The Dorcan Academy

The Dorcan Academy

Address: St Paul's Drive, Covingham, Swindon, Wiltshire, SN3 5DA Unique reference number (URN): 137684

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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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Achievement Expected standard

Pupils build on their prior knowledge so that they learn the curriculum well over time. The work that pupils produce exemplifies how their understanding is developing over time. Leaders are quick to identify pupils who are not yet confident and accurate readers and writers. These pupils receive highly effective support to help them to catch up and keep up with their peers.

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Achievement Expected standard

Pupils achieve increasingly well in national examinations. Pupils in key stage 4 achieve the qualifications that they need to move to their destinations in education, employment and training. Disadvantaged pupils typically achieve as well as their peers nationally. While these pupils do not achieve as well as other pupils, the gap is closing. However, pupils do not achieve equally well across all subject areas. Leaders are aware of this and are taking steps to raise attainment in these priority areas.

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Curriculum and teaching Expected standard

Leaders have planned a curriculum that is broad and ambitious. Curriculum leaders have sequenced topics to build on pupils’ prior learning. They are continuing to raise the expectations of what pupils should know and be able to do at the end of each key stage. Pupils learn the specific vocabulary used within each subject. As a result, the curriculum prepares pupils well for their qualifications.

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Curriculum and teaching Expected standard

The Dorcan approach to teaching sets out the strategies the school uses to support pupils to learn and remember the curriculum. Teachers typically use these effectively to explain concepts and check that pupils understand. This particularly supports pupils with special educational needs and/or disabilities to learn as well as their peers. However, at times, teachers are not consistently selecting the most appropriate strategies to support and challenge pupils. This means that pupils are not achieving as highly as they could in all areas of the curriculum.

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Curriculum and teaching Expected standard

Leaders have rightly prioritised identifying where pupils have not yet developed their core skills in mathematics, literacy and oracy. They encourage pupils to read frequently. Well- trained and passionate staff support pupils to develop their writing accuracy. Consequently, these pupils are better able to achieve well.

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Leadership and governance Expected standard

There have been significant changes to the leadership and governance of the school since the last inspection. Many leaders and trustees are new to their post. Leaders now have an accurate picture of the school’s strengths. They are acting quickly to identify the improvement priorities for the school. Curriculum and pastoral leaders understand the important roles they play implementing these changes. There is a united focus on acting in the best interests of pupils. Leaders have implemented a comprehensive programme of professional learning so that staff, including those new to the profession, have the expertise they need to fulfil their roles successfully. Staff acknowledge the positive changes that have already been made, such as to the behaviour systems. They appreciate leaders’ consideration of the workload and wellbeing of staff. As a result, they are proud to work at the school.

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Leadership and governance Expected standard

Trustees have ensured they have fulfilled their statutory responsibilities. For example, they have a sharp oversight of safeguarding and academic achievement. However, they have not had the same diligence in overseeing other aspects of the school’s work, such as attendance. They have begun to develop partnerships with other organisations that will provide external scrutiny of school effectiveness. In turn this will provide trustees with the assurances they need to both support and challenge leaders about the impact of their work.

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Leadership and governance Expected standard

Parents recognise that the school has many strengths, such as the extra-curricular opportunities. However, they are aware that there are aspects of the school’s work which require further improvement. Leaders acknowledge that working in partnership with the wider community is a key part of the school’s improvement journey.

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Personal development and wellbeing Expected standard

Leaders have carefully planned the personal development curriculum to help prepare pupils for adult life. The Skills for Life programme covers key topics such as personal finance, politics and world religions. Pupils learn how to keep themselves safe and well. Pupils shared examples of where they have put their first aid knowledge to good use. They are confident when recognising online risks, such as deep fakes. Pupils understand the importance of respectful, healthy relationships with others. They recognise that tolerance and respect for difference are key values in modern Britain.

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Personal development and wellbeing Expected standard

The curriculum extends well beyond the academic. The pastoral support for pupils is a strength of the school and helps pupils to feel safe. Leaders have listened carefully to pupils’ feedback about their interests. As a result, there is a wide range of clubs such as chess, performing arts and strategy games that enable pupils to develop their talents and try something new. Trips, such as to museums and local landmarks, bring the curriculum to life. They provide new cultural experiences for pupils. Leaders encourage all pupils to take part in The Dorcan ‘16 before 16’ challenge.

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Personal development and wellbeing Expected standard

Pupils are particularly proud of their leadership roles within the school. They are keen to make their own contribution to making the school the best it can be. For example, by being student librarians, peer readers and mental health ambassadors.

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Personal development and wellbeing Expected standard

Pupils have an extensive range of careers information, education, advice and guidance. The ‘Able to Thrive’ days help pupils to learn about the world of work and their options post-16. Leaders help all pupils, especially those with special educational needs and/or disabilities, make ambitious plans for their future destinations.

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Attendance and behaviour Needs attention

Too many pupils do not attend school regularly. This means that they are not benefiting from all the school has to offer. The overall attendance of pupils has been declining over time, particularly for pupils who are disadvantaged or have special educational needs and/or disabilities. A significant proportion of pupils remain persistently absent from education. The new leadership of the school has recognised that this pattern has persisted for too long. Leaders, with the support of trustees, have taken swift action to raise expectations. They now have the systems in place to monitor attendance. They are beginning to understand the barriers that pupils have for attending school. However, this work is recent and therefore it is too early to see the impact of these changes.

