Manchester Enterprise Academy Central

Manchester Enterprise Academy Central

Address: Lytham Road, Levenshulme, Manchester, Greater Manchester, M14 6PL Unique reference number (URN): 144755

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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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Inclusion Exceptional

The positive difference that this school makes to pupils with any barriers to their learning or wellbeing is remarkable. The proportion of pupils with such barriers is incredibly high. As such, leaders have ensured that the school is inclusive by design, enhanced by astute use of additional funding. Pupils are nurtured and supported, yet also challenged to meet leaders' expectation that they will gain the qualifications, experiences and confidence to be successful. Leaders are experts at spotting when to adapt, reduce or remove support. Over time, pupils blossom into confident, resilient and successful individuals.

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Inclusion Exceptional

Leaders' carefully crafted, well-embedded approach to identifying and addressing any obstacles that might hinder pupils from being successful is worthy of note. All pupils are mapped against the school's inclusion framework, which provides clarity about any academic or personal difficulties that pupils face. Many pupils have multiple barriers. Leaders take highly effective action to understand and mitigate the accumulated effect of these. As such, pupils' progress and wellbeing are rigorously monitored across different 'equity groups'. Leaders are meticulous about dismantling barriers. Consequently, pupils achieve highly and embrace all that the school offers.

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Inclusion Exceptional

Pupils develop a deep attachment to the school and to staff, who they know will not give up on them. This is reflected in the exceedingly high attendance of disadvantaged pupils and, against national trends, older pupils. Pupils who have struggled to engage in education in other settings flourish here.

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Leadership and governance Exceptional

The strength of leadership in this school permeates every aspect of its provision. Leaders have shaped a culture in which pupils, particularly those with any barriers to learning or wellbeing, thrive. Driven by a determination to be 'relentlessly bothered', leaders do not rest on their laurels. Staff are inspired to follow suit.

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Leadership and governance Exceptional

Leaders have meticulously designed and embedded impressive systems and structures that enable them to maintain exceedingly high standards across the school over time. Detailed analysis of what works well and what could be further refined informs swift action when needed. Propelled by warm support and constructive challenge from trustees and governors, leaders continue to make incremental improvements across all aspects of provision.

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Leadership and governance Exceptional

Everyone has a clearly defined role to play in working towards the school's priorities, from those with responsibility for governance through to support staff and those in the early stages of their teaching careers. A noteworthy programme of professional development enables staff to both refine their own practice and to support others to do the same. Leaders' expectations of staff are high. Yet leaders' consideration for staff's wellbeing echoes the care that they show for pupils. For instance, communication with staff is thoughtfully streamlined so that they can concentrate on what makes a difference to pupils.

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Strong standard

Seamless interconnected leadership is pivotal in ensuring that all aspects of the school combine to provide pupils with an education of the highest quality. The impact of this is most apparent in the outcomes and experiences of those pupils who face the greatest barriers to success.

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Achievement Strong standard

The attainment of the high proportion of pupils in this school who are disadvantaged is particularly impressive compared to disadvantaged pupils nationally. In addition, pupils with other barriers to their learning, including some who join the school at different times during the year, make notable progress from their starting points. This reflects the remarkable impact of leaders' work around inclusion. More broadly, pupils' attainment in examinations at the end of Year 11 is in line with the national average for all pupils. This has been the case over time.

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Achievement Strong standard

Pupils benefit from leaders' emphasis on ensuring that they master important foundational knowledge in reading, writing and number. In each subject, pupils demonstrate a rich knowledge of the subject matter. Over time, they embed, apply and extend this understanding. In addition, pupils develop the skills to articulate themselves with confidence. As such, they are very well prepared for future learning, employment or training.

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Attendance and behaviour Strong standard

Pupils attend school regularly. Disadvantaged pupils' attendance is particularly noteworthy, as it is in line with that of all pupils nationally. Similarly, against national trends, older pupils' rates of attendance are consistently higher than those of younger pupils. This reflects the deep sense of belonging that pupils feel, which grows the longer they are in school. Even so, leaders are vigilant about monitoring attendance. They recognise that any dips might be an early indication of an emerging barrier or need. For many pupils with the most complex barriers to learning or wellbeing, the increase in their attendance over time is remarkable.

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Attendance and behaviour Strong standard

Leaders expect pupils to cultivate scholarly attitudes to their learning and provide them with the tools and support to do so. As a result, pupils' behaviour in lessons is exemplary. When pupils struggle to behave as leaders expect, leaders are agile in their response, adapting support accordingly. This is incredibly effective, so it is extremely rare for pupils to have repeat suspensions for unacceptable conduct.

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Attendance and behaviour Strong standard

Leaders promote an atmosphere of cooperation and understanding. For instance, pupils are frequently encouraged to celebrate the diversity that exists within the school community. As a result, there is a welcoming atmosphere, characterised by respect, in which pupils feel safe from bullying or harassment.

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Curriculum and teaching Strong standard

Leaders' sophisticated understanding of the quality of the curriculum and teaching informs the comprehensive programme of professional learning. As a result, staff benefit from the support and guidance that they need to continually hone their craft. Leaders quickly identify, and rapidly address, any area where the quality of teaching might fall below their exceedingly high expectations.

