Dixons Allerton Academy

What Ofsted said

From the inspection on 8 May 2024

Adults working in school have high ambition for all pupils. There is a clear, shared commitment to ensure that all pupils can be successful, irrespective of the challenges they may face. The primary phase of school, including very strong early years provision, prepares pupils well for the secondary phase. Pupils who have attended the primary phase of school go on to attend the secondary phase more regularly, demonstrate more positive behaviours and achieve more highly in external assessments. Pupils who have good attendance in the secondary phase of this school do well. However, many pupils do not attend school regularly. These pupils can struggle to access the new learning that is being taught. The school does not identify and address gaps in their learning quickly enough. The school has high expectations of pupils' behaviour which are clearly understood by pupils, parents and staff across all phases. Some pupils in the secondary phase struggle to maintain the expected high standards. Pupils feel safe. However, a significant minority of pupils and staff have concerns about behaviour. This is most often in the secondary phase of school. Some pupils are made to feel uncomfortable in school due to sexist or homophobic views being shared openly by a small minority of other pupils.

What the school should improve

• The number of pupils in the secondary phase who are persistently absent is very high. These pupils are unable to fully access school life. Leaders should accelerate their work to improve attendance, working with outside agencies where necessary, to support these pupils to attend and participate in school much more regularly.
• Some pupils in the secondary phase of school struggle to meet the high expectations of behaviour. The support that these pupils receive to develop self- control is not always effective. A significant number of pupils have been repeatedly suspended. Leaders should review their approach to behaviour management to ensure that pupils receive the necessary targeted support and adaptations so that the behaviour of all pupils improves over time.
• The impact of the curriculum for PSHCE is variable. Some pupils in the secondary phase hold, and share, negative views about pupils who are different to themselves, including differences of gender and sexuality. Leaders should review the implementation of their PSHCE curriculum to ensure all pupils understand, and appreciate, difference and the importance of treating others with respect.
• Teachers do not check consistently whether pupils have secure knowledge of what they have already learned before starting new learning. Some pupils have significant gaps in knowledge. These pupils struggle with their new learning and the gaps in their learning grow over time. The school should ensure that teachers routinely check on pupils' knowledge and adjust their teaching appropriately to enable all pupils to learn successfully.
• Many of the school's quality assurance systems are disproportionately focused on checking processes rather than impact. This limits how well the school is able to evaluate the effectiveness of provision and consequently make any changes necessary. The school should ensure that leaders, at all levels, gather information from a range of sources to evaluate the effectiveness of their provision and make any necessary changes to maximise the impact of the learning offer that pupils receive.

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