Burnage Academy for Boys

Burnage Lane, Burnage, Manchester M19 1ER

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Overall effectiveness Requires improvement

Effectiveness of leadership and management Requires improvement

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Overall effectiveness Requires improvement

Quality of teaching, learning and assessment Requires improvement

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Overall effectiveness Requires improvement

Personal development, behaviour and welfare Good

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Overall effectiveness Requires improvement

Outcomes for pupils Requires improvement

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Overall effectiveness Requires improvement

Overall effectiveness at previous inspection Not previously inspected

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This is a school that requires improvement

 The actions of school leaders and governors have not secured improvement to the quality of teaching and learning since the school became an academy.  There has been insufficient improvement to teaching and pupils’ progress in science. The quality of teaching and standards of attainment in English have declined.  There is too much variability in the quality of teaching both within and between subjects. Not enough teachers plan lessons that match the needs of their pupils or challenge them to make the best possible progress.  Pupils’ writing is insufficiently developed across the whole curriculum. Too many pupils across all subjects do not take enough pride in their work.  The quality of marking is extremely variable and many teachers do not follow the school policy. Too often, they accept low standards of work without comment and marking is sometimes inaccurate.  The quality of leadership is variable. Leaders do

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This is a school that requires improvement

not always monitor and evaluate the impact of their actions effectively. They do not ensure that staff and pupils consistently adhere to school policies.

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The school has the following strengths

 Leaders have focused strongly on improving the achievement of disadvantaged pupils. As a result, in 2015 they made similar progress to other pupils nationally in English and mathematics.  Support and provision for pupils who have special educational needs and/or disabilities is good so that they make good progress from their starting points.  Attendance is good for all pupils. Pupils are polite and generally behave well around the school and in most lessons.  The personal development of pupils is a strength in the school. The work that the school does to prepare its pupils for progression after Year 11 is strong. Effective careers education, information, advice and guidance are a priority.

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What does the school need to do to improve further?

 Improve the effectiveness of leadership by ensuring that all leaders are vigilant in monitoring and evaluating the impact of their actions and ensure that the school’s policies for teaching and marking are consistently implemented.  Improve the quality of teaching and learning across the school by making sure that all teachers: have the highest expectations of what their pupils can achieve provide the right level of challenge and support for all pupils, including the most able adhere to the school’s marking policy so that staff not only challenge low standards of work and correct misconceptions but also provide opportunities for pupils to act upon the advice given in written feedback.  Improve the development of writing across the whole curriculum so that pupils can more effectively demonstrate, in the work they produce, progress in developing skills and acquiring knowledge.

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Effectiveness of leadership and management requires improvement

 Senior leaders and governors are overgenerous in their self-evaluation of the school’s current provision.  In the last two terms the senior leadership team has not been at full strength and this has had a detrimental impact on members’ capacity to improve teaching and learning and effectively monitor the implementation of some new initiatives.  Leaders undertaking lesson observations and checking pupils’ work have not followed up on evidence that some teachers are not implementing the school’s policies on teaching and marking.  Leadership across the school is in a state of change. New senior leaders have taken responsibility for behaviour and safeguarding and, by September, core subject leaders will either be new in post or relatively recent appointments.  Middle leadership overall is too variable and where it is weaker teachers are failing to effectively implement the school’s policies on teaching and marking.

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Effectiveness of leadership and management requires improvement

 When good staff have left the school in recent years, leaders have found it difficult to recruit good replacements. This has left some departments, including science and English, with a high proportion of inexperienced teachers.  Where senior leaders have given a high priority to initiatives, improvement strategies have been implemented with strong impact. For example, teacher peer-to-peer support to reduce low-level disruption has had a good impact on improving behaviour for learning. This improvement was identified by both pupils and middle leaders when inspectors spoke with them.  There is also strong evidence of pupils benefiting from reading time and from the reading programme in Years 7 and 8, introduced in September. Pupils’ reading ages have improved at a more rapid rate than in previous years and their use of the school library has significantly increased this year.  The headteacher has strengthened the senior leadership team for next September. He plans to use the

