Digitech Studio School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, staff and parents are proud of their unique school. Pupils say differences are not just accepted at Digitech, they are celebrated.

Pupils and staff respect one another. Staff know pupils well. Pupils feel safe in school.

If they have a concern, they say they can speak with any member of staff. Should bullying occur, pupils are confident that staff would take it seriously.

Pupils behave well at social times.

They also say they can get on with learning in class. If there is a disruption, pupils say staff deal with it well, so it does not affect their learning.

Pupils know what is expected of them.

Teachers give them clear guid...ance and useful prompts to help them to complete work. However, some pupils do not always need this level of support. Students in the sixth form enjoy learning from experts to develop knowledge and skills for the creative industries.

Students talk enthusiastically about their learning.

Pupils are encouraged to be active members of the school community. Many pupils have a strong interest in the world around them.

Pupils are keen to discuss their views and they feel listened to. While pupils gain experience in their specialist areas, such as art and creative media, they would like more enrichment opportunities to develop interests and talents beyond this.

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

The headteacher has an ambitious vision for the school that is shared by staff, pupils and parents.

Parents are overwhelmingly supportive of the school and the positive impact the school has on their children. Curriculum leaders and early career teachers welcome the support they receive from the trust.

The curriculum is well planned and sequenced in many areas.

Teachers explain subject content clearly to pupils. Many pupils understand and use important concepts accurately. Pupils ask and answer questions that help them to make sense of their learning.

However, while pupils learn essential content for an examination, for example in English, they do not always learn wider knowledge that helps them to deepen their understanding of the subject. Teachers of post-16 courses have expert knowledge that is used well. This helps students to develop a clear and precise understanding of their subjects.

Teachers mostly use assessment well to find out what pupils know and can do. However, sometimes, teachers provide support and scaffolding to pupils who do not need this level of support. This does not help pupils to extend their knowledge or produce more sophisticated work.

Teachers know pupils with special educational needs and/or disabilities (SEND) well. Leaders of SEND work together well to ensure students have a smooth transition onto new programmes of study when they join the school. Leaders make sure that staff use appropriate strategies to support these pupils, including students in the sixth form.

As a result, many pupils with SEND are becoming increasingly independent in their learning. Students with SEND in the sixth form are supported to develop their social skills. They work well with their peers to develop their projects.

Pupils with SEND speak positively about the help they receive that builds their confidence.

Pupils who need help with reading receive appropriate support. Some pupils are avid readers, but others read very little.

Pupils understand the importance of reading, but they are not always confident or keen to do so. Leaders know that further encouragement and direction is needed so that pupils read more widely.

In the sixth form, leaders have developed strong partnerships with other providers.

This is a strength of the school. There are high expectations of what students can achieve. This is reflected in the quality of their work.

Students develop knowledge and skills that become more complex over time. For example, students produce graphic products of a high quality and create professional advertising to meet clients' needs. The post-16 study programme prepares students well for future learning and employment in the creative industries.

Pupils receive useful information and guidance about careers. Students in the sixth form learn about employability skills that prepare them for their next steps. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

The personal development curriculum teaches pupils about current events, which develops their knowledge of wider society. Pupils in Year 10 acquire an understanding of different faiths and they engage in respectful discussions. However, older pupils have gaps in their knowledge.

They would appreciate further knowledge of different religions and more useful relationships and sex education that is relevant to their needs.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe and they know how to keep themselves safe, including when they are online.

Staff receive regular safeguarding training. They are confident to identify and report concerns. Leaders act on concerns promptly.

Leaders make sure staff and academy council members are well informed about safeguarding issues.

Leaders know pupils' needs well. They have developed strong relationships with external agencies to ensure that pupils and families get the support they need.

Leaders across the school's providers work well together so that valuable insights about local issues are shared.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teaching is structured to provide much support and guidance to pupils. However, not all pupils require this level of support.

Sometimes, it limits pupils' ability to produce more sophisticated work. Leaders need to ensure that they carefully assess pupils' needs to ensure the curriculum is challenging enough for them. ? In some subjects, pupils are taught essential content that prepares them for examinations.

However, sometimes, this does not provide a wide enough knowledge of the subject. Leaders need to consider how the curriculum can deepen and broaden pupils' subject knowledge. ? Older pupils have not learned sufficient knowledge about different religious beliefs, relationships and sex education.

Therefore, they have some gaps in their knowledge. Leaders need to ensure that the personal development curriculum includes content about these important subjects. This will help pupils to be better informed with knowledge that meets their needs.