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More Curriculum Information

Extra-curricular Activities

A rich extra-curricular offer and experiences are at the heart of our school.

‘Leaders plan an extensive range of extra-curricular activities and clubs for pupils. These comprehensively cater for pupils’ wider academic, cultural, artistic and sporting interests. These activities also include events which open their eyes to the world in which they live and the difference that they can make in it.' 

Ofsted 2019


A large number of clubs run every day both before school, at lunchtime and after school, to ensure the interests and needs of all pupils are being met. From singing in the choir, enjoying sporting activities in P.E, or getting involved in History Club, opportunities are available for all our pupils and are a real strength of the school. Each night, pupils can also attend homework club where a range of resources are available to support their learning and many pupils also attend IntoUniversity which is situated on site, where they can also receive additional support with their homework.

Every pupil is expected to attend at least one club, and we find that most pupils attend more than one. We encourage pupils to be as actively involved as possible, as clubs enable them to learn new skills, meet new people and to find an interest that they can take with them when they leave the school.

As well as our clubs, pupils have the opportunity to meet guest speakers, go on trips to many interesting locations and experience unique workshops. We encourage pupils to be a part of our extra-curricular offer. Not only does this demonstrate commitment, but they get to learn and develop new skills, build relationships and experience opportunities that they may not normally get to experience. Each pupil is provided with one of the extra-curricular booklets at the start of the academic year, and a link to this can be found below. 

The academy has been successful across a wide range of different competitions, not just in sport, but also in other areas such as Debate Mate and STEM competitions. This represents our commitment to our extra-curricular offer and the sense of happiness, success and pride that it brings to all in our academy. 

Every year the academy showcases its music, dance and drama clubs through various performances which the local community, primary schools and families are invited to watch. We do hope that we get to see you at one of these events. 

Click on the link below to see the range of clubs that are available during this academic year.

Extra-Curricular Booklet 2022-2023

Read what our pupils think about their favourite clubs:

“We enjoy basketball because it’s healthy and benefits your body.  We especially love the teamwork involved.”   

Year 9 pupil, Girls’ Basketball


“It’s really enjoyable and interesting and we learn something new every week.” 

Year 8 pupil, Science Club


“I love Drama Club because acting feels like I’m a different person and feels like I can escape for a while.”  

Year 10 pupil, Drama Club


“I enjoy netball because it is important for fitness and to spend time with friends. You get to do something you love with the people you love. I also get to teach the younger Year 7 students netball and get to know them.”  

Year 11 pupil, Netball


It’s fun and you can learn a new skill every week. You get to play matches against other schools and meet new friends.”  

Year 7 pupil, Netball


“I really enjoyed our first D of E practice walk. It allowed me to learn new skills such as map reading. I also got to know the members of my group and speak to different people who I wouldn’t normally speak to. I am looking forward to the next adventure.”  

Year 10 pupil, Duke of Edinburgh Award


“Cookery Club is the best club in the Academy.  I love making anything with chocolate and so does my dad!” 

Year 8 pupil, Cookery Club


“I like Orienteering Club because Orienteering is a very useful and fun skill. Our club makes sure that we understand key skills like map reading and using a compass allowing us to apply these skills in different situations.”  

Year 8 pupil, Orienteering Club


Pastoral Support


All of our staff are committed to giving their very best to our students. We know how important strong and positive relationships between staff and students are in order for them to work together to achieve their best


Pastoral and Behaviour

Students’ behaviour, safety and welfare are supported through dedicated Heads of Year and Associate Heads of Year. Along with the form tutor, the Year teams are the main contact point for parents/carers.

Year 7 email address –
Year 8 email address –
Year 9 email address –
Year 10 email address –
Year 11 email address –

Progress and Attainment

Heads of Departments are responsible for the progress and attainment of students within their subjects. They work closely with both the Leadership Team and the Heads of Year to make sure all students are on track to succeed.

Learning Support

This is available for all those who need it, and we work on a student by student basis. We have a Learning Support team who are led by the Special Educational Needs Coordinator (SENDCo), who work specifically with our SEND and English as an Additional Language (EAL) students. Academic mentors are available to support with interventions and homework support and Higher Level Teaching Assistants also offer extra support to learning programmes designed to help students’ literacy and numeracy skills.

Attendance and Safeguarding

We have two Attendance Officers and Safeguarding Officers, they work with our students to make sure they come to school every day and feel safe. They support students and families in making sure they have everything they need to attend school every day. Posters are displayed around the Academy which explain to our students, staff and any visitors, who these important people are.

How to contact us about your child

We love speaking to our parents and carers, we make sure we do this the right way for everyone. To ensure this, we follow our communications policy.

If you do have any urgent questions you can use the Academy email address or give us a call on 0161 681 1592.

SEND Provision

We make sure that all our pupils including children with Special Educational Needs and Disabilities (SEND) make good and consistent progress. Our vulnerable pupils and children with SEND feel confident and safe within their environment

Pupils with SEND may need extra help because of a range of needs. The Government sets out 4 areas of SEND:
  • Cognition and Learning: Difficulties within reading, writing or maths.
  • Communication and Language: Difficulties understanding and processing information.
  • SEMH (Social, Emotional and Mental Health): Difficulties include managing relationships and/ or behaviour.
  • Sensory/ Physical Need: Difficulties including hearing/ sight impairment or physical disability.

