E-ACT Royton and Crompton Academy

Inspection of E-ACT Royton and Crompton Academy Blackshaw Lane, Royton, Oldham, Greater Manchester OL2 6NT

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Requires improvement

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The headteacher of this school is Gemma Cottingham. This school is part of E-ACT multi- academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Campbell, and overseen by a board of trustees, chaired by Lord Jim Knight. 8 and 9 July 2025

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What is it like to attend this school?

Pupils are proud ambassadors for the school. They make a strong contribution to the calm and respectful atmosphere that exists at the school. Pupils form trusting relationships with staff, who care for them extremely well. Pupils flourish here and they are happy.

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What is it like to attend this school?

Typically, pupils rise to the extremely high expectations that the school has for their achievement. Those pupils with special educational needs and/or disabilities (SEND) receive the guidance that they need to succeed. Most pupils, including those who are disadvantaged, achieve well.

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What is it like to attend this school?

The school prioritises the development of pupils’ character. It prepares pupils exceptionally well for adulthood. Pupils receive the support that they need to overcome the challenges that they may face. For example, the school provides pupils with access to a range of therapeutic and mental health services that help them to make the most of all that the school has to offer.

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What is it like to attend this school?

Pupils benefit from an extensive range of opportunities that help them to become confident young people. As prefects, sports leaders and reading ambassadors, pupils make a strong contribution to the vibrant life of the school. Activities such as sports, chess, strategy gaming and book club help pupils to develop their talents and interests.

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

Trustees have a precise understanding of the performance of the school. They provide robust support and challenge to the school to ensure that it makes decisions in the best interests of pupils. Collectively, leaders at all levels have worked effectively with stakeholders to create an aspirational culture, where everyone is welcomed and valued.

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

The published data does not reflect the strengths of the educational offer at this school. In 2024, the attainment of pupils at the end of Year 11 was significantly below the national average. The ongoing impact of the COVID-19 pandemic meant that these pupils did not have time to benefit from the school’s well-designed curriculum. The school has ensured that most current pupils achieve well.

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

The school has designed an ambitious curriculum. It has thought carefully about the important knowledge that pupils should learn. Most pupils are well prepared for each stage in their education. The school takes great care to ensure that pupils in Year 11 move on to appropriate destinations. These include further education, apprenticeships or employment with training.

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

In most subjects, staff have strong subject knowledge. They benefit from a comprehensive package of training, which supports their workload. On the whole, learning activities and checks on what pupils know and remember help pupils to achieve well. However, at times, teaching does not address gaps or misconceptions that pupils have in their learning. When this happens, some pupils move on to new learning before they are ready. In addition, some of the activities that pupils complete do not help them 8 and 9 July 2025

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to learn the curriculum in sufficient depth. As a result, some pupils do not achieve as well as they could.

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The school identifies the additional needs of pupils with SEND accurately. It provides staff with clear guidance about how to support these pupils effectively. Staff use this information well to ensure that these pupils receive the guidance and support that they need to succeed.

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Reading is a strength at the school. It prioritises reading and communication, helping pupils who need support to become confident, fluent readers. Carefully chosen books foster pupils’ readiness for modern British life by promoting identity, resilience and respect for diverse perspectives.

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Pupils’ conduct around the school is exemplary. Most pupils demonstrate highly positive attitudes to learning and they attend well. Staff provide effective support to the small number of pupils that need help to improve their attendance. This has led to an increase in attendance rates for these pupils.

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Personal development is exemplary and central to the school’s commitment to equipping pupils to thrive as resilient, independent citizens. Through ethical and moral discussions, they gain key insights into safety, relationships and the importance of caring for others. The school’s comprehensive careers education prepares them well for their next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, learning activities do not help pupils to develop sufficient depth of knowledge of the subjects that they study. This prevents some pupils from achieving as well as they could. The school should ensure that it supports staff to design learning activities that prepare pupils well for each step in their education.  Occasionally, the school does not address the gaps and misconceptions in some pupils’ knowledge as well as it could. When this happens, pupils move on to new learning before they are ready. The school should ensure that teaching addresses any gaps or misunderstandings in pupils’ learning consistently well, so that pupils build their knowledge securely over time. 8 and 9 July 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 July 2025

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School details

Website https://roytoncrompton.e-act.org.uk

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School details

Dates of previous inspection 22 and 23 November 2022 and 18 and 19 January 2023, under section 5 of the Education Act 2005

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Information about this school

 E-ACT Royton and Crompton Academy is one of 38 schools in the E-ACT multi-academy trust.  The school meets the requirements of the Baker clause, which requires schools to provide information for pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.  The school makes use of two registered and two unregistered alternative provisions.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 8 and 9 July 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: English, mathematics, science, history, Spanish and art and design. They discussed the curriculum with subject leaders, visited some lessons, reviewed pupils’ work and spoke with staff and pupils.  Inspectors discussed the curriculum and reviewed samples of pupils’ work from some other subjects.  The lead inspector held meetings with members of the trust, including the chair. He also spoke with a representative from the local authority.  Inspectors met with leaders to discuss provision for pupils with SEND, the curriculum,

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assessment, reading, pupils’ behaviour and attitudes, and the provision for pupils’ personal development.  Inspectors considered responses to Ofsted Parent View, including parents’ free-text comments. They considered responses to Ofsted’s online survey for staff and gathered the views of staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and at breaktimes and lunchtimes.  Inspectors spoke with staff about their workload and well-being.

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Inspection team

Andy Cunningham, lead inspector His Majesty’s Inspector

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Inspection team

Jane Holmes Ofsted Inspector 8 and 9 July 2025

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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 children looked after, safeguarding and child protection.

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