Cedar Mount Academy, located in Gorton, Manchester, underwent an inspection on April 25 and 26, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, and leadership and management were rated as good. The school has made progress since its previous inspection, particularly in improving pupil behaviour and learning experiences.
The school is described as welcoming and inclusive, with pupils forming positive relationships with staff and peers. Pupils feel cared for and safe, often referring to the school as a second family. Leaders have high expectations for pupils, who demonstrate the school’s values of hard work, aspiration, and respect. The commitment to creating an environment free from discrimination is evident, and leaders actively address bullying incidents.
Cedar Mount Academy offers a rich and varied curriculum that pupils enjoy. However, the implementation of the curriculum is inconsistent, which affects the ability of all pupils, including those with special educational needs and disabilities, to fully grasp and retain knowledge. While some pupils are beginning to achieve better results, there are still areas where achievement does not meet expectations.
Extracurricular activities are a strong point, with a wide range of clubs and leadership opportunities available to pupils. These include activities such as rock band, robotics, and cricket club, as well as participation in groups focused on anti-discrimination and diversity. Leaders have successfully raised aspirations and strengthened the curriculum to better meet the needs of all pupils, including those with special educational needs.
Despite these strengths, the school faces challenges in ensuring that the curriculum is fully adapted to reflect the starting points of pupils when they enter Year 7. This has resulted in some pupils experiencing gaps in their knowledge and skills, which can hinder their future learning. Leaders are encouraged to finalize the essential content that must be taught in each subject and ensure that the curriculum is well-structured.
The training and support provided to teachers are essential for delivering the curriculum effectively. While many teachers demonstrate strong subject knowledge, there are instances where the chosen activities do not effectively facilitate learning. This inconsistency in delivery can lead to underachievement among some pupils.
Assessment methods have been reviewed since the last inspection, but some systems remain underdeveloped, leading to misconceptions in pupils' learning. Leaders must ensure that teachers are well-equipped to identify and address these gaps in understanding.
The school has made significant strides in safeguarding, with knowledgeable leaders who are aware of local risks and maintain robust oversight of safeguarding issues. Staff are well-trained and understand their responsibilities in keeping pupils safe.
In summary, Cedar Mount Academy has made notable improvements in several areas, particularly in behaviour and personal development. However, there are still critical areas that require attention, particularly in the consistency of curriculum delivery and the adaptation of teaching for pupils with special educational needs. Continued focus on these areas will be essential for the school to enhance its overall effectiveness and ensure that all pupils achieve their full potential.
