Outwood Academy Danum

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The effectiveness of leaders, governors and the trust is good. They have implemented strategies that have significantly improved the quality of education pupils receive. The school is improving quickly and securely.

It is well served by capable and committed staff. The impact of teaching on pupils' learning and assessment is good. Staff are knowledgeable and hard-working.

They have high expectations for pupils and ensure that lessons are productive and focused on developing pupils' skills and deepening their understanding. The curriculum is well matched to pupils' needs and ambitions. Outcomes are good.

Pupils start at the school... with prior attainment usually below average. By the time they leave, their attainment is above national averages in a range of subjects. This represents strong progress for most pupils, when set against their starting points.

The effectiveness of the sixth form is good and underpinned by strong leadership, effective teaching and sound care and guidance. Value-added scores exceed national averages across a range of vocational and academic subjects. The promotion of pupils' personal development and welfare is good.

This is reflected in their increasing confidence and the acquisition of several interpersonal, life and work-place skills. These attributes stand them in good stead for the next stage of their education, training or employment, when they leave the school. Pupil premium funding and the additional money the school receives to boost Year 7 pupils' literacy skills are deployed effectively.

They are contributing to improved learning, especially among disadvantaged pupils. The progress and attainment of disadvantaged pupils, boys and those with special educational needs and/or disabilities (SEND) have improved substantially. But they still lag behind those of other pupils in the school.

The progress of the small numbers of pupils at alternative provisions is variable. Addressing these deficits is pivotal to the school securing outstanding outcomes. Pupils' behaviour requires further improvement.

Historically, the number of fixed-term exclusions has been very high. To its credit, the school halved the number of these exclusions last year. However, the need to exclude pupils for a fixed term or permanently still occurs too frequently.

The school must become more effective in managing and moderating pupils' behaviour, so that the need to exclude reduces even further. Pupils' attendance remains stubbornly below the national average, and the rate of persistent absence is much higher than average. There is an urgent need to improve this situation, as the negative impact of poor attendance on pupils' learning and progress is well documented.

The hardest hit groups are disadvantaged pupils and pupils with SEND.

Information about this school

The school is larger than the average-sized secondary school. Most pupils are White British.

The remaining pupils originate from a diverse range of minority ethnic heritages. Most pupils speak English as their first language. The proportion of pupils receiving support from the pupil premium is above average.

The proportion of pupils receiving support for SEND is below average. The proportion of pupils with an education, health and care plan is above average. The school joined Outwood Grange Academies Trust in September 2016.

The mission statement of the trust is 'Students first: raising standards, transforming lives.' Responsibility for the school lies with the board of trustees. The local academy council has some delegated powers.

The structure of the trust's governance and management can be found on the school's website. The school uses several alternative providers to educate a small number of its pupils. These include: St Wilfrid's Academy, First Class Tailored Solutions, Learning Centre North, Centre Central, Maple Young Mums and the JASP Education Centre.