Salford City Academy

Salford City Academy

Address: Northfleet Road, Peel Green, Eccles, Manchester, M30 7PQ Unique reference number (URN): 135071

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Personal development and wellbeing Strong standard

Leaders have constructed an ambitious personal development programme. This is organised so that all pupils participate and benefit from opportunities they might not otherwise experience. For example, pupils have opportunities from rowing to jewellery making. Leaders have thought carefully about how these activities will engage pupils to become more confident in trying new activities. Pupils also support their community via 'The Hub', which leaders have developed to give pupils opportunities to gain leadership opportunities and experiences of working life, such as undertaking work in primary schools. Leaders have adjusted the timetable to make sure pupils who might face barriers to participation are able to fully benefit.

p.2

Personal development and wellbeing Strong standard

Personal, social, health and economic (PSHE) education is a priority for leaders. Pupils experience a high-quality curriculum for PSHE, which helps them to build a secure understanding of important values such as democracy, individual liberty and the rule of law. Pupils learn a great deal about topics such as online and offline risks, euthanasia, sexual consent and the harm caused by gang violence. Moreover, pupils can explain how this learning influences the choices they make in life.

p.2

Personal development and wellbeing Strong standard

Throughout the school, there is an emphasis on building character by experiencing leadership opportunities, such as becoming a prefect or an ambassador. Leaders have fostered a climate of positivity and celebration around these opportunities.

p.2

Personal development and wellbeing Strong standard

The school's comprehensive careers programme equips pupils very well for further study and the world of work. Pupils receive individualised guidance and detailed information about different careers. Pupils visit universities and learn about other pathways, such as apprenticeships. Leaders have also opened opportunities for pupils by forging partnerships with local companies. Pupils recently entered a national engineering competition in which they were very successful. All are encouraged to aim high.

p.2

Achievement Expected standard

Overall, pupils achieve well. This means that they typically gain the qualifications that they need to access suitably ambitious courses of study when they leave. In the most recent key stage 4 examinations, most pupils attained in line with the national average. Pupils typically progress through the curriculum well. Consequently, they are ready for whatever comes next.

p.2

Achievement Expected standard

Disadvantaged pupils' attainment in national tests is usually above similar pupils nationally. However, there remains a gap between the achievement of disadvantaged pupils and their non-disadvantaged peers.

p.2

Achievement Expected standard

In most lessons, pupils explore their learning in depth. This is evident in their quality of work. Leaders are taking appropriate action to improve the small number of subjects where achievement is less positive.

p.2

Attendance and behaviour Expected standard

Leaders have prioritised improving attendance. They have established high expectations and use information well to identify trends and patterns. Over time, leaders have implemented effective strategies to reduce pupil absence. As a result, the number of pupils, including disadvantaged pupils, who are often absent has reduced.

p.3

Attendance and behaviour Expected standard

Leaders have put in place a range of adjustments to support the attendance of pupils whose circumstances make coming to school more difficult. These include a new nurture group, which helps them to transition effectively from primary school. Other projects, such as the 'Step Up' and 'Pioneer' programmes, have helped to make this transition feel less overwhelming for some pupils.

p.3

Attendance and behaviour Expected standard

Overall, pupils behave well and live up to the school's high expectations. On corridors, pupils are polite and respectful. There are warm, supportive relationships between staff and pupils. In lessons, pupils demonstrate positive attitudes to their learning. They engage well and listen attentively. This creates a calm and respectful learning environment. Pupils know who to turn to if they have worries. They are confident that staff will deal with issues such as bullying or unkindness quickly and effectively. Leaders identify and support pupils effectively when they need additional help to manage their behaviour and emotions.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate and informed understanding of the quality of the curriculum. They have brought about evidence-informed approaches to teaching, which encourage teachers to check how well pupils have understood. As a result, teachers identify pupils' misconceptions more quickly. Pupils develop a secure body of knowledge across the curriculum.

p.3

Curriculum and teaching Expected standard

The curriculum is increasingly ambitious and typically well designed. Staff draw on opportunities for professional learning to make sure they emphasise the important knowledge that pupils need to remember. Because of this, most pupils learn well across subjects and can explain links between their learning.

p.3

Curriculum and teaching Expected standard

Where pupils have barriers to their learning, leaders have ensured that staff have the knowledge that they need to meet these pupils' needs. Staff use information about pupils' needs, such as education, health and care plans, to tailor support in the most helpful ways. Consequently, most of these pupils make the progress they should.

p.3

Curriculum and teaching Expected standard

Leaders have focused on improving pupils' skills in reading, writing and mathematics. For instance, pupils at the early stages of reading receive effective support that helps them to read fluently and confidently. Pupils who fall behind with numeracy receive similar help. Nevertheless, leaders' actions to support pupils' writing skills are less well developed.

p.3

Inclusion Expected standard

Leaders identify the needs of pupils quickly and accurately. This includes the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Staff work closely together to gain a holistic picture of these pupils' needs.

p.4

Inclusion Expected standard

Staff understand the strategies they should use to help pupils to succeed. Most staff adapt their teaching effectively so that pupils with SEND can access learning, for example through the use of writing scaffolds and modified furniture. This supports pupils to access the same ambitious curriculum as their peers.

p.4

Inclusion Expected standard

Leaders work with a range of external agencies to provide specialist help for pupils who need it. Leaders target additional funding carefully to support disadvantaged pupils' attendance and academic progress. As a result, these pupils attend school regularly and achieve well. Leaders also ensure that disadvantaged pupils have the same access to the school's many enriching opportunities. They have used evidence about participation to support more pupils to gain access to these opportunities. As a result, the numbers of disadvantaged pupils participating is growing, and this is having a positive impact on their sense of belonging.

