Co-op Academy Walkden

What Ofsted said

From the inspection on 23 May 2023

Pupils at Co-op Academy Walkden quickly become part of the school community, and staff encourage them to 'be yourself, always'. This is an inclusive school where pupils share positive and respectful relationships with their peers and teachers. Staff take the time to get to know pupils and their families well. There is a culture of high aspiration. Leaders set increasingly high expectations for the learning and behaviour of all pupils. They have cultivated a kind and considerate school community where pupils feel safe and happy. Lessons are focused, and pupils rarely disrupt them by off-task behaviour. Pupils, including those with special educational needs and/or disabilities (SEND), engage enthusiastically in their learning and are well motivated to succeed. Increasingly, they benefit from leaders' raised expectations of what they can achieve academically. Leaders do not tolerate bullying or discrimination of any kind. They deal with any instances swiftly and effectively. Mostly, pupils are confident that staff will take their concerns seriously. Leaders have thought creatively about how to help pupils to have access to all that school life has to offer. For example, pupils who struggle to get to school benefit from a bicycle scheme that also teaches them how to maintain and fix the bicycles. Pupils, especially those who attend the specially resourced provision for pupils with SEND (specially resourced provision), value the array of clubs and activities which leaders organise for them.

What the school should improve

• In a small number of subjects, there is variability in how well teachers implement the curriculum. This is because some teachers do not use agreed teaching methods well. As a result, some pupils do not learn the curriculum content as well as they should. Leaders should ensure that teachers have appropriate training and support to help them to develop their subject pedagogy.
• Some teachers who teach the PSHE and RSE curriculum do not have the subject knowledge and expertise to do this well. This means that some pupils do not acquire the knowledge that they may need for life while growing up in modern Britain. Leaders should ensure that all staff teaching the PSHE and RSE programmes are fully trained to implement the curriculum effectively. Leaders should assure themselves that teachers are implementing the programmes as intended.
• Too many pupils, including pupils with SEND and those who are disadvantaged, do not attend school as often as they should. As a result, pupils miss out on important learning and do not achieve as well as they should. Leaders should increase engagement with these pupils and their families so that their attendance improves.

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