Salford City Academy is recognized as a good school, continuing to provide a positive educational experience for its pupils. During the inspection conducted on 15 and 16 February 2022, it was noted that students enjoy attending school and feel both happy and safe in their environment. The leadership team has established high expectations for pupil behavior, which is reflected in the polite and courteous demeanor of the students. The school has a zero-tolerance policy towards derogatory behavior, fostering a culture of respect among pupils. In instances of bullying, the staff is quick to respond and effectively resolves any issues, ensuring that students feel confident in voicing their concerns.
The curriculum at Salford City Academy is ambitious and broad, allowing pupils to study a wide range of subjects. Leaders and staff have high expectations for academic achievement, and most pupils meet these expectations. The school offers an extensive program of extracurricular activities, which pupils value greatly. Participation in clubs and sports, such as eco-council, badminton, debate, and science clubs, provides students with opportunities to broaden their horizons and deepen their understanding of the world.
Since the previous inspection, leaders have implemented several positive changes, particularly regarding pupil behavior, which has garnered support from many parents and carers. The curriculum is designed to be rich and varied, with a focus on the English Baccalaureate suite of subjects. In most subjects, leaders have carefully considered the knowledge that pupils should acquire and the sequence in which this content is taught. Teachers effectively utilize their expertise to create appropriate learning activities that reinforce essential knowledge, ensuring that lessons build on prior learning.
However, in a small number of subjects, the clarity of the curriculum is sometimes lacking. In these areas, leaders have not ensured that teachers are aware of the most important knowledge that pupils need to learn, which can hinder effective curriculum delivery. As a result, some pupils may not progress through the curriculum as well as they should. Teachers regularly revisit learning with pupils and employ effective assessment strategies to identify and address misconceptions, leading to improved retention of knowledge.
The school demonstrates a strong commitment to supporting pupils with special educational needs and disabilities. Teachers are adept at adapting the curriculum delivery to meet the needs of these pupils, allowing them to engage with the same ambitious curriculum as their peers. Leaders prioritize the development of reading and vocabulary knowledge, with pupils reading regularly and being taught the correct use of vocabulary to articulate their thoughts effectively.
Pupils exhibit positive attitudes towards learning in a calm environment with minimal disruptions. The school has established a robust program for personal development, enabling pupils to contribute meaningfully to school life, particularly through the work of prefects. The rewards program is well-received, and disadvantaged pupils, along with those with special educational needs, are fully engaged in all aspects of school life.
The safeguarding arrangements at Salford City Academy are effective, with a strong culture of safeguarding embedded throughout the school. Leaders manage safeguarding referrals efficiently and collaborate with various agencies to provide timely support to pupils and their families. Staff are vigilant and well-trained to identify and address safeguarding concerns, ensuring that pupils learn how to keep themselves safe, including online.
In summary, while Salford City Academy excels in many areas, there is a need for improvement in ensuring that all subjects have clear curriculum guidance for teachers. This will help ensure that all pupils gain a comprehensive understanding of the key knowledge necessary for their educational progression.
