Irlam and Cadishead Academy

What Ofsted said

From the inspection on 28 February 2024

Pupils are happy in this tight-knit school community where they benefit from strong pastoral support. They have strong relationships with staff and feel safe. The school has high expectations of its pupils. In particular, expectations around behaviour have risen. Consequently, pupils' attitudes to learning are positive. In lessons, pupils follow the school's routines diligently. Many staff and pupils commented that pupils' behaviour is much improved and that learning is rarely disturbed. In the past, some pupils did not achieve as well as they should. However, the school now has an ambitious curriculum that is delivered effectively. As a result, current pupils achieve well in most subjects. Pupils are respectful. This is typified by the care and respect that they show to each other, their learning and the school building. The school instils self-belief into pupils. For instance, the weekly 'proud' table encourages pupils to celebrate their work. Moreover, pupils also develop their oracy skills and can articulate why they are proud of their work. There is a wealth of clubs on offer that cater for a wide range of pupils' interests. For example, the lunchtime board games club is a hive of activity, with friendly competition between pupils and staff. The carbon research club has an ambitious mission to make the school carbon zero. Many pupils also enjoy the e-sports clubs.

What the school should improve

• In some subjects, teachers do not use assessment strategies effectively to check how well pupils have learned the curriculum. As a result, some pupils' misconceptions and gaps in knowledge are not addressed. The school should ensure that teachers systematically check whether pupils have learned the intended content so that any gaps in pupils' learning can be addressed.
• Some pupils in Years 9 to 11 who struggle with reading do not receive the help that they need to catch up. This means that some pupils have gaps in their reading knowledge, which prevents them from accessing the curriculum effectively. The school should ensure that pupils who need additional help with reading receive high-quality support to enable them to improve their fluency and confidence.

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