Dinnington High School, located in Sheffield, South Yorkshire, was inspected on November 22 and 23, 2023. The overall effectiveness of the school is rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The executive headteacher, Phil Davis, leads the school, which is part of the LEAP Multi Academy Trust overseen by CEO Wayne Barsby and a board of trustees chaired by Kim Bottomley.
Most pupils enjoy their time at Dinnington High School, appreciating the positive relationships they have with staff. They feel confident that their concerns will be taken seriously, and pupils with special educational needs and disabilities receive adequate support. The school environment is considered safe. While behavior is improving, low-level disruptions still occur in some lessons, affecting the learning experience. However, as behavior improves, pupils are making better progress in the curriculum, particularly in subjects like art, although progress in other subjects is not as strong.
Pupils are educated on how to stay safe online and in their communities, learning about consent and healthy relationships. They demonstrate acceptance and support for one another. In the sixth form, students report positive experiences, largely due to their relationships with teachers and the appropriate guidance they receive regarding careers and future steps.
The school is becoming more ambitious for its pupils, including those with SEND. The new leadership team has identified areas for improvement and has begun implementing changes, including new systems for behavior and attendance and a review of the curriculum. Staff and pupils acknowledge that behavior has improved compared to the past. Most teachers possess secure subject knowledge and select suitable activities for pupils, but the quality of the curriculum remains inconsistent. Leaders are aware of this and are making early-stage improvements, although some subjects still lack clarity on essential knowledge and how learning should progress over time.
Pupils' progress is not accurately monitored, leading to gaps in knowledge that are not sufficiently addressed. Consequently, pupils are not always challenged to deepen their understanding, hindering their learning development. The school is fostering a culture of reading for pleasure, implementing strategies to support pupils who struggle with reading, but it does not effectively monitor their progress.
Leaders have established clear expectations for behavior and attendance, and recent efforts have led to improved behavior around the school. However, low-level disruptions persist, and suspensions have increased as a result of heightened expectations. Attendance rates are high, particularly among disadvantaged pupils, prompting leaders to implement strategies to improve attendance by working closely with pupils and their families.
The school has a well-structured personal development and careers curriculum, providing pupils with interactions with employers and teaching them about healthy relationships. However, there is a lack of comprehensive knowledge regarding fundamental British values and protected characteristics, leaving some pupils underprepared for life in modern Britain. In the sixth form, the curriculum primarily focuses on academic subjects, which may not be suitable for all students, leading to underachievement. The school has commissioned an external review of the sixth form to address these issues.
The new leadership team has made strides in identifying and prioritizing areas for improvement, including behavior, curriculum review, and attendance strategies. Staff and pupils are generally positive about these changes, and leaders are seen as capable of driving sustained improvement at Dinnington High School. The arrangements for safeguarding are effective, ensuring the safety and well-being of all pupils.