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Effectiveness of leadership and management requires improvement

increased capacity to address the quality of teaching and to ensure that the new assessment system is fully embedded.  Senior leaders have been determined that disadvantaged pupils should achieve as well as their peers. They have used the pupil premium funding effectively to close attainment gaps and ensure that disadvantaged pupils make at least similar progress from their starting points to other pupils nationally.  The curriculum has been well planned to meet the different range of abilities across the school.  Effective personalised careers information and guidance ensure that pupils move on to appropriate education or training when they leave school.  There is excellent provision for pupils’ spiritual, moral, social and cultural development as the result of a broad personal, social and health education programme and a wide range of extra-curricular activities.  Leaders are tenacious in ensuring that pupils attend school. Attendance is above the national average and

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Effectiveness of leadership and management requires improvement

the proportion of pupils who are regularly absent from school is much lower than average. The behaviour, attendance and achievement of pupils educated off-site are closely monitored and swift actions are taken should problems arise.  Parents receive regular, useful information about the progress their child is making in the school. There were too few responses to Ofsted’s online Parent View survey to analyse.  The governance of the school Governors understand the strengths of the school and areas that require further development. There is evidence that they challenge the headteacher on pupils’ performance, the use of the pupil premium and financial management. They have not sufficiently explored the reasons for the decline in examination outcomes in 2015 in English and are not aware of the impact of teaching and learning on those outcomes. They have not challenged leaders on the impact of strategies implemented to improve teaching and

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Effectiveness of leadership and management requires improvement

marking.  The arrangements for safeguarding are effective. School leaders have developed strong procedures to ensure that no safeguarding issues are overlooked. Procedures to ensure that all staff and governors receive relevant induction and training are robust, as are the protocols and practices for record-keeping. Staff engage effectively with parents, carers and a range of partners to ensure that all pupils are supported and safe. Staff have received training on potential areas of risk for young people and have been made aware of how to recognise signs of pupils at risk of radicalisation, forced marriage and child sexual exploitation.

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Quality of teaching, learning and assessment requires improvement

 The quality of teaching and learning has declined over recent years.  There is too much variation in the quality of teaching both within and across subjects and, overall, teaching in English and in science is not good enough. This has had a detrimental impact on the achievement of pupils in these subjects.  Some teachers do not have high enough expectations of what pupils can achieve and too often teaching does not match the pupils’ needs, sometimes resulting in a loss of pupil engagement and low-level disruption. Evidence of this was seen in a product design lesson where boys were learning how to use a coping saw, and the teacher gave them a design to saw that was too difficult for some pupils. In other lessons there is insufficient pace and challenge for the most able pupils. Overall, the wide use of mixed- ability teaching is having a detrimental impact on teachers’ ability to meet the needs of all pupils in a lesson.

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Quality of teaching, learning and assessment requires improvement

 In some lessons, weaknesses in teachers’ subject knowledge lead to the promotion of misconceptions. For example, in one science lesson, an inappropriate use of the terms weight and mass was made. In another, the modelling of experimental work was weak.  Where teaching is effective, work is well matched to pupils’ needs and the teacher provides appropriate support and challenge for all pupils in the lesson. Questioning is strong and relationships are good, ensuring that pupils are well-motivated to learn and make good progress. Teaching assistants work effectively to support pupils who have special educational needs and/or disabilities and to extend pupils’ learning.  The quality of work in books is variable. Where teaching is strong, work is often of a high standard, demonstrating a good level of challenge and with pupils taking pride in the presentation of their work. Good examples of this were seen in some Year 10 English and history books. Good work was also seen in art

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Quality of teaching, learning and assessment requires improvement

folders. However, across all subjects far too many books fail to demonstrate pupils’ good progress or pride in their work. Work is often limited, unfinished or very untidy. In mathematics and science, charts, tables and graphs are often poorly constructed without the use of appropriate equipment.  While writing of a higher standard was seen in some Year 10 books, the development of writing across the curriculum is weak, particularly at key stage 3, with limited evidence of fluent and well-constructed written work.  In too many cases teachers do not follow the school’s marking policy which was introduced in January to improve literacy and to provide opportunities for pupils to respond to constructive teacher feedback. Good examples of literacy marking were seen in some history books and there was some evidence of pupil response in other books. Overall, however, there were many more examples of teachers accepting

