Dartmouth Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy at Dartmouth Academy.

They embrace the school's mantra to 'be your best self'. As a small, all-through school, pupils and staff value the strong relationships they have. Pupils join the school at different stages.

Leaders support pupils at those different transition points. Pupils say they feel welcomed at the school.

Despite the size of the school, leaders ensure there is a broad range of clubs for pupils to have new experiences.

Leaders work with the community or other schools to plan events and trips. Leaders check all pupils can make the most of these opportunities. Pupils can learn to sail, and many participate in the Duke of E...dinburgh's Award.

There are various opportunities for pupil leadership in both phases of the school. For example, primary house captains show their school off to visitors with pride.

Leaders are clear about why some outcomes are not as high as they could be.

They have taken steps to address this. In lessons, pupils focus on their learning. They are respectful to one another.

As a small school, they know one another well.

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

Working alongside the trust, leaders have implemented a well-sequenced curriculum. Beginning in the Nursery and Reception classes, this prepares children well for their formal learning.

However, in key stage 3, some subject curriculums are still being developed for Year 8 and Year 9. This means there is some variation in the sequencing of the curriculum.

In the early years, teachers carefully track children's progress through the curriculum.

They ensure children experience strong interactions and communication that support them at their own development stage.

Leaders are ambitious for pupils to be well prepared for the next stages of their education. At key stage 4, more pupils are studying the academic subjects that make up the English Baccalaureate.

As a result, pupils are more prepared to follow their chosen pathways at post-16.

Leaders ensure there is a systematic reading programme in place to support pupils who are in the early stages of learning to read. In the primary phase, some pupils are over-supported to help them keep up with the pace of the programme.

This means pupils become dependent on this help and make slower progress. In the secondary phase, leaders track pupils who have not secured their reading. They provide reading intervention to help pupils catch up with their peers.

In key stage 3, pupils read regularly in a mixed-year tutor reading programme. Older pupils model reading aloud a novel chosen by the class.

Staff have the information they need to provide appropriate support and adaptation for pupils with special educational needs and/or disabilities.

Leaders plan relevant and bespoke training so staff have the strategies and knowledge to understand pupils' barriers to learning. This ensures all pupils access and learn the same curriculum knowledge and content.

Teachers routinely plan for pupils to recall their previous learning.

They help pupils to consolidate their knowledge and apply it to new learning. Pupils understand what the important knowledge is they need to know. However, sometimes during retrieval activities, some pupils do not concentrate on recalling their learning as effectively as they should.

Leaders have raised the expectations for learning in the classroom. Pupils respect and follow these well. In lessons, pupils focus on their learning.

In the primary phase, there is a range of ways used to signal behaviour expectations. This means there is less clarity. Leaders are working with staff to improve this.

Pupils across all phases learn about different career choices. Employers and speakers at the school engage with different year groups in a meaningful way. Older pupils learn about further education, technical pathways and apprenticeships.

They are well prepared when making choices for the next phase of learning. All pupils learn a well-planned curriculum for personal, social and health education. Pupils learn about difference and respect in an age-appropriate way.

Recent appointments to leadership at different levels have enhanced the capacity and skill across the school. With the support of the trust, governors provide accountability and challenge to leaders. Staff feel there is a well-structured and broad programme of relevant professional development.

This extends to working with colleagues across the trust. They are confident leaders consider workload and well-being in their planning.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the pupils, their families and the community well. Staff feel confident in the training they receive. As a result, they are vigilant in identifying and reporting potential safeguarding needs.

Leaders act promptly on reports. They show no hesitation in working and liaising with external agencies to ensure vulnerable pupils and their families receive support.

Leaders make sure pupils have a good awareness of risk, both personally and online.

Pupils feel confident to seek help and guidance if they need it. Leaders help pupils to look after their mental health. They feel safe and well informed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff over-support some younger pupils who are in the early stages of learning to read. This leads to a few pupils becoming dependent on the support of staff when they are practising their reading. They have less opportunity to rehearse their reading.

These pupils do not secure their reading as quickly as they could. Leaders need to make sure pupils understand the expectations and support doesn't reduce pupils' learning. ? In some subjects at the end of key stage 3, the curriculum is in development.

This means the sequencing of the curriculum is not fully in place. As a result, teachers are adapting the curriculum as it moves from a three-year plan to a two-year plan. Leaders need to ensure the curriculum is planned and sequenced so pupils follow an all-through curriculum.

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