|Name||Dean Trust Ardwick|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 May 2018|
|Address||345 Stockport Road, Ardwick, Manchester, Lancashire, M13 0LF|
|Religious Character||Does Not Apply|
|Number of Pupils||652 (57% boys 43% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||The Dean Trust|
|Percentage Free School Meals||27.3%|
|Percentage English is Not First Language||60.1%|
Information about this school
The school opened in 2015 and currently has three year groups on roll in Years 7, 8 and 9. It is one of a group of five secondary schools and four primary schools in the Dean Trust, which is a multi-academy trust. The school has a higher proportion of boys than most schools. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils who speak English as an additional language is very high. Forty-four different languages are spoken by pupils in school. The proportion of disadvantaged pupils is high and includes more than half of all pupils. A very small proportion of pupils are educated off-site in alternative provision. The school uses the Manchester Secondary Pupil Referral Unit. The government’s current floor standards have yet to apply to this school.
Summary of key findings for parents and pupils
This is a good school Ambitious, committed leadership is a strength of the school. Leaders have created an inclusive culture within which pupils and staff feel valued and proud to belong. The Dean Trust, governors and senior leaders are determined to serve the local community, and to develop an exemplary school, based on their vision ‘believe, achieve, succeed’. Outcomes for pupils are good. Most groups of pupils make sustained progress as they move through the school. Disadvantaged pupils, those who speak English an additional language and pupils who have special educational needs (SEN) and/or disabilities, make equally strong progress. The most able pupils are challenged to succeed at the highest levels. They make particularly strong progress in English and mathematics. A high proportion of pupils have chosen to follow demanding English Baccalaureate courses at key stage 4. Teaching, learning and assessment are good. Learning is well structured, with an emphasis on developing mastery and deepening understanding across all subjects. Pupils’ personal development and welfare are outstanding. The school develops self-esteem, self-confidence, resilience and character through its ‘passport to excellence’ programme. Pupils know how to keep safe. The curriculum meets the needs of pupils of all abilities. It broadens horizons and raises aspirations. Pupils’ spiritual, moral, social and cultural development is prominently promoted, along with a consistent focus on developing literary and communication skills. Pupils generally behave well around the school and have positive attitudes to learning in lessons. The vast majority enjoy school. Attendance is well above the national average. Governance is outstanding. Governors are very well qualified to evaluate the work of the school. They provide strong support for school leaders, but also challenge them to achieve even more. There is very occasional low-level disruption in lessons, sometimes when staff do not consistently follow the school’s behaviour management policy. Teaching is consistently strong because of the focus on consolidating learning. However, sometimes this limits opportunities for teachers to inspire their pupils. Guidance about future careers and options post-16 is limited due to the school’s early stage of development.