Dorrington Academy

Dorrington Academy

Address: Dorrington Road, Perry Barr, Birmingham, West Midlands, B42 1QR Unique reference number (URN): 138218

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Pupils’ needs are identified accurately and promptly because leaders have established effective systems for understanding pupils’ circumstances and reducing barriers to learning and wellbeing. Staff know pupils well and use this knowledge consistently to shape teaching, support and pastoral care. Staff make use of their professional understanding to effectively implement support and review the impact for pupils regularly. Precise plans and targets ensure that pupils receive support that is closely matched to their needs. Pupils who are known, or were previously known, to social care are supported with care and sensitivity, resulting in improved attendance, engagement and confidence.

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Inclusion Strong standard

Disadvantaged pupils are supported thoughtfully and consistently. Leaders’ strong understanding of pupils’ contexts informs the way provision is designed and delivered. Early help is a notable strength. The school works closely with families to identify vulnerabilities, coordinate support and provide practical guidance. This work is sustained and has a positive impact both in school and at home. Leaders’ commitment to inclusion means that pupils remain in classrooms where the curriculum is adapted well to enable them to learn alongside their peers.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities (SEND) experience consistently inclusive teaching and effective support. Staff confidently plan interventions and monitor progress of pupils with SEND. The school has set up a carefully resourced provision which offers a calm, purposeful environment where pupils with complex needs develop social and communication skills exceptionally well.

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Achievement Expected standard

Overall, pupils are well prepared for their next stages of education. They secure important knowledge across subjects, which helps them make connections between what they already know and their new learning. Throughout the curriculum, pupils build on their understanding, and this is reflected in the work they produce. For example, in mathematics pupils develop strong fluency and reasoning because teaching is consistent and expectations are clear.

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Achievement Expected standard

Improvements to the teaching of phonics have had a positive impact on pupils' achievement. The introduction of a new scheme to teach phonics has strengthened phonics teaching and is having a clear impact, with pupils developing fluency and confidence from early years onwards. Teachers support pupils well to become fluent readers.

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Achievement Expected standard

By the end of key stage 2, pupils typically achieve well in national tests. Pupils with special educational needs and/or disabilities make steady progress from their starting points because teaching is adapted thoughtfully and interventions are well planned. Disadvantaged pupils benefit from targeted support that reduces barriers to learning.

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Attendance and behaviour Expected standard

Pupils attend school regularly and benefit from leaders’ clear approach to promoting good attendance. Leaders understand the barriers faced by some pupils and work closely with families to reduce them. Early help is used effectively to support pupils whose circumstances make regular attendance more difficult. This work has led to notable improvements for individual pupils, including those previously known to social care. Staff monitor attendance carefully and respond quickly when concerns arise. Parents value leaders’ visibility and communication, which help build trust and encourages engagement. There has been a recent demonstrable increase in pupils' attendance and a significant reduction in the number of pupils persistently absent from school. Leaders know that this positive work must continue in the future.

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Attendance and behaviour Expected standard

Pupils behave very well and demonstrate positive attitudes to learning. Classrooms are calm and purposeful, and pupils move around the school sensibly and respectfully. They say that bullying does not happen and are confident that staff would act quickly and consistently if they had any concerns. Staff manage behaviour effectively and use clear routines that help pupils feel secure. Pupils show respect for one another and for adults, and relationships across the school are warm and supportive. Inclusive approaches ensure that pupils with special educational needs and/or disabilities (SEND) are well supported to meet behaviour expectations.

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Curriculum and teaching Expected standard

Pupils experience a broad and ambitious curriculum. Staff understand the curriculum well and teach it with increasing confidence. In early years children benefit from high quality interactions that develop early vocabulary, communication and mathematical understanding. Older pupils follow a well ‑ structured writing sequence that enables pupils to develop their transcription and composition skills. The teaching of writing is not yet consistently effective. Leaders recognise this and have begun work to ensure that younger pupils secure the basic writing skills they need for future learning, for example letter formation, handwriting and spelling.

