Setting

Mr S Sissons Headteacher The Dorcan Academy St Paul's Drive Covingham Swindon SN3 5DA

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Academy

Following my visit to your school on 27 January 2014, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the findings. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Academy

The visit was the first monitoring inspection since the academy was judged to require improvement following the section 5 inspection in November 2013. It was carried out under section 8 of the Education Act 2005.

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Academy

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection.

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Evidence

During the visit, meetings were held with you, other senior leaders and members of the governing body to discuss the action taken since the last inspection. There were also a number of short visits to lessons. The academy improvement plan was evaluated.

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Context

There have been no staffing changes at senior level since your recent inspection. Some teaching posts are being covered by temporary staff and you are currently looking to recruit permanent staff to these positions. Tribal 1–4 Portland Square Bristol BS2 8RR T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 311 5323 Direct email :suzy.smith@tribalgroup.com

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Main findings

You have made a very good start in addressing the areas for improvement identified at your recent inspection. The main focus is, rightly, on continuing to develop the quality of teaching at the academy. Expectations on what students are able to achieve have been raised significantly and there is a clear focus on ensuring leaders with responsibilities for subjects, heads of faculty, take responsibility for the quality of teaching and learning within their departments.

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Main findings

There is a renewed focus on strengthening the quality of planning and marking. Expectations are that teachers’ planning takes account of students’ prior learning to ensure that new learning is enabling them to make good and better progress. Regular, in lesson assessment opportunities are planned to ensure that learning outcomes are being met by all students. Heads of faculty prepare a report every six weeks on the quality of planning and marking in their departments. The senior leader with responsibility for the quality of teaching samples department plans and books to ensure the accuracy and consistency of these reports. Senior leaders refer to these reports when conducting short visits to departments to monitor the quality of planning and work in books and to ensure any identified areas for improvement within departments are being implemented.

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Main findings

Some teachers are accessing support from an external consultant to develop their teaching from good to outstanding. These teachers are also being used to work alongside colleagues whose teaching is deemed to be requiring improvement. There are regularly opportunities for these members of staff to share best practice, to observe other teachers and to attend regular professional development sessions. These initiatives are now well established and there is evidence of improvements in the quality of teaching for these members of staff.

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Main findings

There are raised expectations on students taking more responsibility for their learning. An effort grade has been implemented and is reported on every three weeks. Students are aware that this grade relates to them being actively involved in ensuring they are making the best progress they can. Mentors have been recruited from local businesses to work alongside students to offer help, guidance and support. There are a wide range of extra sessions on offer to support students outside of lesson times and, encouragingly, the vast majority of students are taking advantage of these. During my short visits to lessons, students exhibited very positive attitudes and spoke confidently about what they are learning.

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Main findings

The academy development plan identifies key areas for improvement. Its sets appropriately challenging targets and includes regular milestones to check on the progress of these targets. The process for collecting student progress data is comprehensive. This is used effectively to ensure any students at risk of underachievement are identified quickly and extra support is put in place. Members of the governing body use this data to monitor the school’s progress towards meeting its targets and they offer a suitable mix of challenge and support to senior leaders. Your current predictions indicate that the progress students are making is beginning to accelerate.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The school is accessing highly effective external support from a range of providers including an outstanding school, an academy federation and external consultants. There are also links between departments and other schools. The main areas for this support are targeted at improving the quality of teaching and leadership at all levels.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for Swindon and the Department for Education Academies Advisers Unit.

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