|Name||Manchester Communication Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 October 2017|
|Address||49 Parkstead Drive, Harpurhey, Manchester, M9 5QN|
|Religious Character||Does Not Apply|
|Number of Pupils||292 (52% boys 48% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Greater Manchester Academies Trust|
|Percentage Free School Meals||24.3%|
|Percentage English is Not First Language||49.3%|
Information about this school
The school complies with Department for Education guidance on what academies should publish on the website. This is a smaller than average-sized primary school. The school is part of a Multi-Academy Trust with Manchester Communications Academy The proportion of pupils eligible for support from the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The proportion of pupils from minority ethnic groups is above the national average. The proportion of pupils who speak English as an additional language is also above average. The school has no Year 5 or 6 pupils so there is no end of key stage 2 data to assess whether the school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6. The principal also leads a school-centred initial teacher training programme.
Summary of key findings for parents and pupils
This is a good school The principal and her team have built a caring and inclusive school. The senior and middle leadership teams are dynamic, innovative, enthusiastic and sharply focused on pupils’ progress. A formidable group of governors takes a ‘no-nonsense’ approach to get the very best for the pupils. A strong track record of achievement, accurate self-evaluation and a sharp improvement plan indicate a good capacity to improve further. Pupils behave well, look smart in their uniforms, and are rightly proud of their school. There are well-established and effective systems in place to safeguard pupils and to engage with agencies to support families in need. All pupils make good progress overall, although disadvantaged pupils make better progress than their peers. Pupils who have special educational needs and/or disabilities make good and sometimes rapid progress. Pupils make good progress in mathematics, reading, phonics and a range of other subjects. Progress in writing is more varied because : there is not enough focus on the accuracy of writing and handwriting. In the Nursery and Reception class pupils make good progress. They benefit from a stimulating and creative learning environment. Reading and mathematics are taught well; opportunities for mark-making and early writing are less developed. Pupils are taught well. Expectations are high and most teaching captures pupils’ interest. However, the least able pupils do not make consistently good progress because in some lessons the work is too difficult for them. Historically, boys have not made the same good progress as girls. Leaders have successfully adapted the curriculum to better engage boys. This has led to much-improved progress but there remains inconsistency, especially in writing.