Progress Schools - Gorton

What Ofsted said

From the inspection on 9 June 2026

Mutual respect and positive relationships are at the heart of this school community. Following disrupted experiences of school previously, pupils typically do not value education when they first arrive. Yet, with patience, care and humour, staff help pupils to feel safe, welcome, understood and cherished. Pupils develop a deep sense of belonging to the school, which they describe as a family. They know that staff will not give up on them and, over time, many strive to make staff proud. Pupils are particularly proud of the diversity of the school community. They embrace opportunities to celebrate each other's cultures and backgrounds. For instance, at a recent 'culture day', pupils shared information about their cultural heritages and enjoyed sampling food from different countries. This appreciation of difference helps pupils feel free to be themselves. Bullying is rare and dealt with swiftly. Pupils all have special educational needs and/or disabilities. Their needs are well understood and careful thought has been given to creating routines which help to reduce barriers to their wellbeing or learning. For instance, a daily walk helps pupils to manage the transition between lunchtime and lessons. In the main, pupils receive the support they need to engage in school and learning. Effective teaching ensures that most pupils progress through the curriculum well from their starting points. Many pupils successfully move back into mainstream education. As pupils come to appreciate all that the school provides, they typically begin to attend more regularly and to try their best in lessons. Some are eager to give something back by helping others. For example, peer mentors work with pupils who are new to the school and help them to understand the value of making positive behaviour choices. Others take pride in representing their peers as student representatives and helping to shape future changes to the provision. Pupils become more confident and resilient which prepares them well for the future.

What the school should improve

• Leaders should continue to refine their approach to assessment to ensure that checks on pupils’ knowledge align closely to what they have been taught, so that any gaps in pupils’ understanding are swiftly identified and addressed.
• Leaders should continue to strengthen staff’s expertise to reduce barriers to pupils’ learning, so that pupils are supported to access the curriculum consistently well.

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