City Heights E-ACT Academy

What Ofsted said

From the inspection on 9 December 2025

Leaders have created a school where pupils are safe and happy. Pupils know that staff want the best for them. The mutual respect shown between pupils and staff ensures that learning takes place in a supportive and nurturing environment. This encourages pupils to attend school regularly. The school is calm and orderly. Pupils are well mannered and welcoming to visitors. They conduct themselves well and follow established routines. For example, pupils move from 'line-up' to form time quickly. This supports an orderly start to the day. Clear systems are in place to promote positive behaviour on the rare occasions that any low-level disruption takes place. Pupils say that bullying is rare. They know there are trusted adults they can approach with any concerns. The school has a curriculum in place that is ambitious. However, pupils learn better in some subjects than in others. This is because the curriculum is not delivered consistently well. Consequently, some pupils' understanding of key knowledge and the foundational learning in reading, writing and mathematics needed for success is not as secure as it should be. The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. These pupils' barriers to learning are known, and clear plans are in place to support them. However, some pupils with SEND do not access the curriculum as well as they could because of inconsistencies in the way staff adapt the learning to meet their needs. Pupils have access to a range of wider opportunities. For example, pupils enjoy 'Manchester United mentoring', learning sign language and attending culture, coding and barbershop clubs. There is an extensive personal development programme. This helps pupils become well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that strong foundations are secured and embedded in order to ensure that pupils acquire deeper knowledge, achieve well and are better prepared for their next steps.
• Leaders should ensure that teachers use assessment effectively to identify gaps in pupils' knowledge, build on pupils' prior learning and give pupils opportunities to practise and improve their work.
• Leaders should ensure that staff are fully equipped to adapt their teaching to meet the needs of all pupils effectively.

Read the full Ofsted report (opens in a new tab)