Manchester Enterprise Academy

What Ofsted said

From the inspection on 27 January 2026

The expectations that trustees and leaders have for pupils' academic achievement is low. This includes for pupils with special educational needs and/or disabilities and those with additional barriers, such as pupils who speak English as an additional language. There are considerable weaknesses in how well teachers deliver the curriculum for all pupils. Pupils do not consistently enjoy their learning. Their achievement across most areas of the curriculum is poor. Many pupils express a desire to work hard and achieve highly, and these pupils behave well. However, leaders have not provided the support that a significant minority of pupils need to manage their behaviour. These pupils behave in an unruly way and refuse to follow the school rules. Some pupils feel intimidated by this behaviour. Some experience bullying that is not always dealt with as quickly and effectively as it should be by staff. This poor behaviour negatively affects how well many pupils enjoy school and achieve their best. Additionally, too many pupils do not attend school often. This contributes to the gaps that many pupils have in their knowledge. Typically, pupils trust staff to care for them. They know that there are staff they can talk to when they have a worry or concern. Pupils appreciate the school's recent focus on kindness, linked to the rewards and sanctions that they receive. Pupils take advantage of the varied clubs and wider experiences that are available to them. These develop pupils' social skills and their understanding of the wider world. For example, they enjoy netball and library club. Pupils benefit from mentoring support from a local football academy. The school ensures that pupils access cultural experiences, such as visiting the theatre.

What the school should improve

• Trustees and leaders must take rapid action to secure much-needed improvements in the quality of the curriculum and teaching that pupils receive.
• Trustees and leaders must ensure that they evaluate the work of the school effectively so that areas of weakness are identified accurately and resolved swiftly.
• Leaders must ensure that any adaptations to the content, order and delivery of the curriculum are well thought through so that the curriculum is suitably ambitious for all pupils.
• Leaders must ensure that teachers have the expertise to deliver the curriculum effectively, including their use of assessment strategies and resolving gaps in pupils’ knowledge, so that pupils learn all that they should.
• Leaders should ensure that teachers have the knowledge and skills necessary to adapt the curriculum, so that pupils with special educational needs and/or disabilities (SEND) and pupils with other barriers to their learning get the support they need.
• Leaders must fully embed the improved attendance strategies so that more pupils, including those who are disadvantaged and have SEND, attend school often.
• Leaders must ensure that all staff are well equipped to uphold the school’s behaviour policy consistently and robustly, so that the poor behaviour of some pupils is dealt with effectively and does not hinder the enjoyment and achievement of others.

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