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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Mr Paul McKendrick
Address
Heys Road, Prestwich, Manchester, M25 1JZ
Phone Number
01617732052
Phase
Academy
Type
Academy sponsor led
Age Range
11-16
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
595
Local Authority
Bury
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is an inadequate school Pupils have not benefited from a good quality of education for far too long. Despite a slight improvement in 2018, pupils' achievement in a range of subjects continues to be weak. Leaders and governors have not acted quickly enough to bring about improvement across the school.
Their monitoring processes to check on the quality of education are ineffective. Leaders have not ensured that all staff share their vision for improving the school. This and a lack of urgency from leaders and staff mean that the rate of improvement since the previous inspection has been too slow.
Teachers do not use accurate assessment information to plan le...arning that meets the needs of pupils. Consequently, much work lacks challenge. This is particularly true for most-able pupils and disadvantaged pupils.
Some teachers do not apply school policies effectively. Their expectations of pupils' behaviour are too low. Teachers do not give pupils clear information on how to improve their work.
The curriculum does not meet the needs of pupils. As a result, pupils make less progress than they should across a range of subjects. Attendance is lower than the national average and the proportion of pupils who are regularly absent from school is too high.
This is particularly so for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). The proportion of pupils who are excluded from school is much higher than the national average. This is particularly true for disadvantaged pupils and pupils with SEND.
A number of pupils do not manage their own behaviour well. Their antisocial behaviour, including some bullying, upsets other pupils and disrupts learning. Leaders' information about pupils' progress does not reflect the work in pupils' books.
Consequently, leaders have an overgenerous view of the impact of their actions on bringing about improvement. The school has the following strengths Since the arrival of the headteacher, clear lines of accountability for school improvement have been put firmly in place. Pupils' achievement is better in some subjects, for example English and humanities, due to stronger teaching.
Careers education, information and guidance (CEIAG) help pupils to access further education, training or employment. Safeguarding is effective. Pupils feel safe in school.
Information about this school
The school is smaller than the average-sized secondary school. The proportion of disadvantaged pupils is higher than the national average. The proportion of pupils who speak English as an additional language is higher than the national average.
The proportion of pupils with SEND is in line with the national average. Leaders use a number of alternative providers to support pupils: Leo Kelly Centre, Canterbury Centre, Bury College and Head Start Academy. Since the previous inspection, a new headteacher has been appointed and took up post in September 2017.
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