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This is an outstanding school Leadership in the school is highly effective. Leaders have ensured that there has been significant improvement since the previous inspection.
The systems to ensure that all leaders have the most impact are very strong. Governance is effective. Senior leaders and governors work closely together.
This enables governors to have a detailed understanding of the school and to challenge leaders effectively. The school welcomes pupils of many different backgrounds. Some pupils have previously had very difficult experiences in their lives.
These include pupils who have travelled as refugees from war zones. Pupils get on well toget...her and treat each other as equals. Leaders respond with determination to the challenges some pupils face in their lives outside school.
Safeguarding arrangements are extremely thorough. Pupils are known as individuals and looked after very well. The school is clear and confident in responding to risks, such as knife crime and extremism.
The quality of teaching is closely monitored by leaders. This has helped staff to ensure that there is very effective practice. Teaching is challenging and captures pupils' interests.
Training programmes for teachers are very well planned. These ensure that newly qualified teachers receive strong support and that all teachers are helped to refine their work. Pupils learn well and make excellent progress.
Year 11 pupils gain consistently strong results in their GCSE examinations. There is little difference between the outcomes of disadvantaged pupils and others. Pupils who join the school speaking little English or who have limited or difficult previous experience in schools make similar strong progress to others.
Pupils' behaviour is good. They know what the school expects and have welcomed the clearer approaches to discipline introduced by leaders over the last year. However, when pupils are less closely supervised by staff, some become boisterous.
Similarly, on the infrequent occasions when teaching does not meet pupils' needs, some lose focus in their learning. Pupils say that their behaviour has improved. This view is shared by staff.
Recorded instances of poor behaviour have fallen. Any exceptions to this pattern arise from the school's concerted action to ensure that pupils behave very well. Staff are assiduous in demanding that pupils attend regularly.
Good attendance is celebrated and absence is strongly challenged. Leaders have planned the curriculum to ensure that pupils gain the success they need for their future lives. The programmes in key stage 4 lead to a broad range of GCSE qualifications.
Very few Year 11 pupils fail to successfully move to the next stage of their education.
information about their previous educational success. Often, these are pupils who have
only recently come into the country.
Such pupils can make up to about one third of the total number of pupils in Year 11 and include some who join the school speaking little English. Inspection evidence, including school records, work in pupils' books and observation of how well pupils learn, confirms that pupils across the school make similar consistently strong progress across the school. It is very often hard to tell which pupils may be disadvantaged or speak a language other than English at home because these groups make similar progress to others.
There is similar consistency in the substantial progress made by groups of pupils with different starting points, including the most able. Pupils progress very well in mathematics and English. However, this success is not restricted to these subjects; pupils have similar high achievement throughout their learning, including, for example, in modern foreign languages and technology.
Over recent years, progress in science has increased. Evidence about pupils' current learning in science shows that this is now similarly strong to that in other subjects. The close support provided to pupils who have SEN and/or disabilities helps them to reach their potential.
For some of these pupils, this enables them to make progress in line with their peers. For others, more important outcomes are the ability to take part in the school community or to develop their reading and writing skills. The provision within the school's support centre helps the small number of pupils who attend make faster academic progress than they showed while working in the main school.
This, in part, reflects the improvement in their behaviour. The school completes continuing assessment of the reading skills of key stage 3 pupils. This shows that pupils make considerable gains in their reading.
In particular, those pupils who arrive at the school with no information about their previous attainment rapidly catch up with others. Pupils are very well prepared for their next steps after they leave the school. The proportion of pupils who move from the school to further education or vocational training, including apprenticeships, has increased.
The most recent data from the local authority indicates that all pupils who left the school at the end of Year 11 in 2018 successfully made that transfer. School details Unique reference number 140703 Local authority Manchester Inspection number 10046966 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Secondary comprehensive School category Academy converter Age range of pupils 11 to 16 Gender of pupils Boys Number of pupils on the school roll 913 Appropriate authority The governing body Chair Alan Scott Headteacher Ian Fenn Telephone number 0161 4321527 Website www.
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