Ofsted conducted a remote visit to Dixons Trinity Academy on November 11, 2020, as part of its efforts to understand how schools are managing the return to full education following the COVID-19 pandemic. This visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom visits or reviewing students' work. Instead, the focus was on discussions with the school's leadership team regarding the actions taken since the full reopening of schools in September 2020.
During the visit, the Ofsted team spoke with the Executive Principal, Jenny Thompson, along with senior leadership and curriculum leaders. They did not engage with students during this visit. The context of the visit was set against the backdrop of the extended break in formal schooling due to the pandemic, and the Chief Inspector of Education is leading Ofsted's work to assess the situation across various schools in England.
The visit included a sample of approximately 1,200 schools of different types and performance levels, including maintained schools, academies, free schools, special schools, and alternative provision centers. The insights gathered from these visits are intended to inform national reporting and share findings with the government and the education sector.
The findings from the visit to Dixons Trinity Academy indicated that there were no significant concerns. The school had managed to avoid isolating any year-group bubbles at the time of the visit, with about one in eight pupils having worked from home at some point since the term began. All students were engaged in their usual subjects, having returned to their standard curriculum at the start of the autumn term.
Teachers at the academy were utilizing ongoing assessments to gauge students' knowledge and inform their teaching strategies. In Year 7, additional tests were implemented to assess students' knowledge upon their entry to the school. The teaching approach in Years 7 and 8 involved teachers from different subjects coming to the students' classrooms, allowing for a more integrated learning experience. For instance, in subjects like art and design, teachers brought specialized resources to enhance the learning experience.
The school leadership had also made adjustments to the curriculum for Years 9 to 11, bringing forward certain topics that would benefit from earlier study, such as Shakespeare in English. Additionally, new methods for teaching practical elements in subjects like music and science were planned to adapt to the current circumstances.
A heightened focus on health and well-being was emphasized across all year groups to provide additional support during this challenging time. Teachers ensured that students had access to textbooks, revision materials, and a structured timetable of activities for those studying from home. The work assigned to students at home was aligned with what was being taught in school, and teachers monitored students' responses to this work.
The visit concluded with appreciation for the contributions made by the school to the national effort in managing education during the pandemic. The experiences shared by the school will help inform future educational policies. The letter summarizing the visit's findings was shared with various stakeholders, including the local governing body and the regional schools commissioner, and will be published on the Ofsted website.
