Co-op Academy Failsworth

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are happy to come to school.

They enjoy making friends and they are supportive of each other. Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the support and care that is provided by staff. This helps pupils to feel safe.

Most pupils engage positively with their learning. They typically understand and follow the school's routines well. As a result, behaviour in class and during social times is usually calm and orderly.

The school and trust have high expectations of pupils' achievement. The school includes everyone. It is determined that all pupils, including those who receive their education in 'the hu...b', access a high-quality education.

The curriculum considers pupils' needs and interests. Pupils are able to study for a range of appropriate qualifications. Pupils' achievement is improving year-on-year.

Many pupils value the vast range of extra-curricular activities that are available to them. For instance, pupils enjoy attending clubs such as badminton, drama and rock band. Through these clubs, pupils strengthen their sporting skills, team-working abilities and musical talents.

What does the school do well and what does it need to do better?

The curriculum is ambitious for all pupils, including those with SEND. Subject curriculums are well designed. The 'powerful knowledge' that the school wants pupils to learn is clearly identified.

Subject content is introduced in a logical order so that pupils build their knowledge over time.

Teachers have good subject knowledge. They select appropriate activities to support pupils to learn the intended curriculum.

The school has introduced a rigorous and well-structured approach to assessment. This supports staff to deliver the curriculum effectively, by pre-empting pupils' difficulties, identifying misconceptions and the gaps in pupils' knowledge and then using this information to plan for future learning. The school has effective systems to identify the additional needs of pupils with SEND.

Pupils with SEND are supported to access the same curriculum as their peers.

The school supports pupils to become competent and fluent readers. 'Family reading' time promotes the joy of reading.

Teachers support the development of pupils' vocabulary, including technical terminology. However, strategies to support pupils' technical accuracy in their written work are not consistently effective.

The school's published examination results are improving year-on-year.

Nevertheless, they remain below national averages. Current pupils achieve well. An increasing number of pupils are choosing to study the subjects that constitute the English Baccalaureate.

The school's behaviour management system is underpinned by the trust's values, including 'be yourself always' and 'succeeding together'. Most pupils live up to these values and are considerate towards each other. Learning is rarely disrupted by poor behaviour.

The school supports pupils to overcome barriers to attending. Attendance rates are increasing.

Pupils benefit from a well-designed personal, social, emotional, health and economic education curriculum.

They develop a strong understanding of how to avoid risks such as anti-social behaviour, drugs and unhealthy diets. Many pupils relish the wide range of opportunities that help them to learn about different cultures. For instance, pupils enjoyed tasting foods from different countries and learning about cultural traditions at the school's 'culture day'.

This helps pupils to understand the importance of respecting diversity so that they are prepared well for life in modern Britain.

The careers programme is comprehensive. Pupils receive a vast range of opportunities to interact with different organisations and employers.

This helps most pupils to make well-informed choices about their future career.

The members of the academy governing council and the trust have strong expertise. They use this to challenge and support the school effectively.

The school consults with staff when introducing changes to policy and practice. This ensures that staff's workload and well-being are considered. As such, staff are motivated to support pupils as best as they can.

Staff value the support and training they have received from leaders in the school and the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum has undergone considerable development.

Some pupils have not had enough time to benefit from these positive changes. This means that the published results are below the national average. The school should ensure that the recent changes are embedded fully across all year groups so that pupils' achievement continues to improve.

• The school's approach to identifying errors in pupils' written work is not fully effective. Sometimes, pupils' written errors are not identified or corrected. The school should ensure that pupils receive the necessary support to secure automaticity in writing accurately.