Manchester Communication Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel a strong sense of belonging at this vibrant school, which is at the heart of the community. Pupils are encouraged to take active roles of responsibility both in and outside of the school.

For example, some train as 'guardian angels' who support their younger peers. Other volunteers pack bags of food to be distributed to local families. This culture of care for others helps most pupils to feel happy in school.

Most pupils strive to live according to the school rule that requires them to 'put learning first'. Classrooms are calm and orderly environments where pupils are typically attentive to their teachers and focus well on their learning activities. In the... main, pupils are respectful towards adults and their peers.

Pupils enjoy a raft of opportunities to nurture their existing talents and interests, or to discover new ones. They acquire practical skills, for instance they learn to cook nutritious meals. Pupils unleash their creativity by attending a range of clubs, such as 'write your own TV series' and 'animation drawing'.

They are challenged to step outside of their comfort zone to perform in shows or to participate in competitive sports. These experiences help pupils to grow into resilient individuals.

Pupils benefit from the school's relentless determination to address social disadvantage through providing them with a high-quality education.

Most pupils successfully meet the ambitious standards that the school sets for their achievement.

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

The school and the trust have worked closely together to provide a highly effective programme of professional development for staff. This has equipped staff to be experts in curriculum design and delivery.

Staff value the time that they are given to refine their classroom practice, supported by skilled coaches who act as 'teacher educators'.

The school provides a broad and ambitious curriculum for pupils, including for those with special educational needs and/or disabilities (SEND). Staff have a strong shared understanding of their subject curriculum.

They know precisely what pupils should learn and when this should happen. The school has ensured that the rich diversity of the pupil community is reflected within its curriculum.

Staff provide learning activities that take pupils' different starting points into account.

For example, there is a comprehensive programme of support for when pupils who speak English as an additional language join the school. In addition, staff are alert to any additional needs that pupils may have, including those with SEND. There is an appropriate process to identify these needs.

Staff adapt the delivery of the curriculum effectively so that pupils with SEND learn well.

Staff frequently check that pupils understand and remember what they have learned. This means that pupils' learning builds securely on what they already know.

Across most subjects, pupils achieve highly.

The school swiftly and accurately identifies pupils who struggle with their reading. In key stage 3, carefully targeted support helps these pupils to develop into fluent and confident readers.

However, this is not the case for some pupils in key stage 4. A small number of these pupils do not receive the help that they need to read well.

Meticulous thought has gone into developing an exceptional programme that helps pupils to gain the knowledge and skills that they need to flourish in modern society.

This includes a comprehensive programme of careers advice and guidance, which provides pupils with information to make well-informed and aspirational choices regarding their next steps. Pupils are particularly proud of the diversity within their school. They eagerly anticipate opportunities to celebrate their rich cultural heritages, for example during 'culture day'.

Pupils learn to embrace and value differences between themselves and others.

In the main, pupils behave well. Most attend school frequently.

A small number of pupils struggle to meet the school's high expectations of their behaviour and attendance. The school works tirelessly with these pupils and with their families, first to understand, and then to remove any barriers to their learning. This work is successful.

The school is proud to serve its local community. The trust and the governing body are sharply focused on supporting and challenging the school to provide a high-quality education for the benefit of that community.

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 approach to identifying and supporting pupils in key stage 4 who are struggling to read is underdeveloped. This means that some older pupils do not get the support that they need to catch up quickly with their reading knowledge. The school should accelerate its plans to ensure that appropriate support is in place for these pupils so that they learn to read well.