|Name||Abraham Guest Academy Closed|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||08 March 2016|
|Address||Greenhey, Orrell, Wigan, Lancashire, WN5 0DQ|
|Number of Pupils||804 (52% boys 48% girls)|
|Number of Pupils per Teacher||13.7|
|Percentage Free School Meals||24.7%|
|Percentage English is Not First Language||3.9%|
Information about this school
This is a larger than average sized school. The proportion of disadvantaged pupils who are eligible for support through the pupil premium is high. The pupil premium is additional funding provided by the government to support pupils eligible for free school meals and looked after children. The proportion of pupils from minority ethnic groups or who speak English as an additional language is low. The proportion of pupils who have special educational needs or disability is well above the national average. The school does not meet the government’s floor standards, which set the minimum expectation for pupils’ attainment and progress by the end of Year 11. A very few pupils from Key Stage 3 and 4 attend the Engagement Centre, an off-site provision run and managed by the school and West Lancashire College as part of their Key Stage 4 study.
Summary of key findings for parents and pupils
This is a school that requires improvement Progress in mathematics is not good enough. Too many pupils have not received high-quality teaching over time and this has led to underachievement. Gaps between the achievement of pupils who are disadvantaged, have special educational needs or disability, and their peers, are not narrowing quickly enough. Leaders do not know the impact of their use of some pupil premium funding as they have not evaluated this robustly enough. Middle- and higher-ability pupils are not always challenged enough in lessons; this limits their progress. Teachers’ feedback is not consistently effective in improving pupils’ progress and opportunities to reinforce good literacy are sometimes lost. Low-level disruption in lessons sometimes hampers learning. Pupils’ interests are not well catered for in social times; this leads to some poor behaviour. The school’s self-evaluation and performance management arrangements for teachers are not robust enough to ensure the school makes the most of improvements in progress. The school has the following strengths The leadership of mathematics has been greatly strengthened. Members of the governing body provide strong and decisive leadership and effective challenge to school leaders. The leadership and management of teaching, learning and behaviour is highly effective. Pupils feel safe at school and high-quality care is provided particularly for those whose circumstances may make them vulnerable. The curriculum has been adapted well for pupils who need extra help with behaviour, social and emotional skills. The new ‘Engagement Centre’ is supporting pupils’ motivation and learning.