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Curriculum and teaching Expected standard

Teaching is adapted thoughtfully so that pupils with special educational needs and/or disabilities can access learning successfully. Adaptations such as structured routines, targeted language work and carefully chosen resources are used well. In mathematics, pupils build secure fluency and reasoning because teaching is consistent and expectations are clear.

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Curriculum and teaching Expected standard

Leaders have strengthened phonics teaching, and this is now delivered well with consistency. Targeted support in key stage 1 helps pupils who need additional practice. As a result, the majority of pupils now develop the reading skills they need to access the curriculum in key stage 2. In response to the high number of early career teachers, leaders are developing ways to further strengthen teachers’ subject knowledge and teaching strategies so that teaching becomes consistently strong across all subjects and year groups.

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Early years Expected standard

Children in the early years benefit from a caring, calm and well organised environment where staff know them well and respond sensitively to their needs. Leaders have established a curriculum that prioritises communication and language, early vocabulary and a focus on early reading and mathematics. Staff use purposeful interactions to develop children’s speaking and listening skills, and they provide purposeful opportunities for children to practise new language in play. Phonics teaching is delivered consistently. As a result, children build secure early reading skills. Reading fluency sessions help children develop confidence and accuracy. Staff understand children’s starting points and check on their progress regularly to identify gaps and shape future learning.

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Early years Expected standard

Children demonstrate positive attitudes to learning. They join in activities enthusiastically and respond well to clear routines. Mathematical vocabulary is modelled effectively and children use it with increasing confidence. Staff adapt teaching thoughtfully so that children with special educational needs and/or disabilities (SEND) can access learning successfully. The early years provision supports children with complex needs well, offering calm spaces and structured routines that help them develop social and communication skills.

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Early years Expected standard

Leaders recognise that outdoor learning is an area for further development. Plans are in place to improve the outdoor environment so that it reflects the ambition of the indoor provision and supports children’s wider learning and early language development.

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Leadership and governance Expected standard

Leaders have a detailed knowledge of the school’s context and the community it serves. They use this knowledge to create a supportive, inclusive environment where barriers to learning or wellbeing are overcome. This helps pupils feel safe and valued. Leaders make all decisions in pupils’ best interests.

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Leadership and governance Expected standard

Leaders have a clear and ambitious vision for the school, shaped by an accurate understanding of its strengths and the areas that require further development. Staff, parents and pupils consistently describe the positive changes that have taken place under the current leadership team. Leaders are visible, approachable and communicate well with the school community. They have prioritised curriculum improvement, staff development and the creation of a calm, purposeful learning environment. This work is increasingly embedded and is having a positive impact on pupils’ experiences and outcomes. Leaders check the quality of teaching and provision regularly and use this information to shape training and support. Staff value the professional development they receive and feel listened to, respected and well supported.

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Leadership and governance Expected standard

Governance is effective. Those responsible for governance understand their statutory duties and fulfil them with care. They check safeguarding arrangements thoroughly and ensure that safer recruitment processes are secure. Trustees have a clear understanding of the school’s context and ask appropriate questions about leaders’ decisions and improvement work. They are aware of historic issues and are committed to ensuring transparency and stability.

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Leadership and governance Expected standard

Leaders’ work to support pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils previously known to social care is well understood and appropriately prioritised. As a result, these pupils thrive at the school.

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Leadership and governance Expected standard

Leaders engage positively with parents and the wider community. They have strengthened communication, increased visibility and created opportunities for families to access support.

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Personal development and wellbeing Expected standard

Pupils experience a broad personal development programme that reflects leaders’ clear priorities for pupils’ wellbeing, confidence and wider development. Staff build positive relationships with pupils, creating an environment in which pupils feel safe, valued and able to express themselves. Pupils describe the school as diverse, welcoming and fair, and they show respect for one another and for adults. Leadership opportunities are meaningful and embedded. Older pupils take pride in roles such as mentoring younger pupils. These experiences help pupils develop responsibility, teamwork and confidence.

