Droylsden Academy, located in Manchester, has been recognized as a good school following its inspection on 14 and 15 September 2022. The school fosters a positive environment where pupils express pride in their attendance and embody the values of politeness and hard work. Students feel safe and supported, with access to trusted adults for any issues they may face. Instances of bullying are reported as rare, and when they do occur, school leaders address them promptly. High expectations for behavior and academic performance are set by teachers, and most students meet these standards, leading to commendable achievements and successful transitions to further education or training.
The school emphasizes character development and confidence-building, encouraging pupils to take on roles such as anti-bullying ambassadors and school prefects. Engagement with the local community is promoted through leadership programs, and Year 7 students have the opportunity to select additional classes in sports, performing arts, or outdoor education. An extensive array of extracurricular activities, including the Combined Cadet Force and The Duke of Edinburgh’s Award, enriches the students' experience.
The curriculum at Droylsden Academy is broad, balanced, and ambitious, designed with careful consideration by leaders and governors. Subject content is organized logically, and governors effectively hold leaders accountable for pupil learning outcomes. At key stage 4, students can choose from a variety of subjects tailored to their interests and needs, with an increasing number encouraged to pursue the English Baccalaureate.
While the curriculum at key stage 3 is generally robust, some adaptations are being made for a small group of pupils requiring additional support in literacy and numeracy due to the impact of the COVID-19 pandemic. Leaders are actively working to reintegrate these pupils into the full curriculum as swiftly as possible. Continuous professional development for teachers is prioritized, enabling them to enhance the quality of education through collaboration and shared strategies.
Teachers are adept at identifying and addressing knowledge gaps among pupils, which aids in reinforcing their understanding over time. The school has made significant strides in improving the information available to teachers regarding pupils with special educational needs and/or disabilities. Effective strategies are employed to adapt learning for these pupils, ensuring their needs are met.
The development of subject-specific vocabulary and a love for reading is emphasized across the curriculum. Pupils are encouraged to read aloud, fostering confidence and fluency. However, support for those struggling with reading is currently underdeveloped, which may hinder some pupils from catching up as quickly as needed. Leaders are aware of this and are working to enhance the support provided.
Pastoral support and life lessons are integral to the school’s approach, educating pupils on healthy relationships and safety in the digital world. Staff well-being is also a priority, with leaders considering their workload and mental health.
The safeguarding arrangements at Droylsden Academy are effective, characterized by a strong culture of safety, regular training for staff, and proactive measures to identify at-risk pupils. Leaders collaborate with families and external agencies to provide comprehensive support, including counseling and mental health resources. Overall, while the school excels in many areas, there is a need to further develop reading support for a minority of pupils to ensure they can fully engage with the curriculum and achieve their potential.