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Quality of teaching, learning and assessment requires improvement

incomplete and low standards of work without comment, failing to correct even subject-specific words and in some cases marking inaccurate work as correct.  There is limited homework seen in pupil planners that are signed weekly by form teachers. Pupils spoken to say some homework is set each week but they do not receive it regularly in each subject.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Provision for the spiritual, moral, social and cultural development of pupils is a strength of the school. Pupils learn from a wide programme of personal, social and health education that covers topics such as emotional intelligence, bias, British politics, world affairs, democracy, health, justice and human rights. They also learn about different religions and cultures and about diversity in Britain.  British values are promoted throughout the curriculum as well as in personal, social and health education lessons and this can be seen in displays around the school, together with motivational quotations from famous Britons on walls. The boys have a good understanding of the British political system and there is evidence of discussion and written work about the European Union referendum.  Pupils enjoy a varied programme of after-school activities which includes sport, drama, language study and

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Personal development and welfare

the Duke of Edinburgh’s Award.  Pupils are encouraged to make positive contributions in school and take on roles of responsibility, including acting as prefects and being part of the school council.  Personalised careers information and guidance ensures that pupils are ambitious and ready for the next stage of their education or training. Staff guide pupils to move on to placements that are suitably matched to them. As a consequence, all but one pupil in 2015 moved on to an appropriate education or training place. Year 10 boys spoken to were ambitious and aspired to go on to college and university when they leave the school.  Pupils are well cared for in the school and staff work effectively with parents, carers and external agencies to ensure that they meet the welfare needs of pupils so that they can flourish. Leaders provide effective education and support about computer internet safety and the prevention of radicalisation and forced

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Personal development and welfare

marriage.  Pupils spoken to say that they feel safe in school. They understand how to keep themselves safe and they say that bullying is rare and is swiftly dealt with when it does occur. Although senior leaders encourage respect for sexual diversity, pupils say that sexist language and the use of the word ‘gay’ in a derogatory way still occasionally occurs.  Staff in school maintain close contact with the few pupils who attend alternative provision and their welfare is given the highest priority.

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Behaviour

 The behaviour of pupils is good.  Pupils are polite, friendly, wear their uniforms smartly and generally behave well around school.  The majority of pupils have good attitudes to learning, show respect for each other and work well together.  A strategy to improve behaviour management this year successfully reduced low-level disruption across the school. As a result, low-level disruption now occurs in only a minority of lessons where teaching is less effective.  The management of attendance is strong. Attendance is above the national average. The attendance of pupils who have special educational needs and/or disabilities has improved this year and no group has low attendance.

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Outcomes for pupils require improvement

 Although pupils come into the school with prior attainment that is well below the national average, in recent years they made good progress from their starting points. In 2014 pupils’ attainment in mathematics and English was well above the national average but in 2015 the proportion of pupils attaining five good GCSEs including English and mathematics declined steeply. This was largely due to a decline in attainment and progress in English.  In 2015, the progress that pupils made from key stage 2 was above average in mathematics, humanities and modern languages but had declined by 20% in English and was well below average in science.  The school progress tracking information indicates that outcomes and progress in mathematics will again be strong in 2016. Predictions in the school’s self-evaluation indicate that English language attainment and progress will be broadly similar to that attained in 2015, although English literature outcomes may be better.

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Outcomes for pupils require improvement

Leaders predict that less than half of pupils are likely to make expected progress in core science this year.  Attainment in other subject areas, notably humanities, modern foreign languages, product design and art are predicted to be strong and school leaders expect that the overall progress of pupils across all subjects will be positive.  The current progress for pupils at key stage 3 is generally lower in English than mathematics in all year groups and is below where senior leaders expect it to be at this time. For example, less than half of Year 9 pupils are making expected progress in English and in mathematics just over half are making expected progress. School leaders predict that by July more than two thirds will be making expected progress in both subjects. The most able pupils are making better progress in mathematics than in English in Year 7 and Year 8. However, in Year 9 the most able pupils are making less progress than pupils of lower and middle ability.