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Attendance and behaviour Needs attention

The school is calm and orderly. Bullying is rare and not tolerated in the school. There are clear expectations and routines in place so that pupils typically learn without disruption. However, a significant proportion of pupils receive repeated sanctions for their behaviour. Historically leaders have not accurately identified the support these pupils need to improve their engagement with learning. Consequently, poor behaviour has persisted or escalated. Leaders have reviewed their approach to responding to behaviour incidents. It now better balances the support for pupils while retaining the high expectations for conduct. These strategies, while appropriate, need further time to have the intended positive impact for pupils.

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Inclusion Needs attention

Leaders have high aspirations for all pupils to achieve well. They have recognised that there were historic weaknesses in identifying individual pupils’ needs. This had resulted in some pupils not receiving the support they required to thrive. New leaders have acted at pace to review how the school identifies pupils’ barriers to learning and/or wellbeing. This means that staff are now well placed to plan appropriate support. However, this work is ongoing and therefore some pupils are not as consistently well supported as they should be.

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Inclusion Needs attention

Leaders have trained teachers to use strategies that are beneficial to all pupils. However, teachers have not received all the information they need about individual pupils’ barriers. While teachers been able to use general approaches to support pupils to make progress this has not been as effective as it could have been.

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Inclusion Needs attention

Leaders use additional funding, such as the pupil premium, to support pupils to be successful. For example, they provide additional literacy tuition and mental health support. Leaders work with external partners, such as social care, to support pupils to engage positively with their learning. Where leaders have commissioned an alternative provision, this is in the best interests of the pupil.

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

Pupils at the Dorcan Academy generally enjoy their learning. Their positive classroom experiences mean that they are typically learning the curriculum well. An increasing number of pupils achieve the qualifications they need to move to their next stage of education, employment or training. However, pupils who have barriers to their learning and/or wellbeing do not consistently have the support that they need to thrive. While leaders are taking action to address this, the work has been recent and needs further time to complete.

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

Pupils feel part of the school community. They have positive relationships with their peers and staff. Bullying is rare and pupils report concerns to adults. They trust staff to help them. This makes pupils feel safe. Pupils learn to be active citizens as prefects and house ambassadors. They enjoy the diverse range of clubs and activities available, such as darts and the annual literary festival. Pupils are proud to represent the school in sporting competitions and as dance showcases.

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

Pupils appreciate that the clear expectations and routines of the school mean that they can typically learn without disruption. However, some pupils find meeting these expectations challenging. Consequently, staff are repeatedly reminding some pupils about their conduct. Leaders have historically not supported these pupils well enough to learn from their mistakes and modify their behaviour. This has begun to change with the opening of the new Nest, Roost and Phoenix support rooms.

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

Too many pupils miss too much time in school. Pupils who are persistently absent from education do not benefit from all the school offers. Leaders have now begun to identify pupils’ barriers to attending school so that appropriate support can be put in place. As this work is recent, the impact for pupils is not yet evident.

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Next steps

Leaders should ensure that teachers have the information and expertise that they need to consistently support pupils with barriers to their learning and/ or wellbeing so that these pupils achieve well and thrive. Leaders should ensure that their chosen strategies are rapidly raising the attendance of all pupils, particularly those who are disadvantaged and/or have barriers to their learning. Leaders should ensure that the effectiveness of teaching is of consistently high quality across all areas of the curriculum so that all pupils are well prepared for their next stage of education. Trustees should ensure that they have effective strategies to assure themselves about the quality of all aspects of the school's provision so that they are highly effective in their support and challenge of leaders.

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Team inspectors:

Alun Williams, Ofsted Inspector Tim Redding, Ofsted Inspector Liz Lang, Ofsted Inspector Aimee Mitchell-White, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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About this inspection

The school is part of a single academy trust. The trust is overseen by a board of trustees charged by Sarah Newitt.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school senior and middle leaders. Inspectors also spoke with teaching staff, support staff and representatives of the board of trustees.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up their post in September 2026.

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About this inspection

The school makes use of 11 alternative provisions, including 10 that are unregistered.

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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.

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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 6 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 needs support at the school.

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 44.8% 45.4% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 44.3 46.1 Close to average

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national average

2022/23 (final) 41.6 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.04 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 32.0% 25.8% Close to average

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national average

2023/24 (final) 21.6% 25.8% Close to average

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national average

2022/23 (final) 17.2% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 37.2 34.9 Close to average

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national average

2023/24 (final) 32.8 34.6 Close to average

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national average

2022/23 (final) 35.1 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.54 -0.57 Close to average

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national average

2022/23 (final) -0.42 -0.57 Close to average

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national average

2021/22 (final) -0.82 -0.55 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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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national average

2023/24 (3 term) 9.5% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 9.0% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 28.0% 25.6% Close to average

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national average

2022/23 (3 term) 26.7% 26.5% Close to average

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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