Abraham Moss Community School

Abraham Moss Community School

Address: Crescent Road, Crumpsall, Manchester, Greater Manchester, M8 5UF Unique reference number (URN): 150009

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

The attainment of pupils in key stage 2 is similar to the national average. To achieve this, many pupils, including a notably high proportion who are disadvantaged and those who speak English as an additional language, make significant progress during their time at the school.

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Achievement Expected standard

In published GCSE results, disadvantaged pupils consistently make progress that is above average in some subjects and close to average in others. For example, in 2025, the progress of disadvantaged pupils in the English Baccalaureate suite of subjects was above that of similar pupils nationally. In subjects where these outcomes are weaker, leaders have identified the causes and prioritised appropriate action.

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Achievement Expected standard

Leaders make sure pupils with special educational needs and/or disabilities, pupils who speak English as an additional language and those with gaps in their reading knowledge benefit from targeted support. However, for some pupils, more work is needed to help them to secure accuracy and fluency in their foundational knowledge, such as numeracy and writing, particularly as they move up the school.

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Attendance and behaviour Expected standard

Overall attendance has improved year on year and is now above national levels, including for those with special educational needs and/or disabilities and for disadvantaged pupils. Persistent absence has reduced sharply, particularly for disadvantaged pupils. There are also above-average levels of mobility at the school, meaning that pupils join the school at different times of the year and at different ages.

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Attendance and behaviour Expected standard

Leaders are effective in sustaining pupils' high attendance. They work closely with families and other professionals to reduce barriers to pupils attending regularly. All staff play a key role in developing this positive culture. Pupils enjoy school and attend often.

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Attendance and behaviour Expected standard

Since joining the trust, the school’s efforts to strengthen its positive behaviour culture are clearly evident. Pupils typically behave well. In most lessons, pupils show positive attitudes to learning and are keen to share their ideas with their peers and contribute to class discussion. This means that pupils generally learn without interruption. Suspensions have reduced significantly in recent times.

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Attendance and behaviour Expected standard

There is a real buzz around the school. Social times are lively. Typically, pupils get along well and treat each other with kindness. In the primary phase, pupils relish playing in the thoughtfully designed outdoor spaces, while older pupils enjoy socialising with their friends and joining in with organised activities.

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Attendance and behaviour Expected standard

Pupils readily report any concerns that they have about the behaviour of others, including bullying, to staff. The school stands firm against discrimination in all its forms and takes prompt action to tackle it.

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Curriculum and teaching Expected standard

Leaders understand the strengths and areas for development within the curriculum. They have identified improving the quality of teaching as a whole-school priority.

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Curriculum and teaching Expected standard

From the start of the early years, pupils follow a curriculum which reflects the value that the school places on communication, language and oracy. Across key stages and subjects, the curriculum is well planned and builds on previous learning. Pupils who need extra support, including those who are disadvantaged or who have special educational needs and/or disabilities, are identified quickly. Teachers generally adapt learning well, so these pupils learn alongside their peers.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. In most cases they choose activities that help most pupils to learn the curriculum well. However, at times, the delivery of the curriculum is uneven. Occasionally, some teachers do not make best use of teaching methods that help pupils learn new concepts securely. This hampers how deeply some pupils learn.

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Curriculum and teaching Expected standard

The curriculum provides ample opportunities for pupils to read widely and develop subject vocabulary. Pupils at the early stages of reading benefit from precise support. Pupils in the early years and key stage 1 learn to read successfully, and this has been effective over time. The primary phase also emphasises essential skills in writing and mathematics. For instance, a recent focus on handwriting is increasingly supporting pupils to write with fluency and accuracy. Across key stages, pupils largely secure this important foundational knowledge. However, leaders know that gaps in older pupils' key skills, particularly in writing and numeracy, continue to be a priority.

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Early years Expected standard

Children in the early years blossom from the very beginning. They benefit from a language- rich curriculum. Foundations for learning are firmly set, starting in the Nursery Year, where children develop confidence and curiosity through carefully designed learning activities. From the moment they join the setting as 3-year-olds, children learn to share, take turns and develop concentration in this well-considered environment.

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Early years Expected standard

Many children who join in the early years speak English as an additional language. As such, leaders have prioritised language development. Leaders use a range of assessment methods to identify any specific language, communication or additional barriers children may have. Staff support children’s language development through high-quality interactions and conversations. They model speech, tell stories and sing songs. As children move to the Reception Year, they begin to learn phonics. Staff teach this well. As a result, children typically make secure progress through the phonics programme. This contributes to them being well prepared for Year 1.

