George Dixon Academy

Highlights from Latest Inspection

What is it like to attend this school?

The pupils of George Dixon Academy are proud of their school. They recognise the changes that have been made over the last year and say that this makes the school a more positive place to be.

Pupils understand the new school values of 'grounded, determined and sincere' and can explain how this applies to their learning and their behaviours in school.

Leaders have introduced a new behaviour system. Pupils are clear about how they are expected to behave, and their behaviour in lessons and in social time is usually orderly.

However, inconsistencies in behaviour remain. Some pupils think that bullying and discriminatory language are still a problem. Although pupi...ls are confident that teachers do deal with these issues, pupils do not always report them.

Leaders are aware of this and are addressing this.

Leaders have high expectations for the pupils at their school. They want all pupils 'to be the best they can be'.

They have made sure that pupils and their families receive high quality pastoral support when they need it. However, the same attention has not been given to the curriculum. Some subjects are not planned well enough and pupils do not learn the important knowledge they need to be successful.

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

Leaders have not paid enough attention to the curriculum to ensure that it meets pupils' needs in the way that they intend it to. In some subjects, leaders have not thought carefully about the key knowledge that all pupils need to learn. This means that pupils do not always learn information in the right order and at the right time.

This stops pupils from making useful links between what they learn. Teachers have good subject knowledge and are ambitious for their pupils. However, they do not always choose the best methods and resources to deliver their subject, and this hampers pupils' learning.

Leaders have placed a high importance on reading. They identify pupils who need support to become fluent readers and provide a catch-up programme for them. Although these pupils improve their reading, leaders do not check that these gains are maintained.

Pupils for whom English is an additional language (EAL) receive intensive support to learn English. They are able to access all subjects quickly and continue to receive support from the EAL team.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly.

However, leaders do not always identify precisely enough what will best support these pupils' needs. Teachers do not use the information in pupil profiles consistently well. This means that pupils with SEND do not always make the progress that they should.

Leaders have prioritised pupils' personal development. Pupils participate in regular trips and visits to support their learning and aspirations. For example, all pupils in Year 9 have recently attended 'Big Bang' a science, technology, engineering and mathematics (STEM) event.

There is a wide range of clubs available for pupils, including sports clubs, drama club, plant club, Korean club and tortoise club. Pupils know about these clubs but many say that they do not attend. Leaders do not monitor this well enough and so are unable to make sure that all pupils are able to develop their talents and interests.

In the sixth form, students participate in a number of activities to support their next steps. Students are positive about these opportunities.

Personal, social and health education (PSHE) for Years 7 to 11 is well planned and sequenced.

However, delivery of this is too inconsistent and some pupils do not, therefore, learn the important things they need to know to keep themselves safe and to prepare for their futures. Students in the sixth form say that PSHE lessons do not focus on what they need to know. PSHE planning does not cover the issues that relate to their age group.

Pupils benefit from a good careers education, and pupils learn about the training, education and employment routes available to them when they leave school. Students in the sixth form are supported to apply successfully for ambitious university courses.

The leadership team are new in post.

They have begun to tackle what they have identified as the weaknesses of the school. However, in some significant areas of the school's work, such as the curriculum, these changes have not been addressed quickly enough. Governance has been too focused on the management of the trust, and governors have not paid sufficient attention to the quality of education and the experiences of pupils in the school.

This has meant that governors do not have a clear idea about the strengths and weaknesses of the school and cannot provide the right support for leaders.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding leaders are experienced and well-qualified.

They have extensive knowledge of the wider risks that pupils face and make sure that all staff know how to spot indicators of harm. Staff record their concerns and these are acted on by leaders. Leaders hold fortnightly multi-disciplinary meetings in the school and use a wide range of information to provide early support for pupils and their families where it is needed.

Leaders make appropriate referrals to children's services and follow these up to make sure that pupils get the help that they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the important knowledge that pupils need to know in all subjects. This means that in some subjects, the curriculum is not sequenced well enough to make sure that pupils build on their learning over time.

This prevents pupils from developing a coherent understanding in some subjects. Leaders should make sure that all subjects have identified the knowledge that pupils need and plan the curriculums so that pupils can know more and remember more in all subjects. ? Delivery of the curriculum is too variable.

Teachers do not always present information clearly enough or select the most appropriate methods and resources to ensure that all pupils are able to learn and remember the information that they need. This means that sometimes misconceptions occur and are not addressed, or that gaps in pupils' knowledge prevent them from being able to develop a deep understanding of the subjects they are learning. Leaders should ensure that all teachers are able to present important information clearly so that pupils can build on their knowledge over time.

• Many of the school's leaders are new to their roles and do not yet have a full understanding of how to implement their responsibilities. This means that sometimes they do not identify the actions that will make the biggest difference. Leaders should make sure that the policies and practices of the school support all leaders in developing their roles and responsibilities effectively.

• Governors have not been sufficiently focused on the quality of education or the experiences of pupils in the school. This means that they have not identified some important weaknesses of the school's work, nor provided support for leaders in tackling these weaknesses. Governors should make sure that they understand the school's strengths and weaknesses and take appropriate steps to tackle weaknesses in the school.