Dixons Unity Academy

Highlights from Latest Inspection

What is it like to attend this school?

Staff have high expectations for pupils' learning and behaviour. These expectations are being increasingly well realised.

Pupils experience consistent routines and common approaches to teaching. This creates a strong focus on learning. Staff are particularly mindful of the needs of pupils with special educational needs and/or disabilities (SEND).

Pupils are acquiring greater knowledge and skills than was previously the case.

Pupils benefit from orderly classrooms and improving behaviour on site. The majority of pupils respond to the clear expectations that staff set.

Leaders address and record any instances of bullying or poor behaviour. Despite this..., some pupils and their parents remain concerned about bullying.

The school is working ever more closely with pupils and their families to improve attendance.

There are signs that this is beginning to improve. Nevertheless, overall attendance is too low and too many pupils are persistently absent.

The school is building stronger links with the wider community.

The 'Unity Community' provides extra support to pupils and families, helping to address the barriers that some face.

Pupils learn the importance of respect. The school is taking increasing steps to widen pupils' personal development.

Pupils receive thorough guidance on their next steps for future education, employment or training.

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

Leaders have taken significant action to improve the quality of education. They have provided comprehensive training for staff.

This means that staff are better equipped to help pupils to learn the intended curriculum. Staff model new learning well to enable pupils to understand new content. They provide appropriate support to help pupils to develop their responses to questions and tasks.

Staff carry out regular checks to see how well pupils have understood emerging ideas. Although there remains some variation in how well these learning strategies are used, there is an increasing consistency across all departments.

The impact of improved routines for learning is reflected in pupils' increasing understanding.

In mathematics, pupils build knowledge carefully from key stage 3 to key stage 4. In history, pupils can recall important knowledge from previous topics. For example, pupils were able to discuss to what extent the Elizabethan Age was a 'Golden Age' in perceptive and considered ways.

Current pupils are experiencing a curriculum across many subjects that is much more securely implemented than before. The quality of this learning is not reflected in the weak outcomes of previous cohorts.

Leaders foreground the needs of pupils with SEND.

Staff receive training to help them to recognise the needs of pupils with SEND. They use SEND information to closely inform their teaching. This is leading to stronger progress for pupils with SEND.

Leaders have invested significant resource in the setting up of the school's own alternative provision, 'Connect'. Pupils benefit from high levels of pastoral and academic support. Pupils in 'Connect' access a broad curriculum, with extra support for their individual needs.

This support is beginning to improve attendance and reduce suspensions for these pupils. Leaders ensure that the small number of pupils accessing external providers are safe and well supported.

The school is enhancing pupils' personal development.

Pupils learn about healthy relationships through the personal, social and health education programme. Pupils are taught about respect and the importance of the rule of law. At the time of the inspection, pupils were taking part in a mock general election as they explored the democracy.

Leaders provide pupils with a strong careers programme to 'keep aspirations on track'. This programme builds coherently, with Year 10 pupils offered a careers interview with a local employer. Strong pastoral support and the school's own counselling and emotional support is helping more vulnerable pupils to engage.

Leaders have clear expectations for pupils' behaviour. These are largely met in classrooms and at social times. There is an emphasis on positive relationships, with pupils receiving a warm welcome at the start of lessons.

Suspensions for poor behaviour are declining but remain high. Leaders act in response to any incidents of bullying. Nevertheless, pupils remain concerned by aspects of bullying and the behaviour of some of their peers.

Leaders have intensified actions to overcome barriers to attendance. They are building stronger links with families. School staff have made over 550 home visits since January.

Despite these intensive efforts, attendance remains stubbornly low.

Leaders at all levels have taken significant action to improve the quality of education for all pupils. The trust has invested considerable resources into the school, with key staff supporting improvement.

Trustees, and the academy improvement board, keep a close eye on school improvement. The school is supporting and engaging the local community to involve all stakeholders in school improvement.

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 some variation in how well agreed learning strategies are used to check and deepen pupils' understanding. This contributes to variable progress for some pupils. The school should work with staff to refine the implementation of the curriculum to deepen pupils' learning.

• The school's high expectations for behaviour are not fully realised. Some pupils are concerned by the poor behaviour of their peers and suspensions remain high. The school should continue to work with pupils to help them to better manage their behaviour and show respect for all their peers.

• Although attendance is beginning to improve, too many pupils are absent and persistently absent from school. This means that they miss out on the improving quality of education on offer. The school should further embed their attendance improvement strategies so that pupils can benefit from the academic and pastoral support available to them.

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