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Outcomes for pupils require improvement

 The school’s assessment information reflects the attainment and progress seen in lessons and in books during the inspection, which varied widely across and within subjects, according to the quality of teaching. In some lessons, pupils made good progress and this was reflected in their work. However, in too many lessons, particularly in English and science, teaching was not matched to the needs of the pupils and teachers’ expectations were too low and did not sufficiently challenge the most able. In a number of these lessons, pupils did not engage well and low-level disruption further impeded their progress.  The school works well with a number of pupils who enter the school with significant special educational needs and provides a tailored curriculum at key stage 3 with some specialist teaching. In lessons observed within this provision, pupils made good progress and successfully acquired new skills and knowledge.

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Outcomes for pupils require improvement

 The small number of pupils attending alternative provision at an external provider are making good progress. The providers share regular updates on pupils’ behaviour and progress according to an agreed schedule.  Those pupils who attend the school’s own off-site provision for a limited period also make good progress.  Senior leaders have focused strongly on closing the gaps between disadvantaged and other pupils, targeting the pupil premium funding to improve both attainment and progress. As a result, in 2015 disadvantaged pupils made similar progress from their starting points to other pupils nationally in English and mathematics.  The work that the school does to prepare its pupils for progression after Year 11 is strong. Recent destination information on the numbers of pupils who have progressed to suitable education or training places indicates that pupils are effectively prepared to move to the next stage of education.

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School details

Unique reference number 140703 Local authority Manchester Inspection number 10019103

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School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

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School details

Type of school Secondary School category Academy converter Age range of pupils 11–16 Gender of pupils Boys Number of pupils on the school roll 966 Appropriate authority The governing body Chair Alan Scott Headteacher Ian Fenn Telephone number 0161 4321527 Website www.burnage.manchester.sch.uk Email address office@burnage.manchester.sch.uk Date of previous inspection Not previously inspected

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Information about this school

 This is a school of average size. Pupils are all boys. It converted to academy status in April 2014.  The proportion of pupils from minority ethnic groups is significantly higher than average, the largest of which is of Pakistani heritage.  The proportion of pupils who are disadvantaged and, therefore, supported with additional government funding, known as the pupil premium, is significantly higher than the national average. The pupil premium is funding for those pupils who are known to be eligible for free school meals and for children looked after.  The proportion of pupils who have special educational needs and/or disabilities is slightly below average. The proportion of pupils with an education, health and care plan or statement of special educational needs is broadly in line with the national average.  The proportion of pupils who join or leave the school at times other than the normal times is above

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Information about this school

average. The school accepts a large proportion of new in-year entrants.  The school runs an off-site educational unit close to the school site to provide temporary provision for pupils with behavioural problems. The school also provides this service for three other local schools.  The school uses a number of other providers to support the small number of pupils who have significant behaviour and learning needs. The providers are registered by Ofsted.  The school is part of The Manchester Alliance of schools, a group of schools who work collaboratively to share good practice.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.  The school meets the requirements for the publication of specific information on its website.

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Information about this inspection

 Inspectors observed teaching and learning across a range of subjects, including joint observations with senior leaders. They carried out work scrutiny separately and alongside senior leaders in lessons.  Inspectors met with two groups of pupils and talked to others informally during breaks and lunchtimes.  Discussions were held with staff, including middle and senior leaders, classroom teachers and newly and recently qualified teachers. A meeting was held with the chair and one other member of the governing body.  Inspectors visited the off-site school inclusion unit and spoke to providers of alternative provision.  Inspectors took account of one online questionnaire completed by a staff member and five free text responses from parents. There were insufficient responses to Ofsted’s online questionnaire, Parent View, to analyse.  Inspectors scrutinised a range of documents. These included the school’s self-evaluation and

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Information about this inspection

improvement plan; performance information; and a selection of policies.

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Inspection team

Gena Merrett, lead inspector Her Majesty’s Inspector Alyson Middlemass Ofsted Inspector Pritiben Patel Ofsted Inspector Linda Griffiths Claire Hollister Melanie Callaghan-Lewis Ofsted Inspector Ofsted Inspector Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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