Dixons Cottingley Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high aspirations for pupils. Pupils receive a strong academic curriculum. Leaders sustain a focus on rapid and ongoing improvement.

Pupils benefit from a climate of high expectations.

Pupils behave well in lessons and focus on their learning. They are polite and respectful towards each other and to staff.

Pupils move calmly around the building following the clear routines that leaders have established. Teachers use every available opportunity for learning. For example, when pupils move between activities in physical education (PE), teachers use this time to quiz them on knowledge from previous lessons.

Teachers apply the behaviour system...s fairly. However, in some cases, pupils feel that the rules are too strict. Some of these pupils do not feel confident to raise this with teachers.

Bullying is rare in this school. When it does happen, staff deal with it effectively.

Leaders provide pupils with access to a range of extra-curricular activities.

These include trips, visits and residential experiences. These opportunities widen pupils' horizons. Pupils benefit from a range of external speakers visiting the school to talk to them about careers and further education.

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

Leaders have designed a strong academic curriculum for pupils. They have placed the EBacc suite of subjects at the centre of this. Leaders make sure that all pupils have access to the same curriculum, including those with special educational needs and/or disabilities (SEND).

Subject leaders have carefully planned the order that pupils encounter new knowledge and have made sure that this builds on what pupils already know.

Teachers have good knowledge of their subjects. They explain information in a way that is easy for pupils to understand.

Teachers use consistent routines in lessons. They devote time in each lesson to helping pupils recall knowledge from previous lessons. Teachers use assessment to check what pupils know.

However, there is variance in how well teachers use this information to adapt their teaching and fill gaps in learning.

Leaders adapt the curriculum well for pupils with additional needs through their 'alternative pathway'. They ensure that these pupils receive the help that they need to be successful.

These pupils study a broad range of subjects. Leaders ensure that these pupils receive the school's strongest teaching and that they remain part of the main school community.

Leaders emphasise the vital importance of reading.

Pupils read regularly within 'DEAR' time (Drop Everything And Read) and in morning meetings. The library is well resourced with books matched to pupils' interests. Pupils read increasingly widely for pleasure.

The school supports a number of pupils at the early stages of learning to read. These pupils receive extra help. In some cases, the precise gaps in pupils' phonics knowledge are not identified.

Because of this, some pupils do not progress as well as they could.

Leaders have secured significantly improved behaviour. Previously very high levels of suspension have significantly reduced.

Despite this, the rate of suspensions remains high; this is especially true for pupils with SEND. Rates of pupil absence and persistent absence over time have been too high. Leaders have put clear systems in place and these are beginning to improve pupils' attendance.

Leaders aim for pupils to make ambitious and well-informed decisions about their futures. Pupils receive a range of careers information from school and external sources. This sometimes forms part of wider academic learning.

For example, after an English trip to see a performance of Macbeth, pupils met the cast and crew to learn about careers in theatre.

Trustees understand the strengths of the school. They know how to support and challenge leaders to ensure that the school continues to develop.

Safeguarding

The arrangements for safeguarding are effective.

Leaders place a strong emphasis on safeguarding. They have increased the size of the safeguarding and pastoral teams to add capacity.

Leaders have made sure that staff are well trained. Staff know that keeping children safe is everyone's responsibility. Staff know how to report concerns about the safety or welfare of a pupil.

Staff do this quickly and leaders act on this information.

Leaders work with several external agencies to support vulnerable pupils and their families. Leaders are tenacious and make sure that pupils get the support that they need.

Pupils feel safe and are confident to raise concerns with a member of staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is inconsistency in how well teachers use information from assessment to adapt their teaching. This means that some pupils' misconceptions are not addressed, leading to gaps in pupils' understanding.

Leaders should further embed training to ensure that all teachers understand how to adapt their teaching in response to information they gather from assessment. ? Suspensions remain too high. This is especially true for vulnerable pupils, including those with SEND.

This results in these pupils missing valuable learning time and falling behind their peers. Leaders should examine more effectively the causes for vulnerable pupils receiving corrections and suspensions. They should then put strategies in place to address these and mitigate the risk of future suspension.

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