Outwood Academy City

Highlights from Latest Inspection

What is it like to attend this school?

As a result of high-quality pastoral care, pupils at Outwood Academy City are safe and well cared for. Staff know the school and local community very well. The school makes decisions that are in the best interests of its pupils.

There are high expectations for what pupils can achieve. Increasingly, pupils are rising to these expectations. It is an improving and inclusive school, where pupils are tolerant and proud of their diverse community.

Many pupils behave well. They conduct themselves well around school and they work hard in lessons. Pupils have a clear understanding of the school's behaviour policy, and they think that it is fair.

However, some pupils d...o not meet the school's high expectations. For some, this results in being removed from lessons or suspension from school. New leaders have begun to transform the culture in the school and their work to improve behaviour is having a positive impact.

The school is committed to pupils' personal development. It offers them a wide range of opportunities, clubs and visits to develop their wider skills, such as teamwork and communication. For example, pupils can take part in musical theatre club, a range of sports clubs and charity fundraising events.

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

Pupils learn an ambitious curriculum that the school has carefully sequenced. The school is ambitious for pupils with special educational needs and/or disabilities (SEND). These pupils follow the same curriculum as their peers.

The school supports pupils well when they choose the subjects that they will study at key stage 4. The school is committed to ensuring pupils learn a broad curriculum. The school ensures pupils can access the English Baccalaureate (Ebacc) suite of subjects.

The school has clear expectations for how the curriculum should be delivered, known in school as the '5 pillars of learning'. The curriculum is taught well by subject specialists. Where the curriculum is implemented most effectively, concepts are explained clearly, there are regular opportunities for pupils to recall prior learning and teachers identify and address gaps in pupils' knowledge.

There is some variation in how effectively the curriculum is delivered. Where this is the case, pupils do not secure their learning as well as they could.

Published outcomes for 2023 do not reflect the impact of the school's curriculum.

Some pupils' achievement is adversely impacted because of high rates of absence. Pupils who attend the school regularly, achieve well.

Reading is prioritised by the school.

It identifies pupils who need extra support with their reading, including those at the earliest stages of reading. They follow an effective programme that helps them to catch up and become fluent and confident readers. Reading for pleasure is promoted through dedicated lessons.

Pupils develop their listening skills in 'drop everything and listen' time.

The school identifies and meets the needs of pupils with SEND. Teachers use support plans effectively.

They receive training to develop their expertise on the most prominent areas of pupils' needs. The school works with a range of professionals to support pupils. As a result of this effective provision, pupils with SEND learn the curriculum well.

While leaders have begun to improve pupils' behaviour, there is still more to do to ensure there are fewer disruptions to lessons that negatively impact on other pupils' learning. Some pupils do not behave appropriately at social times, and this makes some pupils feel uncomfortable. The school has reduced the number of suspensions, but they remain high.

Pupils recognise the recent improvements to behaviour, and they talk positively about their relationships with staff.

Despite the school's focus on attendance, regular tracking and improvement in some year groups, too many pupils are persistently absent. This reduces how well pupils are able to access the school's high-quality curriculum.'

Life' lessons help to prepare pupils for life in modern Britain. Pupils learn about different beliefs and develop the skills to debate and discuss moral issues. The school works with mental health professionals to support pupils' well-being.

Pupils make a positive contribution to the school community. The 'junior leadership team' deliver assemblies on important issues, such as racism, to their peers. The careers curriculum is carefully planned and relevant to pupils.

The school supports pupils well in key stage 4 with preparations for their next steps.

Leaders at all levels, including trustees and members of the local academy council, share the same high ambitions for pupils. They have an accurate understanding of the school.

The trust is supporting new leaders effectively. Staff appreciate leaders' commitment to their professional development and the renewed focus on their workload and well-being.

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 the impact of the school's work to ensure that pupils attend school regularly, and too many pupils are persistently absent. As a result, too many pupils are missing out on the high-quality education on offer at the school. The school should strengthen its work, including working with the community, to ensure that pupils, especially disadvantaged pupils, attend school regularly.

• Some pupils do not behave as well as they should. At times, this disrupts learning and at social times makes some pupils feel uncomfortable. The school should develop its work to improve pupils' conduct at social times and reduce low-level disruption in lessons.

There are some inconsistencies in the way the curriculum is delivered. As a result, pupils learn better in some subjects than in others. The school should ensure that the curriculum is delivered consistently well across all subjects, including the use of assessment to identify and address gaps in knowledge, so that pupils know more, remember more and make the progress through the curriculum that they are capable of.