Every teacher, is a teacher of every student, including those with special educational needs and disabilities. We provide a high quality education for all of our students, no matter their abilities. Our SENDCo Mrs Garsden oversees the Special Educational Needs and Disability provision within the academy. Pupils work closely with our dedicated team of teaching assistants who build relationships and maintain students’ progress throughout the year.

Just like everything we do, our SEND policy is guided by our Co-operative Values, and that means:
  • Equal value and respect for all
  • Equal opportunity for all
  • Recognition of individual differences with special regard for young people with SEND
  • The development of skills for life through the provision of appropriate learning opportunities
  • A constant search for improvement in the quality of service provided to all young people including those with SEND
  • Commitment to both the spirit and statutory requirements of legislation including partnership between students, parents/carers and professionals.

Our SEND policy is for all young people in the academy who have additional or special educational needs. It’s the same for  all pupils and their families whatever their gender, ethnic origin, home language, religion, disability, or social circumstances. This policy also applies to anyone else that works with us in the SEND process including partner academies, governing bodies, parents and carers and and other agencies.

All of our pupils are able to access a broad and balanced curriculum; regardless of the challenges they face, they will achieve the best they can and have high aspirations for the future.

The Special Educational Needs Co-ordinator is Mrs H Garsden and she can be contacted at the academy via or by phone via 0161 681 1592.

Manchester Local Offer

The SEND Local Offer provides information for parents and carers in one place; helping children, young people and their parents to understand what services and support they can expect from a range of local agencies – including their statutory entitlements.


Remote Education Provision

Remote education provision: information for parents

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

Within 24 hours of being sent home pupils will receive work via google classroom or lessons will be live streamed via google classroom and google meet. These lessons will be timetabled in line with the ordinary school timetable.

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, in PE this is not a lesson led by the usual PE teacher. Additionally, where pupils have been working on NEA work, this may not be appropriate to continue with this remotely. Therefore, the curriculum is flexible to adapt to the needs of the remote learning.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Key Stage 3 and 4
For all year groups this will be 4-5 hours per day.

Accessing remote education

How will my child access any online remote education you are providing?

Our remote learning offer is delivered through google classroom. All students have been provided with a google account, which allows them to access their school email, google classroom and google meet.

If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

Where there is a need and if a pupil requires a laptop or a dongle to enable them to complete work please contact your child’s Head of Year via telephone 0161 681 1592 or email.

Year 7 email address –
Year 8 email address –
Year 9 email address –
Year 10 email address –
Year 11 email address –

Printed materials

With the systems we have put in place, we do not think it is likely any pupil would need printed materials due to not having online access. However, if there is a special need for this please contact the school via the methods detailed above.

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

Where national or local restrictions require entire cohorts (or bubbles) to remain at home the school will use a range of approaches to teach pupils remotely.

  • Some examples of the remote teaching approaches we use are:
  • live teaching (online lessons)
  • work set through google classroom
  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • textbooks and reading books pupils have at home

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

Our expectations for pupils working remotely mirror those in school. We expect that pupils submit work that is set independently, to the best of their ability, at the time of their ordinary lesson. For example, work for period 1 would need to be completed by 10am. Period 2 work by 11am and so on.

Similarly, for any live lesson, we would expect that pupils attend, participate and engage in the same manner they would in an ordinary lesson taught in school.

We know how incredibly important it is for pupils to maintain as normal routine as possible, are submitting work on a daily basis and not missing any lessons. We would therefore ask that all parents support the school in setting routines to support your child’s education and reiterate our expectations.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

Pupils’ engagement with remote education will be checked daily, via attendance of live lessons and/or the submission of online work.
Parents and carers will be informed of their child’s engagement level on a daily basis via parent mail.

How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. Our approach to feeding back on pupil work is as follows:
The school uses a variety of different methods to assess and feedback on pupils’ work. These include:

  • Quizzes marked automatically via google classroom
  • Individual written feedback
    Immediate feedback via live lessons
  • Whole-class feedback
  • As a minimum, pupils will receive feedback in line with the school marking and feedback policy. Although, each quiz will include feedback in terms of automatically marked feedback.

Additional support for pupils with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

  • 1-2-1 teaching via google meet.
  • Providing additional resources and materials
  • Providing alternative work

If you have any concerns, please contact our SEND department by telephone 0161 681 1592.

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

If your child is not in school as they are self-isolating, the school will ensure these pupils have access to a planned and well-sequenced curriculum with meaningful and ambitious work set for their period of self-isolation, within 24 hours of being informed.

All work will be set via google classroom and will cover all subjects the pupil studies in school. Pupils will be expected to work through this independently.

Feedback will be provided via quizzes marked automatically. Although in some instances, for example in Art, pupils will be asked to submit work to individual class teachers once they return to school.

Support for students with English as an Additional Language

EAL is an acronym for English as an Additional Language, and this applies to anyone who doesn’t have English as their first language or ‘mother tongue’.

We have both staff and students in our Academy community that have English as an Additional Language (EAL) and we love the diversity that this brings. Many students are able to take a qualification in their first language and have no issues at all in their studies.

But we understand that sometimes students need more support with their language skills and we have specialist EAL Teaching Assistants who provide an extensive range of one to one, small group and in class support during lessons, lunchtimes and each evening after school. We make sure every student has what they need to succeed.

If we think a student would benefit from having some extra support from our EAL department we will always discuss this with you. Like-wise, if you think your child needs this support then please get in touch.

In addition to academic progress, staff and students provide an environment in which all students feel welcome and are able to access support. Staff and students encourage friendships making sure no one feels left behind.