Dixons Broadgreen Academy

Highlights from Latest Inspection

What is it like to attend this school?

This school has transformed for the better since it joined the trust. Leaders have worked tirelessly to improve the quality of education that the school provides.

Pupils recognise this. They appreciate how well staff have explained the changes that have occurred. For example, pupils understand that having the right equipment in lessons reduces lost learning time.

Most pupils are proud of the school and are happy to be there.

Pupils learn how to exemplify the school's values of 'work hard, have integrity and be fair'. They follow well-established routines which ensure that the atmosphere in the school is calm and orderly.

Learning proceeds with little... disruption.

Pupils are listened to. For instance, the student council played a key role in refining the school's behaviour systems.

This helps pupils to feel valued. In return, they embrace opportunities to contribute to the school community. For instance, pupils in the 'eco club' pick up litter in the school grounds and students in the sixth form support younger pupils with reading.

The trust and the school have high expectations of pupils' achievement. The curriculum has been strengthened so that pupils learn increasingly well. However, inconsistencies in the delivery of the curriculum, coupled with the lingering impact of pupils' low attendance, mean that some pupils do not achieve as highly as they should.

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

The school and the trust are unwavering in their dedication to addressing social disadvantage through education. They have taken decisive action towards achieving this ambition. The trust has ensured that leaders at all levels have the expertise to fulfil their roles effectively.

The work that has been done thus far has made a positive difference. For example, the school has established a rigorous process for identifying the needs of pupils with special educational needs and/or disabilities (SEND). However, some actions to improve the quality of education that the school provides are ongoing.

Subject curriculums are ambitious and well organised. Teachers have clarity about what pupils should learn and when new content should be introduced. This helps pupils to make smoother progress through the curriculum than previously.

Teachers are knowledgeable about their subjects. They typically explain new concepts clearly. However, there is inconsistency in how effectively teachers deliver the curriculum.

Some learning activities do not take sufficient account of pupils' starting points. During lessons, there is variability in how well teachers respond to pupils' needs. This hinders how well some pupils, including some pupils with SEND, access their learning.

The school has ensured that teachers have appropriate strategies to check what pupils know and remember. However, these are not used consistently well to identify and rectify gaps in pupils' knowledge. In some subjects, pupils do not build on, and remember, their learning as well as they should.

Many students in the sixth form access their learning at another provision, which allows them to work towards specialist qualifications that are suitable for their needs and interests. Students, including those who are based in the school, make good progress from their starting points. The smaller class sizes make it easier for teachers to pinpoint and address any misconceptions that students may have.

The school recognises that reading is a barrier to learning for many pupils. It provides an effective programme of support, including for those pupils who struggle the most with reading. The school encourages pupils to engage with a wide range of texts.

For instance, staff and pupil 'poets laureate' help other pupils to discover the joy of poetry.

The school provides a comprehensive programme of personal development. Pupils spoke enthusiastically about the ways in which they learn to value and celebrate differences.

Students in the sixth form benefit from the 'Inspire' programme. They enjoy lectures from a wide array of guest speakers. These wider experiences complement the information and guidance that pupils receive to inform their next steps in education or employment.

Together, these prepare pupils well for their lives beyond school.

Pupils' behaviour has improved considerably. Although most parents and carers support the changes that the school has made, some expressed doubt about its approach to managing unacceptable conduct.

However, most pupils behave well. The school's work to support some pupils who struggle to regulate their own behaviour is taking effect. These pupils are gradually re-engaging with their education.

The actions that the school has taken to improve pupils' attendance are proving successful. A wealth of support is in place to help pupils, including the most vulnerable, to attend school more regularly. Nonetheless, the school recognises that improving pupils' attendance remains a key priority.

Staff appreciate the school's actions to reduce their workload, including changes to the school's approach to marking. Many feel reinvigorated by the support and guidance from the trust and school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not design learning activities that take sufficient account of pupils' needs and starting points. This hampers some pupils, including some pupils with SEND, from learning the curriculum as successfully as they should. The school should ensure that staff receive appropriate guidance to enable them to support pupils to access and embed learning successfully.

• Some staff do not use the school's assessment strategies effectively to identify and rectify any gaps and misconceptions in pupils' knowledge. As a result, some pupils move on to new learning before they are ready. The school should support teachers to address these gaps in knowledge promptly so that pupils embed their knowledge securely over time.