|Name||Irlam and Cadishead College Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||04 February 2015|
|Address||Station Road, Irlam, Manchester, M44 5ZR|
|Religious Character||Does Not Apply|
|Number of Pupils||741 (49% boys 51% girls)|
|Number of Pupils per Teacher||13.0|
|Percentage Free School Meals||15.9%|
|Percentage English is Not First Language||3.2%|
Information about this school
This is a smaller-than-average-sized secondary school and there are fewer boys than girls on roll. The proportion of disadvantaged students, those supported through the pupil premium, is above the national average. The pupil premium is additional funding to support students known to be eligible for free school meals and children who are looked after by the local authority. The proportion of students who speak English as an additional language is below the national average, as is the proportion of students who come from ethnic minority backgrounds. The proportion of disabled students and those with special educational needs is approximately twice the national average. The college does not meet the government’s current floor standards, which are the minimum expectations for students’ progress and attainment. A number of students attend Teens and Toddlers, a child-care centre for work experience; a small number go to the Youth Service; two attend the Canterbury Centre, a mental health support centre; and a further three are educated through Salford’s online provision. The executive headteacher, who was appointed in October 2014 in an interim capacity, is at the college for three days in the week and the head of school, also an interim appointment, joined the college in a full-time capacity in January 2015.
Summary of key findings for parents and pupils
This is a school that requires special measures. Leadership and management are inadequate. Until very recently not enough has been done to stop the college’s decline. Some senior and middle leaders do not have a clear understanding of what needs to be done to improve their areas of responsibility. Governors have until very recently been too reliant on the performance information they received from the leadership without checking for themselves. As a result, they have not acted quickly enough to tackle the college’s weaknesses and have not involved themselves in forward planning. Consequently, their impact has been insufficient. The attitudes to learning of too many students are weak and their behaviour in lessons is inappropriate. This slows their progress and that of other students. The quality of teaching over time is inadequate. Too many teachers have low expectations of students. Teachers are not accurately judging what the students know and consequently they are unable to help students make rapid progress. Students’ achievement is inadequate. The standards of attainment students reach by the end of Year 11 are too low given their starting points. The progress they make in many subjects, including in English and mathematics, is not good enough when compared to their peers nationally. Disadvantaged students, those who have special educational needs and the most able, are also making inadequate progress. Provision in the sixth form is inadequate. Too many students, particularly those who study academic courses, are underachieving. The school has the following strengths The executive headteacher and head of school have a clear idea of the college’s strengths and weaknesses and have begun to create a positive climate for improvement. As a result, staff have been receptive to the changes made in recent weeks and morale is rising. Advice, information and guidance offered to students are effective and ensured that last year no students left the college without a place in education, employment or training.