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Early years Expected standard

The outdoor provision is a real strength of the early years. The carefully designed environment nurtures children’s creativity, safe risk-taking and the development of important movement skills. Outdoor learning builds children’s problem-solving, self belief and confidence. Staff work closely with parents and carers and take active steps to involve them in their children’s education from the outset. Parents speak positively about opportunities such as ‘stay and plays’, which help them see how their children learn and how they can support this at home.

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Inclusion Expected standard

Pupils receive a warm welcome to this vibrant school community, where inclusion is central to the school’s work. Many arrive with English as an additional language. Those new to the country and the school settle quickly. From the point of transition, leaders swiftly identify pupils’ needs, including any language or communication barriers, and put the right support in place to ensure pupils can thrive.

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Inclusion Expected standard

Leaders have recently strengthened provision for pupils with social and emotional needs and those facing other complex challenges. For example, pupils attending the school’s ‘Hive’ and ‘Engage’ provisions receive tailored support, helping them attend more regularly and engage positively in learning.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified. Recent refinements to ‘pupil passports’ have improved the precision of information shared with teachers. This detailed information enables teachers to make sure in-class support is increasingly effective. Ongoing training is helping teachers build greater confidence in meeting pupils’ learning needs.

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Inclusion Expected standard

Leaders review the effectiveness of the help staff provide for pupils, including for those pupils who attend the school’s specially resourced provision for pupils with SEND. Additional funding is used effectively, for example to broaden the range of opportunities that pupils have beyond the academic curriculum. These opportunities particularly benefit pupils who are disadvantaged and those known to social care. Leaders commission alternative provision appropriately and in pupils' best interests.

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Leadership and governance Expected standard

Since joining the trust, leaders have taken prompt action to raise standards and bring much- needed stability to the school. Their strategic focus on creating a calm, purposeful culture has had a clear positive impact on pupils’ day-to-day experiences. Leaders have also driven improvements to the curriculum, attendance and personal development. Leaders have a precise understanding of the school’s context and the community it serves. They champion the school’s successes and pinpoint the areas that need further development.

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Leadership and governance Expected standard

Trustees and governors are committed and work closely with the school to drive improvement. They play an active role in supporting and challenging leaders. Trustees and governors understand the school well and ensure that their statutory responsibilities are met.

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Leadership and governance Expected standard

Leaders provide high-quality professional development for staff at all stages of their careers. Training aligns closely with school priorities. For example, recent work on effective pedagogy is already helping to secure a more consistent approach to teaching across the school. Staff value the training provided by the trust and the chance to work collaboratively with colleagues from other schools. In general, staff speak positively about the school. They value leaders’ approach to wellbeing, including initiatives such as staff sports and ‘library rave’. Staff know that any concerns about their workload will be taken seriously.

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Leadership and governance Expected standard

Leaders engage proactively with the wider community and with parents and carers. Leaders make purposeful links with families of pupils, such as those who have recently arrived in the country or those who face additional vulnerabilities. This is helping to better inform the school’s work to support these pupils.

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Personal development and wellbeing Expected standard

The school has prioritised building a community where everyone belongs and has a voice. Pupils grow into active citizens within the school and beyond. They relish the leadership roles available and use these to make a tangible difference to the school environment. For example, student councillors help reduce food waste, and the 'protected characteristics team' promotes diversity, tolerance and equality across the school. Initiatives such as 'young interpreters' help pupils feel included.

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Personal development and wellbeing Expected standard

Pupils learn about relationships in an age-appropriate way, beginning in the early years where children learn to take turns and build friendships. Older pupils speak with maturity about healthy relationships, the risks linked to knife crime and gangs, and the dangers they may encounter online. Across key stages, pupils also learn about different faiths, cultures and perspectives.

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Personal development and wellbeing Expected standard

Pupils have a well-developed understanding of fundamental British values. Their grasp of democracy is strengthened through hands ‑ on experiences, such as Year 5 pupils creating their own political parties and pupils across the school taking part in the pupil parliament.

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Personal development and wellbeing Expected standard

The overall design of the personal development programme means that most pupils benefit. As pupils move up through the school, its content generally grows in complexity and responds to national issues. However, leaders recognise that important topics, such as misogyny, need to be introduced earlier so pupils are fully equipped with the knowledge required to grow up safely and confidently in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from the wide range of opportunities the school provides to develop their talents and interests. Clubs such as fitness, knitting, first aid and chess give pupils opportunities to explore new pursuits. While many pupils engage well with the offer, leaders have only recently begun to track participation in detail, so they are not fully aware of the impact on pupils who may be missing elements of the programme.

