Outwood Academy Danum

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school which prepares pupils to be responsible citizens. Pupils of every background are provided with the opportunities they need to be successful.

The school provides a range of specialist support for pupils with additional needs, including those with special educational needs and/or disabilities (SEND).

Most pupils have positive relationships with their teachers and value their lessons. They learn and remember new information and are successful in assessments and examinations.

Sixth-form students are positive about their experience and feel well prepared for their future careers.

Pupils routinely behave well in lessons and arou...nd the school site. Some pupils do not attend regularly enough, and some pupils are suspended frequently.

These pupils miss valuable learning.

Pupils enjoy a range of opportunities that develop their character and widen their life experience. Pupils take part in the Duke of Edinburgh's Award, and a range of clubs such as basketball, oil painting, debating and journalism.

A 'climate change crew' has influenced changes to school policies to improve sustainability. Sixth-form students actively lead initiatives through the school parliament and mentor younger pupils.

Pupils feel safe at the school.

They are taught about the dangers of online grooming and knife crime. Bullying is not frequent and is dealt with if it occurs.

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

The school provides a curriculum which gives pupils the best possible start in life.

Leaders have carefully designed the curriculum to meet the needs of pupils and those of future employers. For example, a new T level in health has been introduced to allow students in the sixth form access to local opportunities in the healthcare sector. Pupils leave the school with qualifications that allow them to access higher education, training and employment.

Teachers have good subject knowledge and enjoy working at the school. They are well trained. They plan lessons which allow pupils to develop their understanding and skills.

Pupils revisit what they have learned regularly through retrieval tasks and assessments. This helps them to remember and build on what they have learned. The school ensures that gaps in knowledge are addressed.

For example, the school employs intervention teachers who analyse assessments and provide bespoke lessons for small groups of pupils. Sixth-form students are taught in small groups and value the one-to-one support they receive from teachers.

Most pupils progress well through the curriculum.

Some pupils, including those who are disadvantaged and those who are higher attaining, do not consistently make the progress that they could. Leaders recognise this and have introduced strategies to ensure the progress of these pupils improves. The school has invested in specialised provisions to support different groups of pupils.

For example, pupils that require additional academic support receive personalised lessons at the school's 'personalised learning centre'. Pupils that have specific needs, such as dyslexia, are supported at the school's 'bridge' provision. In the words of one pupil, representing many, 'the one-to-one sessions help things to stick and make sense'.

The school has a resourced provision, the 'ARC', for deaf pupils. Teachers have specialised training to support these pupils. The pupils are fully included in mainstream lessons and the wider life of the school, such as taking part in school drama productions.

Extra-curricular clubs such as a British Sign Language club help to educate other pupils about hearing impairment.

Leaders emphasise the importance of reading throughout all aspects of the school. The school provides a vending machine for books and celebrates pupils that read regularly.

Some pupils are nominated as reading champions and help to promote a love of reading to others. Pupils who are less confident at reading are quickly identified and provided with appropriate intervention.

Most pupils behave well.

They are polite, courteous and respectful. Pupils are attentive in lessons and behave sensibly in social spaces, such as the school dining area. Some pupils do not attend school regularly and miss important learning.

Some pupils have not adapted to the school's heightened expectations of behaviour and, as a result, are suspended. The school has recently recruited additional staff to work in the 'personal development centre' to work with pupils that have behavioural needs. However, suspensions remain high, and as a result some pupils miss opportunities to learn.

Pupils receive a comprehensive programme of personal development. They learn about pertinent themes such as consent, healthy relationships, drugs and online grooming. Sixth-form students learn about managing finances, mortgages and sexual health.

Pupils have tolerant attitudes to others and learn about fundamental British values and different world faiths. Pupils are prepared for their future and know about future career opportunities.

Leaders at the school have a clear vision for the school.

They are driven by a moral purpose to improve the life chances for all pupils. Leaders carefully evaluate areas of need at the school and introduce appropriate strategies to improve provision. Staff workload is considered to be manageable, and staff value the comprehensive training opportunities provided by the trust.

Governors and trustees have an accurate understanding of the school and work effectively to challenge and support leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend regularly and too many pupils are persistently absent.

Although attendance for most pupil groups shows a trend of improvement, a significant number of pupils still miss too many lessons and this reduces the progress they make through the curriculum. The school should continue its work to improve attendance across all pupil groups. ? The number of suspensions and repeat suspensions is high.

As a result, too many pupils miss opportunities to learn. Although the school has introduced measures to reduce suspensions, these are still relatively new. The school should continue its work to reduce the number of suspensions and ensure that learning opportunities are not missed.

• Some groups of pupils, notably those who are disadvantaged and those of high prior attainment, do not make the progress that they could. This limits their achievement and outcomes. The school should ensure that there is significant improvement in the progress that these pupil groups make.