Progress Schools - Gorton

The Ofsted inspection report for Progress Schools – Gorton, located at Hideout Youth Zone, Manchester, dated 18 and 19 June 2024, evaluates the school’s overall effectiveness as “Requires improvement.” The report highlights several areas of both strength and needed improvement within the school’s educational framework.

The school’s overall effectiveness remains at “Requires improvement,” consistent with its previous inspection. The quality of education also falls into this category. While the school has made strides in enhancing the curriculum, particularly by raising academic expectations, gaps persist in some subject areas. Certain subjects have curriculums still in the early stages of development, leading to inconsistencies in student learning outcomes. Teachers, although trained effectively in their subjects, sometimes lack clarity on essential knowledge students need, resulting in gaps in learning and unaddressed misconceptions.

The school scores better in terms of behavior, attitudes, and personal development, with both areas rated as “Good.” Staff at the school are commended for creating an accepting and supportive environment, which helps pupils who have previously faced educational challenges to feel happy, settled, and safe. The school encourages hard work and respect among students, and employs motivational strategies to maximize their potential. However, the school struggles with attendance, particularly among disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Persistent absenteeism limits these students’ opportunities for learning and contributes to the educational gaps that the school is working to close.

The curriculum at Progress Schools – Gorton is thoughtfully designed to consider the varied starting points of its pupils, many of whom arrive with significant gaps in their education. The school offers a mix of GCSEs in core subjects like English, mathematics, and science, alongside vocational courses tailored to individual aspirations. However, in some subjects, the curriculum needs further refinement to ensure that students grasp and retain essential knowledge. Teachers, while generally effective in delivering lessons and selecting engaging resources, need to improve their assessment processes. This would allow them to better identify and address gaps in students’ understanding and adjust their teaching methods accordingly.

Reading has been prioritized, with targeted support provided to pupils who struggle, ensuring they can catch up with their peers. This support is particularly beneficial for disadvantaged students. The school also excels in supporting pupils with SEND, offering a well-structured settling-in period and providing staff with up-to-date information and frequent training to meet these pupils’ needs.

Leadership and management at the school are rated as “Good.” The new headteacher, in post since October 2023, has continued the work of improving the school’s academic environment. The proprietor is actively involved and holds the leadership accountable, ensuring that the independent school standards are consistently met. Staff feel well-supported through comprehensive training and workload management, contributing to a positive working environment.

The report confirms that the school’s safeguarding arrangements are effective and that all necessary risk assessments and safety measures are in place. The school meets the independent school standards and complies with the Equality Act 2010.

To further improve, the school needs to clearly define essential knowledge in all subjects, enhance teachers’ abilities to assess and address learning gaps, and improve attendance rates, particularly for disadvantaged pupils and those with SEND. By addressing these areas, Progress Schools – Gorton can continue its journey towards providing a higher quality of education for all its students.