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Personal development and wellbeing Expected standard

Leaders raise pupils’ aspirations through high ‑ quality encounters with employers, post ‑ 16 providers and meaningful work experience. Activities such as ‘job of the week’, college taster days and employer assemblies help pupils make informed decisions about their next steps. Pupils with special educational needs and/or disabilities, and those facing other disadvantages, receive tailored support for post ‑ 16 transition.

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

Abraham Moss Community School embraces a diverse mix of pupils from different communities and backgrounds. Pupils speak proudly about their identities and celebrate diversity and difference. They are delighted to be part of the school’s warm, inclusive community. Staff know the pupils and their families well. They make every effort to understand pupils' individual needs to make sure that everyone feels fully included in the life of the school. As a result, most pupils attend often, feel safe and are happy.

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

Pupils benefit from an ambitious and varied curriculum. From the early years right through to key stage 4, pupils develop the knowledge and skills they need to thrive personally and academically. This helps them to be ready for the next stage, whether in the secondary phase or post-16. Disadvantaged pupils make significant progress. Largely, pupils attain in line with national averages by the end of key stage 2. Leaders know there is more to do to raise achievement further, particularly for pupils in key stage 4.

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

In class and around school, pupils demonstrate mature, respectful behaviour. Pupils show a genuine eagerness to learn. They value the opportunities that school provides, approaching their education with a positive attitude. Older pupils in the secondary phase act as role models for the younger ones. Pupils know they can turn to trusted staff whenever they have a worry. Bullying and unkind behaviour are tackled swiftly and effectively.

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

Pupils value the wider opportunities the school provides. Leaders tackle any barriers that might prevent pupils from accessing the school’s extra-curricular offer. Pupils take part in trips, clubs and activities that develop their interests and broaden their horizons. Pupils, particularly those who are disadvantaged or have special educational needs and/or disabilities, value taking part in activities they may not otherwise experience, such as the Duke of Edinburgh's Award and trips abroad.

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Next steps

Leaders should ensure high-quality implementation of the curriculum across all phases and subjects, so that pupils achieve consistently well. Leaders should ensure that pupils secure the necessary accuracy and fluency in their foundational knowledge of reading, writing and numeracy, in readiness for their future learning. Leaders should continue to develop the personal development programme to ensure that it has a highly positive impact on all groups of pupils. Leaders should increase the rigour with which pupils’ experiences are monitored and evaluated with a view to ensuring that all pupils consistently benefit from the full range of opportunities that the school provides.

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Team inspectors:

Dympna Woods, Ofsted Inspector Joe Barker, Ofsted Inspector Kelly Leonard, Ofsted Inspector Dawn Cranshaw, Ofsted Inspector Sarah Greer, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

This school is part of The Dean 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), Jane O'Brien, and overseen by a board of trustees, chaired by Damian McGann.

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About this inspection

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

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About this inspection

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.

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About this inspection

Inspectors spoke with the headteacher, headteacher of the primary phase and other senior leaders during the inspection. Inspectors also spoke with a representative of the local authority, the headteacher of the virtual school, the chair and some members of the board of trustees and the CEO of the trust.

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About this inspection

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.

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About this inspection

The school makes use of 5 alternative provisions, including 3 which are unregistered, for a very small number of pupils.

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About this inspection

The school includes a specially resourced provision for pupils with special educational needs and/or disabilities. This is funded by the local authority for pupils aged 11 to 16 with autism. The specially resourced provision can cater for up to 16 pupils. At the time of the inspection, there were 17 pupils on roll.

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About this inspection

Headteacher: Josette Arnold The inspector(s) used this data during the full inspection on 7 July 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 58% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 73% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 72% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 68% 74% Close to average

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English and maths GCSE

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

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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.

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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.

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national average

2023/24 (final) -0.07 -0.03 Close to average

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 44% 47% Close to average

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national average

2023/24 (final) 48% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 61% 63% Close to average

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average

2023/24 (final) 62% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 61% 59% Close to average

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average

2023/24 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 56% 61% Close to average

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average

2023/24 (final) 55% 59% Close to average

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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national average

2024/25 (final) 20.4% 25.8% Close to average

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national average

2023/24 (final) 26.8% 25.8% Close to average

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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.

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national average

2024/25 (final) 36.1 34.9 Close to average

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national average

2023/24 (final) 37.7 34.6 Close to average

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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.

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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.

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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.

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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.

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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).

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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.

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national average

2024/25 (3 term) 8.0% 8.4% Close to average

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national average

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

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Persistent absence

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

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national average

2024/25 (3 term) 23.5% 23.4% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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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 .

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Urgent improvement

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Urgent improvement

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

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