p.4

Inclusion Expected standard

Leaders use alternative provision appropriately and in the best interests of pupils. However, leaders sometimes do not know how well pupils are attending these provisions.

p.4

Leadership and governance Expected standard

Those responsible for governance have a precise understanding of the school's strengths and the areas where development is still required. Their decisions are in the best interests of pupils, particularly those who are more vulnerable. In recent years, leaders have successfully established a culture of positivity and ambition. Staff morale is high. They feel encouraged to work together to make the school the very best it can be.

p.4

Leadership and governance Expected standard

Leaders have made sure that staff have the training that they need to meet pupils' needs and to continue to develop as professionals. Leaders have considered staff workload and wellbeing. Staff are appreciative of this.

p.4

Leadership and governance Expected standard

Leaders work with other schools and organisations, including those within and outside of their trust, in a culture of mutual support and challenge. For example, staff with specific responsibilities are part of network groups. As a result, these staff are growing in confidence and are broadening their knowledge of positive strategies to put in place.

p.4

Leadership and governance Expected standard

Leaders strive to develop positive relationships with all parents, carers and the wider community. They have developed 'The Hub', which offers families and the community opportunities to come into school to use its facilities or learn new skills. As a result, relationships with parents and carers and the local community are strengthening.

p.4

What it's like to be a pupil at this school

This school sits firmly at the heart of its community. There is a clear sense of belonging and care for pupils. Relationships between staff and pupils are warm and respectful. Pupils know that staff care about them, which helps them to feel safe.

p.5

What it's like to be a pupil at this school

Pupils benefit from an impressive offer to further their personal development. Pupils leave the school as young people who are very well prepared for life in modern Britain. They understand fundamental British values, such as tolerance and democracy, and they know what is happening in the world around them. Pupils can explain how these values and issues are relevant in their own lives. They profit from a wide range of clubs and activities ranging from drama to sport. Pupils build a secure knowledge of the range of post-16 options open to them. This often involves hearing directly from visiting employers, colleges and training providers. Pupils leave ready to take their next steps into further education, employment or training.

p.5

What it's like to be a pupil at this school

Pupils enjoy learning. Their positive attitudes towards lessons help to ensure that classrooms are calm and focused. Most pupils achieve well. Teachers work quickly to identify and support those who may face challenges that make learning more difficult. Effective support ensures that pupils can access their learning.

p.5

What it's like to be a pupil at this school

Pupils know what behaviours are expected. In lessons and at social times, pupils behave well. They know that staff will deal with any issues, such as bullying, swiftly and effectively. Most pupils attend school regularly. When pupils face barriers to their attendance, leaders put in place effective support to help pupils to overcome these.

p.5

Next steps

Leaders should ensure that the strategies they are using to improve attendance rapidly lead to high attendance for all pupils, including those with special educational needs and/or disabilities. Leaders should ensure that the strategies they use to develop and improve pupils' handwriting skills are effective in helping all pupils become confident and legible writers, and in helping weaker writers to catch up with their peers. Leaders should ensure that highly effective teaching is consistently embedded across all subjects and year groups. Leaders should ensure a more coherent approach to recording and monitoring pupils' attendance at alternative provision so that they can be confident that these pupils are benefiting fully from their education.

p.5

About this inspection

This school is part of United Learning trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sir Jon

p.5

Team inspectors:

Alison Stott, Ofsted Inspector Anne Murphy, Ofsted Inspector Derek Yarwood, Ofsted Inspector Niamh Howlett, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Total pupils

Coles, and overseen by a board of trustees, chaired by Dame Reena Keeble.

p.6

Total pupils

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

Total pupils

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

Total pupils

Inspectors spoke with school leaders, trustees, governors and representatives from the local authority during the inspection.

p.6

Total pupils

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

Total pupils

Inspectors were aware during this inspection that an alleged serious incident that occurred at the school since the previous inspection is under investigation by the appropriate authorities. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors' evaluations.

p.6

Total pupils

The school currently makes use of 6 alternative provisions, all of which are unregistered.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.8

national average

2024/25 (revised) 41.7% 45.4% Close to average

p.8

national average

2023/24 (final) 45.5% 45.9% Close to average

p.8

national average

2022/23 (final) 46.2% 45.3% Close to average

p.8

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

national average

2024/25 (revised) 46.1 46.0 Close to average

p.9

national average

2023/24 (final) 44.7 45.9 Close to average

p.9

national average

2022/23 (final) 45.4 46.3 Close to average

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

national average

2023/24 (final) 0.13 -0.03 Close to average

p.9

national average

2022/23 (final) 0.01 -0.03 Close to average

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.9

national average

2024/25 (revised) 33.8% 25.8% Close to average

p.9

national average

2022/23 (final) 33.7% 25.2% Close to average

p.9

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

national average

2022/23 (final) 39.3 35.0 Close to average

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.11

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.12

national average

2023/24 (3 term) 9.9% 8.9% Close to average

p.12

national average

2022/23 (3 term) 10.1% 9.0% Close to average

p.12

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.12

national average

2023/24 (3 term) 28.6% 25.6% Close to average

p.12

national average

2022/23 (3 term) 30.5% 26.5% Close to average

p.12

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.12

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.13

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.13

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.13

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.13

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.13

Urgent improvement

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 .

p.13

Urgent improvement

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

p.13

Urgent improvement

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

p.13

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.13