomes and celebrates the diversity of the local community. There is a caring ethos.

Pupils feel safe. The vast majority are happy.

There are strong relationships between staff and pupils.

Pupils receive high-quality pastoral support. They know that staff are always available to talk to them if they have concerns. Pupils say that when there are disagreements, or when bullying happens, leaders deal with these quickly.

Pupils are polite and respectful to each other and adults. Pupils value earning points for positive behaviour, effort and good attendance.

Pupils benefit from a range of extra-curricular ...activities, such as football, netball, choir and drama.

They develop their leadership skills as school councillors and student ambassadors. Visits to the coast and to London broaden pupils' horizons beyond the local area.

The school has high expectations of all pupils.

Pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are well supported to learn the curriculum. The curriculum has improved since the last inspection, but it is still not as effective as it should be. As a result, the quality of education that pupils receive continues to require improvement.

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

The school has improved the curriculum. It is now broad and ambitious. The knowledge that pupils need to learn in each subject has been logically sequenced.

Pupils revisit important learning over time. In the majority of subjects, teachers make sure that pupils understand and use specific words that are important to their learning. For example, pupils accurately use terms such as 'tempo', 'pitch', 'rhythm' and 'melody' in music in Year 9.

However, in some subjects, weaknesses in the delivery of the curriculum remain.

In subjects where the curriculum is taught well, teachers check on pupils' learning skilfully. They check that pupils remember content before moving on.

However, in other subjects, teachers do not check closely enough on what pupils know. They do not ask questions that challenge pupils to think about what they have learned. As a result, there are some gaps in pupils' knowledge.

The school prioritises reading. New strategies to develop a love of reading across the school have been introduced. Teachers are being trained in phonics to help those who are at an early stage of learning to read.

However, while showing some green shoots, it is too early to see the full impact of this work. Opportunities for pupils to read in lessons beyond Year 8 are limited.

Behaviour has improved.

The majority of pupils behave well in and out of lessons. Staff have been trained to manage behaviour through building relationships. This has reduced the number of incidents of poor behaviour.

However, in a small number of cases, staff do not apply the school's behaviour policy as closely as they should.

For some pupils, rates of absence remain high. However, the school works tirelessly with pupils and their families to secure positive attendance.

This work is having a positive impact, and attendance is improving.

The school contribution to pupils' personal development is well organised. Pupils learn about healthy relationships.

They understand and respect the different opinions and beliefs that others may hold. Pupils know how to keep themselves safe. The school celebrates difference and diversity in the local community through events such as Culture Day.

Pupils understand British values. They benefit from a strong careers programme. They have opportunities to consider the different training options available to them post-16.

Leaders have secured many improvements since the school's last inspection. The curriculum has been strengthened. Behaviour is now good.

The multi-academy trust and governors remain committed to improving the life chances of all pupils. Trustees and local governors are very well informed about the work of the school. They hold leaders to account.

Leaders consider staff's well-being and workload. Staff overwhelmingly enjoy working at the school.

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, teachers do not check closely enough on what pupils know. They do not pose questions skilfully enough. They move on to new learning before pupils' knowledge is secure.

As a result, there are some gaps in what pupils know and remember. The school should ensure that all teachers accurately check on what pupils know and use this to inform their teaching. ? The teaching of phonics is at an early stage of implementation.

Pupils cannot yet consistently use phonics to read unfamiliar words accurately. The school should continue to implement and embed its approach to teaching phonics so that all pupils become successful readers. ? There are limited opportunities for pupils to read in lessons beyond Year 8.

There are few texts linked to learning in other subjects. As a result, pupils do not read as widely as they should. The school should ensure that reading is consistently prioritised and promoted across the curriculum in all year groups.