The East Manchester Academy, located in Beswick, Manchester, underwent an inspection on January 11 and 12, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management. This inspection marked a significant improvement from the previous grade of inadequate.
The school has made notable strides in creating a positive environment where pupils feel happy and safe. Staff members greet students warmly each morning, fostering a sense of care and community. The pastoral support provided is of high quality, and teachers are recognized for their patience and understanding of individual pupil needs. The learning environment is described as purposeful and orderly, with pupils generally displaying good behavior and a strong work ethic.
Leaders at the academy are ambitious regarding the learning and achievement of all pupils. Students are increasingly enjoying the process of learning and are retaining more knowledge than in the past. However, inconsistencies in curriculum delivery across different subjects have been identified, leading to some pupils, including those with special educational needs and disabilities, not achieving their full potential in certain areas.
The school community is diverse, and pupils actively celebrate each other's differences. Most students refrain from using discriminatory language and bullying, and when incidents do occur, they are effectively addressed by the leadership. Pupils also engage enthusiastically in extracurricular activities, including performances, theater visits, and sports events, and they take on leadership roles through initiatives like The Duke of Edinburgh’s Award.
The leadership team, along with the interim management board and trustees, has made significant improvements to the quality of education since the last inspection. Positive attitudes towards learning have developed, and attendance rates have improved. The curriculum is increasingly tailored to meet the needs of all pupils, including those with special educational needs, ensuring access to a broad and balanced education.
Leaders have carefully crafted a curriculum that builds on prior knowledge, exposing pupils to a rich body of subject knowledge. Changes made to the curriculum in key stage three are raising aspirations among students, with more pupils pursuing the English Baccalaureate suite of subjects. Teachers are participating in ongoing training to enhance their delivery of the curriculum, and pupils are finding the curriculum more accessible and engaging.
Despite these improvements, challenges remain. The delivery of new knowledge by teachers is still uneven across subjects, with some teachers lacking confidence in selecting appropriate activities for effective learning. Additionally, gaps in learning, exacerbated by the COVID-19 pandemic, have been noted among some pupils. Leaders are working to refine assessment systems to better understand how well pupils are learning and retaining new information.
The school has effective strategies in place to support pupils with reading difficulties, and initiatives like TEMA Reads are helping to develop literacy and vocabulary skills. The leadership of special educational needs is evolving, with improvements in identifying and supporting pupils with complex needs. However, some teachers still require further training to adapt their curriculum delivery effectively for these pupils.
The personal development of pupils is prioritized, with lessons covering age-appropriate topics and a well-designed careers education program. The school has established strong community partnerships and maintains a focus on staff well-being, contributing to a vibrant learning environment. Safeguarding arrangements are effective, with regular evaluations and training ensuring the safety and support of all pupils. Overall, while the school has made significant progress, continued efforts are needed to address the inconsistencies in curriculum delivery and support for all pupils.
