|Name||Abraham Moss Community School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 January 2018|
|Address||Crescent Road, Crumpsall, Manchester, Greater Manchester, M8 5UF|
|Religious Character||Does Not Apply|
|Number of Pupils||1758 (49% boys 51% girls)|
|Number of Pupils per Teacher||13.0|
|Percentage Free School Meals||21.5%|
|Percentage English is Not First Language||90.5%|
Information about this school
Abraham Moss Community School is a much larger than average-sized school. There have been recent changes to senior leadership in the primary section. The school’s first Year 6 group completed their primary education in 2017. The proportion of pupils supported by the pupil premium funding is much higher than average. The proportion of pupils coming from families experiencing deprivation is also much higher than average. The school population is highly diverse. Pupils are from a wide range of minority ethnic groups. Very many pupils speak English as an additional language. A significant number of pupils join the school at times other than at the usual entry points. There is an above-average proportion of pupils who have SEN and/or disabilities. The school has specialist resourced provision for 12 pupils aged 11 to 16 with autistic spectrum disorder. A very small number of pupils in key stage 4 attend a pupil referral unit or a local college for their education. The school buildings are used to provide weekend supplementary school provision for members of minority ethnic communities. The school meets the current government floor standards for pupils’ progress and attainment at Year 6 and progress at Year 11.
Summary of key findings for parents and pupils
This is a good school The headteacher and other senior leaders provide highly effective leadership. This has led to continuous and rapid improvement across the school. Senior leaders are very well supported by middle leaders. Middle leadership has shown marked improvement since the previous inspection. Staff are highly committed to the pupils in the school and to providing the best possible education for them. Recent changes have increased the connection between the work of the primary and secondary parts of the school. The school is highly inclusive. Pupils are welcomed whatever their background or need. The school is harmonious and pupils are respectful of each other. Pupils make very rapid progress in the secondary part of the school. Rates of progress are somewhat slower in primary, particularly in reading, mathematics and some other subjects. The leadership of the early years is highly effective and contributes to the outstanding provision. Children make a very rapid start to their education. Carefully planned teaching leads to learning which helps children to catch up on any gaps they have when they arrive and increasingly prepares them very well to make the most of Year 1. Teaching in the secondary part of the school is generally very effective. While there is strong teaching in the primary phase, there are some subjects and classes where pupils’ learning is not as good as it could be. Leaders provide carefully targeted training to improve teaching. This includes sharing and building on the most effective practice, wherever this happens in the all-through school. Pupils and children in the early years are cared for very well. Despite the large size of the school, the well-organised approaches to providing care mean that members of staff know pupils and their needs. Pupils clearly understand what the school expects, try hard and behave very well. Instances of poor behaviour are rare and are dealt with quickly so that learning can continue. The school is safe and secure. The arrangements for safeguarding pupils work well and reflect the additional challenges which exist in parts of the school’s locality. Pupils attend school regularly and are punctual. The governing body is highly challenging to leaders. This reflects governors’ absolute determination for the school to be as good as it can be.