Dixons Brooklands Academy

Highlights from Latest Inspection

What is it like to attend this school?

Raised expectations are helping to change the school's culture. In recent years, pupils' experiences of school have improved considerably.

However, the school recognises that there is more to do to ensure that all pupils receive a good-quality education and that pupils' behaviour and attendance meet the school's high expectations.

Most pupils recognise that the school has improved in recent years. Many are happy and enjoy school.

Inspectors spoke to pupils who said that they now feel safe. Most pupils said that if they raise a concern, it is dealt with well by staff.

The school has given careful thought to how pupils learn, and it has designed subjec...t curriculums accordingly.

However, some pupils do not achieve as well as they should. This is because there is inconsistency in how well the curriculum is delivered across the school.

Standards of behaviour are improving because the school has established clear expectations for pupils' conduct.

Nonetheless, some staff do not apply the school's behaviour systems consistently well. At times, lessons are still impacted by low-level disruption.

Opportunities for pupils to contribute to the school community are growing.

For example, pupils enjoy sharing their views during pupil council meetings. They know that they have a strong voice in the school.

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

The school, along with the trust, has an ambitious vision to help pupils to overcome the barriers to education that they face.

The school's persistent focus on its key priorities is making an encouraging difference to the quality of education that pupils receive. For example, a growing number of pupils gain qualifications in the English Baccalaureate suite of subjects. However, the school has not ensured that all parents and carers understand the rationale for the changes that have been made.

In 2023, pupils in Year 11 performed significantly below the national average. Although the school has worked to revise the curriculum, it has not securely embedded these changes in all subjects and year groups. The school has clarified what pupils should learn and when.

It has identified the important concepts that staff should revisit so that pupils remember what they have learned. However, there are variations in how well the curriculum is implemented.

Teachers routinely use whole-school strategies, such as 'do it now' tasks, to revisit previous learning and prepare pupils for what comes next.

However, these activities sometimes lack ambition and do not encourage pupils to extend their ideas independently.Added to this, some teachers do not encourage pupils to think more deeply or explain their ideas. Others move learning on before pupils have secured the knowledge that they need for future learning.

This means that while some pupils achieve well, others struggle to remember what they have learned, particularly when that learning is less recent.The school identifies pupils' needs and provides staff with information and strategies to use in the classroom. However, pupils with special educational needs and/or disabilities (SEND) have mixed experiences in lessons.

Some staff are confident in adapting activities so that pupils with SEND learn well. Other staff need further guidance on how to meet the needs of all pupils. The school has identified this and is working to provide further training and support for staff.

Reading is considered a priority for all pupils to be able to access the curriculum. Pupils who struggle to read are identified swiftly. The introduction of a new phonics programme, although in its early stages, is providing support for those pupils who need it.

Across the school, pupils are supported to ensure they have the reading knowledge to access all subjects successfully.

The school has reduced the number of suspensions, although they remain high. It has introduced more strategies to intervene at the earlier stages of poor behaviour.

The school works closely with local partners to identify alternatives to suspension, using it only as a last resort.

The school has developed a range of approaches to improve pupils' rates of attendance. It encourages pupils to understand their own attendance and its impact.

These efforts are helping some pupils to attend more regularly. However, too many pupils are persistently absent.

The school prioritises pupils' personal development.

Pupils spoke positively about what they learn through this programme, including the range of ways people can differ from one another. Pupils have a thorough understanding of the difference between positive and unhealthy relationships. They benefit from a range of high-quality enrichment activities and opportunities that prepare them well for the future.

The school provides useful careers advice and guidance about the courses and jobs that pupils can pursue after leaving school.

The school and trust leaders are committed to raising outcomes for all pupils. They have clear priorities for school improvement and have put effective plans in place.

The school and the trust have been mindful of staff's workload while implementing these plans. They openly acknowledge the challenges that they face as they work to realise their ambitions in every area of 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)

• There is variation in how well the curriculum is implemented. In a few areas, the school's teaching strategies are not fully embedded. In others, teachers introduce new learning before pupils are ready.

Consequently, some pupils, including some with SEND, do not achieve as highly as they could. The school should enhance teachers' understanding of its chosen teaching methods so that they are fully equipped to deliver the curriculum consistently well. ? While the school utilises robust systems and processes to improve attendance, some pupils, including pupils with SEND and disadvantaged pupils, still miss too much school.

This has a detrimental impact on their learning. The school must ensure that parents and pupils understand the importance of attending school regularly. ? Some staff do not apply the behaviour policy consistently well.

As a result, a minority of pupils frequently distract others. This disrupts learning for other pupils. The school should ensure that staff implement the agreed behaviour strategies effectively so that pupils can learn well in lessons.

• The school and the trust are making considerable strides in transforming the school's culture and ethos. However, there are some parents who do not recognise and understand the extent of these improvements or the reasons behind them. The school should continue providing parents with regular opportunities to engage in the life and improvement of the school.