Dixons Middleton Academy

What Ofsted said

From the inspection on 25 June 2024

A feeling of belonging helps most pupils to feel happy in school. Pupils value the friendships that they forge with each other. They said that the large size of the school helps them to meet other pupils with similar interests. For example, during breaktimes, some pupils enjoy playing football together, while others socialise in the school's relaxing spaces. Typically, the atmosphere in the school is calm and orderly. Most pupils are attentive to their teachers during lessons. However, some pupils lack the motivation that they need to be successful in their learning. Pupils benefit from opportunities to develop different talents and hobbies. For instance, some pupils participate in the school's annual performance or in sports competitions. Others enjoy the electives programme, which provides pupils with the opportunity to explore subjects in more depth. The school has high aspirations for pupils, including for those with special educational needs and/or disabilities (SEND). Supported by the trust, the school is taking effective action to address some of the lingering effects of the COVID-19 pandemic, such as pupils' low rates of attendance. The school is also strengthening its curriculum offer. However, there is much more to be done to ensure that staff deliver the curriculum consistently well. Some pupils do not achieve as well as they should.

What the school should improve

• Some teachers lack the pedagogical understanding needed to implement the curriculum well. This means that some pupils do not build a secure understanding in a number of subjects. The school should provide teachers with the training and guidance that they need to deliver the curriculum effectively.
• Some teachers do not check that pupils have understood their learning before moving on. As a result, some pupils develop gaps in their knowledge that are not addressed. The school should ensure that teachers use effective assessment strategies to identify and remedy gaps in pupils' knowledge.
• The school's approach to supporting pupils who struggle to read is underdeveloped, particularly in key stage 4. This means that some pupils do not receive the help that they need in a timely and effective way, which hinders their learning. The school should ensure that appropriate support is in place, and carefully monitored, for these pupils, so that they learn to read confidently and fluently.

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