Da Vinci Academy

What Ofsted said

From the inspection on 3 February 2026

This school takes the responsibility of serving its community seriously. Pupils, most of whom are disadvantaged, feel safe. Staff are vigilant. Pupils and their families benefit from excellent relationships with staff. Pupils enjoy practical support that makes a tangible difference. Every pupil, for example, receives breakfast at the start of the day. Deliberate care is taken to provide lunchtime meals that are enticing and nutritious. Pupils value this care. They know that they can approach many trusted members of staff for help. Pupils describe the school as their 'safe place'. The behaviour policy is working. Pupils respond well to clear routines. Lessons are calm. Pupils learn without disruption. Bullying can happen, but it is never tolerated and is dealt with effectively. Pupils value the extra-curricular opportunities available to them. They relish the visits from external speakers, including alumni, who share their experiences of the wider world and help to raise ambition. Events such as ‘wear your colours’ day support pupils’ knowledge and preparation for life in modern Britain. Pupils' needs are swiftly identified. This includes those with special educational needs and/or disabilities. However, in some lessons, teachers do not adapt learning well enough to meet these needs. As a result, some pupils develop gaps in their knowledge that remain unaddressed. The curriculum is broad and reflects pupils’ needs and interests. However, the quality of teaching varies. At times, pupils' misconceptions are not picked up precisely enough. Some pupils repeat errors, and others do not secure essential foundations, such as accurate handwriting and spelling. Although outcomes are improving, pupils’ achievement remains significantly below national figures.

What the school should improve

• Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including those with special educational needs and/or disabilities, make strong progress across the curriculum. • Leaders should ensure that teaching focuses on identifying and resolving quickly any misconceptions, explaining important knowledge and carefully checking pupils’ understanding consistently well so that pupils achieve well in every subject. • Leaders should make certain that pupils secure the necessary accuracy and fluency in reading, handwriting and spelling, in readiness for their next learning steps.

Read the full Ofsted report (opens in a new tab)