Manchester Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Manchester Academy. They understand that it is important to respect and celebrate the differences between people. Pupils are friendly and polite to each other regardless of gender, race or culture.

Pupils value the extra support that their teachers give to them. This helps pupils to learn well.

Pupils feel safe in school.

Leaders deal effectively with any incidents of bullying when they occur. Pupils said that there is someone to talk to if they have any concerns.

Staff have high expectations of pupils' learning and behaviour.

Leaders exemplify their expectations in the school's values. Pupils work hard to uphold these va...lues. Pupils' achievement and behaviour have improved in all areas of the school.

Leaders are aspirational for pupils. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from an increasingly ambitious curriculum. They achieve well.

Pupils, including those who are disadvantaged, readily engage in a range of trips and outdoor experiences. Pupils enjoy these activities and the rates of participation by different groups of pupils are high. Many take part in The Duke of Edinburgh's Award.

Pupils appreciate reward trips, such as visits to the Royal Albert Dock, Salford Quays and some of the national parks.

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

Leaders have ensured that the curriculum is broad and ambitious in all subjects. Leaders' continuing improvements to the curriculum have enabled more pupils to access a greater range of subjects.

Consequently, the proportion of pupils who opt to study the English Baccalaureate (EBacc) suite of subjects is increasing. Despite these improvements, the proportion of pupils studying the EBacc remains below the government's national ambition for all schools.

In most subjects, leaders have identified the key knowledge that pupils need to learn.

Teachers are well equipped to ensure that pupils learn and remember the knowledge that they need to progress through the curriculum. This helps pupils to learn well. However, in a small number of subjects, leaders have not thought carefully enough about what they want pupils to learn.

Pupils achieve less well in these subjects.

In most subjects, teachers use assessment strategies well in lessons to check that pupils have understood their learning. They provide extra help if pupils fall behind.

Teachers also help pupils to understand how new learning links to what they already know. This enables pupils to know and remember more over time.

Leaders have made reading a priority.

Staff support all pupils at the early stage of reading, particularly pupils with SEND, to catch up quickly with their peers. All pupils are encouraged to read a wide range of books. Subject leaders identify the subject-specific vocabulary that pupils need to know.

Teachers make sure that pupils use this terminology appropriately. This supports pupils' learning in these subjects.

The school serves a diverse community.

Most pupils speak English as an additional language. Leaders ensure that these pupils receive help quickly to learn to read, write and to speak English. As a result, all pupils, including those who speak English as an additional language, are able to access the curriculum.

Leaders work well with staff to identify pupils who may have SEND. Leaders ensure that teachers know how to support these pupils in the classroom. For example, teachers make suitable adaptations to activities so that pupils with SEND learn the same ambitious curriculum as other pupils.

Pupils with SEND and disadvantaged pupils achieve well.

Pupils behave well in lessons and around the school. There are few interruptions to learning.

Leaders provide effective support for pupils who sometimes struggle to manage their behaviour. As a result, the number of suspensions over time has reduced. Added to this, leaders have also secured improvements to pupils' rates of attendance.

Leaders have improved the programme of careers information, education, advice and guidance that pupils receive. More pupils move on to appropriate further education and training after their examinations than in the past.

Leaders have developed a high-quality personal development curriculum.

Pupils learn how to keep themselves physically and mentally healthy. However, some teachers have not received all of the training that they need to deliver this programme effectively. This means that some pupils do not learn as well as they should.

Teachers are proud to work at the school. They said that leaders and governors support them well. Leaders have introduced initiatives to help teachers to reduce their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure a strong culture of safeguarding across the school. Leaders provide regular training so that staff recognise the signs of a pupil who may be at risk of harm.

Staff know how to report their concerns. They do so promptly.

Leaders have made strong links with external agencies to support pupils' specific safeguarding concerns.

They continue to work closely with the local authority to access specialist care for pupils when necessary.Leaders support vulnerable pupils well. They make appropriate additions and changes to the support that these pupils receive when needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not identified effectively the component knowledge that pupils need know. Pupils do not learn as well in these subjects as a result. In these remaining subjects, leaders should identify the knowledge that pupils need to progress through the curriculum well.

• Some teachers have not received all the training that they need to deliver the personal development curriculum well. Consequently, pupils may not gain all the information that they require to become responsible citizens. Leaders should ensure that teachers receive appropriate training that equips them to deliver the personal development curriculum effectively.