Four Dwellings Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Four Dwellings Academy, and they and the staff take pride in their diverse school and the place it holds in the local community. Pupils benefit from a wide range of opportunities that the school provides, including various sports, a recent trip to France and a photography trip to Birmingham. Pupils report that they enjoy these opportunities.

They also say they appreciate other changes which leaders have introduced, often through consultation with the student council. This includes the basketball hoops on the playground, for example, as well as changes in the canteen.

Leaders recognised that standards at the school had slipped and have acted effecti...vely to bring about improvements.

The work they have undertaken on the curriculum means there is a sharper focus on the key knowledge pupils need to know and remember. Pupils now benefit from an ambitious curriculum which is taught with increasing consistency.

There is also a more consistent approach to behaviour, which means the school is calm and well-ordered.

Pupils recognise the improvements that leaders have introduced, and report that behaviour has improved in lessons and at social times. Leaders have worked effectively to deepen relationships with local families, establishing a community hub in the school. In this way, leaders have ensured the school sits at the heart of the local community again.

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

On taking up her position, the new principal was clear that there were too many inconsistencies in the quality of curriculum. Consequently, the school has changed the curriculum in some subject areas and ensured that the English Baccalaureate is at the heart of their offer. Other refinements to subject curriculum design have focused on the key knowledge that pupils need to know and remember, and the order in which this is taught.

This work has been effective and the curriculum is now more uniformly ambitious across the school. The teaching of the curriculum is more consistent too. Leaders provided staff with training on effective teaching strategies to develop their practice.

However, there remain some inconsistencies in how well the curriculum is delivered. Sometimes the design of the activity is not best suited to the pupils' learning. On other occasions there can be a lack of clarity around the key knowledge that pupils need to know.

When either is the case, some pupils struggle to learn the key knowledge they need to progress through the curriculum. Pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately and appropriate adaptations and support are put in place. Therefore, they achieve well.

The school has clarified expectations for behaviour and attendance. This has had a positive impact. Leaders have taken effective steps to work with pupils who find it harder to meet these expectations.

Their analysis shows where further work is needed, but the number of suspensions has fallen considerably. Well-understood routines and a calm, respectful atmosphere are the norm in the school. Strategic work on attendance means that pupils are supported to attend school regularly, and overall attendance rates are high.

The personal, social, health and economic (PSHE) education curriculum is well designed, comprehensive and taught by subject specialists. The curriculum is adjusted appropriately to respond to global or local developments. Pupils learn about careers within the PSHE curriculum from Year 7.

Their understanding of future opportunities is enhanced by a range of visiting speakers and employers who come to school. There are also visits to local post-16 providers as well as universities. There are a range of clubs and trips, and leaders track attendance at these.

They support pupils who are disadvantaged to attend the clubs and are aiming to increase the proportion of disadvantaged pupils who take advantage of these opportunities. There are a range of leadership opportunities in the school, and pupils talk about how they have informed leaders about improvements they have suggested. Pupils' spiritual, moral, social and cultural education is informed through the religious education curriculum, as well as through a number of cultural days through the school year.

Leaders have carefully considered how the school can better engage with the local community. Staff support this vision. They report that leaders have been supportive with matters of workload.

Training for staff is significant and focused on the areas of development that leaders have identified. Staff appreciate that it is personalised to their agreed needs. Leaders' actions have been strongly grounded in educational research, ensuring the right actions are being undertaken to improve the school, in the right order.

The trust has supported leaders effectively, including the new principal. They have ensured their support is more focused to support leaders to maintain high standards.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, there is some inconsistency in teachers' implementation of the planned curriculum. Consequently, some pupils struggle to learn the key knowledge they need. The school should make sure that consistently effective teaching strategies enable all pupils to learn and remember key knowledge.

• Some pupils, especially those who are disadvantaged, do not take consistent advantage of the range of extra-curricular opportunities the school provide. This means their experience of school is less enriched. Leaders should continue to monitor the range and uptake of extra-curricular opportunities and support the more vulnerable pupils to take advantage of the opportunities provided.