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Curriculum and teaching Strong standard

High-quality teaching is embedded across subjects and phases. Staff expertly design learning activities that take pupils' different needs and starting points into account. For example, pupils who are new to speaking English benefit from highly impactful support. Similarly, when needed, staff precisely adapt their teaching for pupils with special educational needs and/or disabilities. This ensures that pupils' needs are not a barrier. Staff carefully check whether pupils understand new learning and make astute use of this information to inform their teaching. Across the curriculum, pupils learn successfully.

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Curriculum and teaching Strong standard

Many pupils have gaps in their reading, writing or mathematics knowledge when they join the school. Leaders ensure that these gaps are swiftly resolved so that pupils fully benefit from the whole of the ambitious curriculum. In addition, staff have high expectations of how pupils articulate their learning and provide frequent opportunities for pupils to further develop their oracy skills.

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Personal development and wellbeing Strong standard

Leaders have deliberately cultivated a culture of tolerance, which is firmly underpinned by pupils' detailed understanding of the fundamental British values. This culture is celebrated through regular opportunities for pupils to learn about each other's backgrounds and heritages. Leaders teach pupils to advocate for themselves and others so that they feel equipped to speak out when any instances of intolerance occur, including beyond the school gates.

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Personal development and wellbeing Strong standard

Leaders have given careful thought to the knowledge, experiences and skills that pupils need to be successful in modern society. When pupils join the school, leaders check their prior knowledge and experiences so that the personal development programme can respond to any gaps that they may have. As such, the comprehensive offer for all is supplemented by opportunities and experiences that are tailored to individuals' interests and needs. This might include visits to universities, opportunities to attend competitive sporting events or additional support to develop self-esteem and resilience. Alongside these opportunities, pupils acquire a detailed knowledge of important topics, such as how to maintain healthy relationships and how laws are made. Leaders' emphasis on oracy supports pupils to articulate, debate and deepen this learning. As a result, pupils are extremely well prepared to navigate adult life.

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Personal development and wellbeing Strong standard

Pupils benefit from countless opportunities to nurture their talents or explore new interests. Leaders ensure that there are no barriers to involvement in enrichment activities, including trips. As a result, pupils participate enthusiastically, with many attending multiple activities each week. From embroidery to skateboarding, athletics to allotment club, there is something for everyone. Leaders provide a comprehensive careers programme that includes carefully considered opportunities for pupils to experience the world of work. Pupils are amply prepared to make well-informed and ambitious decisions about their next steps in education, employment or training.

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

Pupils, particularly those with any barriers to their learning or wellbeing, consider themselves lucky to attend this school. A very high proportion of pupils are disadvantaged, speak English as an additional language or face other challenges in their lives. Each pupil finds their place here. They are firmly anchored within the school community, sustained by positive relationships with staff and each other. Appreciative of the vast array of opportunities that the school provides, pupils are eager to attend each day.

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

Staff are gently nurturing, yet their high expectations of what pupils can achieve never waver. Pupils benefit from leaders' meticulous approach to reducing any barriers that might hinder them from meeting these high expectations. Drawing on a comprehensive understanding of pupils' needs, staff are adept at providing the right support, at just the right time, to enable pupils to flourish academically and socially.

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

Whether blasting out songs in karaoke club or perfecting their table tennis serve at breaktime, pupils are spoilt for choice by the range of activities on offer. Leaders carefully curate the experiences that pupils will have during their time in school to ensure that they develop the skills and confidence to feel at ease in any setting. These experiences extend far beyond the classroom to include trips, meaningful leadership opportunities and pupils learning to advocate for themselves. As a result, pupils leave school ready to fulfil leaders' ambition to 'go out and meet every citizen as an equal'.

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

Pupils' scholarly attitudes to learning ensure that classrooms are calm and purposeful places where learning is valued. Pupils benefit from the school's ambitious curriculum and consistently high-quality teaching. They achieve well, particularly disadvantaged pupils, whose attainment at the end of key stage 4 is well above the national average for similar pupils. Those pupils with the most obstacles to overcome are expertly guided to success.

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Next steps

Leaders should sustain the effectiveness of their work to further refine the quality of teaching to enhance the impact that this has on pupils' achievement.

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About this inspection

This school is part of Prospere 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

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Team inspectors:

Karen Parker, Ofsted Inspector Charlotte Oles, Ofsted Inspector Eleanor Overland, 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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Facts and figures used on inspection

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

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What does this mean?

(CEO), Andrew Park, and overseen by a board of trustees, chaired by Jenny Collinson.

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What does this mean?

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

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What does this mean?

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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What does this mean?

Inspectors spoke with the principal and other senior leaders during the inspection. Inspectors also spoke with a representative of the local authority, the CEO, the chair of the board of trustees and representatives of the local governing body.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of 4 alternative provisions, including 2 that are unregistered.

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What does this mean?

Principal: Emily Reynard 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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English and maths GCSE

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

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national average

2024/25 (final) 44.0% 45.4% Close to average

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national average

2023/24 (final) 48.5% 45.9% Close to average

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national average

2022/23 (final) 49.5% 45.3% Close to average

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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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national average

2024/25 (final) 46.1 46.1 Close to average

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national average

2023/24 (final) 47.3 45.9 Close to average

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national average

2022/23 (final) 47.0 46.3 Close to average

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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

2022/23 (final) 0.17 -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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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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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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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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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

2022/23 (3 term) 9.1% 9.0% 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) 20.2% 23.4% Close to average

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national average

2022/23 (3 term) 26.8% 26.5% 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

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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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