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Personal development and wellbeing Expected standard

Pupils learn about staying safe in a range of age ‑ appropriate ways. They understand how to keep safe online and know who to speak to if they are worried. They learn about personal safety through visits and workshops. Pupils show secure understanding of healthy lifestyles, including diet, exercise, personal hygiene and oral health. They talk confidently about fundamental British values and learn about different cultures, beliefs and ways of life through curriculum activities and discussions.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum is clearly designed and structured to help pupils understand important knowledge they need for later life. Pupils secure an appropriate understanding of the topics they learn during lessons. However, the school’s approach to relationships, sex and health education is still developing. Pupils recall learning about friendships and can discuss body changes through their work in science. Their understanding of sex education and healthy relationships is less secure. Leaders have plans to strengthen this area so that pupils build a clearer and more age ‑ appropriate understanding over time.

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Personal development and wellbeing Expected standard

High-quality pastoral support is a notable feature of the personal development offer. Leaders identify pupils who may need additional pastoral support with care. The school works closely with families to identify vulnerabilities early and provide practical guidance. This work has a positive impact on pupils’ wellbeing, attendance and engagement. Wider experiences, including trips, community projects and enterprise activities, enrich pupils’ personal development further.

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What it's like to be a pupil at this school

Dorrington Academy is a friendly and welcoming school. Pupils feel safe and thrive in a positive environment. They speak proudly about being part of a diverse community and say that everyone is treated fairly. At Dorrington, differences are celebrated and there is a focus on harmony and unity. This is a truly inclusive school. Across the school, pupils behave well, are polite and respectful, and move calmly between lessons. They say bullying does not happen, and staff and leaders respond quickly and consistently to any concerns. Parents and staff strongly agree that pupils are safe and well cared for. Pupils enjoy their learning. In lessons, they engage positively with the ambitious curriculum and respond well to teachers’ high expectations. They benefit from clear routines, purposeful talk and strong relationships with staff. In early years, children show positive attitudes and are eager to join in activities, supported by high quality interactions that build early

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What it's like to be a pupil at this school

vocabulary and communication. Older pupils describe learning as enjoyable and say they feel confident tackling new challenges. Pupils with additional needs are fully included in classroom life, accessing learning successfully. Any barriers to learning are reduced in a range of different ways to enable the majority of pupils to make strong progress from their starting points. Pupils achieve well. They build secure foundational knowledge, particularly in reading, phonics and mathematics.

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What it's like to be a pupil at this school

Pupils value the leadership opportunities available to them, such as supporting playtimes and contributing to school life. Pupils feel a strong sense of belonging. They talk positively about the school’s values and show respect for others. They participate in a wide range of experiences that enrich their learning, including trips, community projects, safety education and wider curriculum activities. Attendance is improving for pupils who previously struggled, supported by strong pastoral relationships and early help. Pupils are confident that trusted adults will listen to them and help when needed.

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Next steps

Leaders should ensure that the teaching of writing is consistently effective so that pupils secure the foundational writing skills needed for future learning. Leaders should continue to use an evidence-informed approach to further develop teachers’ subject knowledge and pedagogy to ensure consistently strong teaching across all subjects and year groups. Leaders should ensure that recent improvements in attendance are sustained over time. Leaders should strengthen the relationships, sex and health education curriculum so that older pupils develop a secure and detailed knowledge to ensure they are very well prepared for life beyond school. Leaders should improve outdoor learning opportunities in early years so that provision matches the ambition and quality of indoor learning.

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About this inspection

This school is part of the Dorrington Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, John Harrison, and overseen by a board of trustees, chaired by Michael Wingrove.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Dawn White, Ofsted Inspector David Lisowski, Ofsted Inspector Michele Lewis, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England. Inspectors spoke with school leaders, including the headteacher and members of the senior leadership team. They also spoke with trustees during the inspection.

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What does this mean?

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to pupils at social times and met with groups of pupils.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school runs an on-site nursery provision for children aged 3 and 4.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: John Harrison National average: 272

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 56% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 81% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 61% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 71% 61% Close to average

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average

2023/24 (final) 69% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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