Edgar Wood Academy Ofsted Report 2026 - What Parents Need to Know 

Edgar Wood Academy in Heywood has received its latest Ofsted inspection report (2–3 June 2026). Safeguarding standards are met and every inspected area - Achievement, Attendance and behaviour, curriculum and teaching, inclusion, leadership and governance, and personal development and wellbeing - is graded at the Expected standard. 

AT A GLANCE 

Inspection dates: 2–3 June 2026  

  • Safeguarding: Met 
  • Achievement - Expected standard 
  • Attendance and behaviour - Expected standard 
  • Curriculum and teaching - Expected standard 
  • Inclusion - Expected standard 
  • Leadership and governance - Expected standard 
  • Personal development and wellbeing - Expected standard 

Full detail on each area is below - or read the full report via the link at the end of this page. 

UPDATE - SEPTEMBER 2026 

Since this report was published, the school’s first year 11 cohort has completed their GCSEs and left Edgar Wood Academy. The cohort achieved 13 grade 9s and 114 grades 7–9 overall, with pass rates of over 96% in Science and over 95% in languages – making Edgar Wood the highest-achieving MFL department in the local authority. 42% of the cohort are progressing to A levels, many at Rochdale Sixth Form College. The school and Altus Education Partnership are delighted with these results, which met and exceeded the internal targets set for this cohort – a strong first set of GCSE outcomes for the school’s inaugural leavers. 

Read the full story: Edgar Wood Academy Celebrates First GCSE Results 

 

This is a solid and encouraging outcome for a young school that opened in September 2021 with only year 7 students and reached full years 7–11 capacity from September 2025. The first year 11 cohort progressed through the school under Headteacher Mr Paul Jones (in post since January 2024) and the Altus Education Partnership trust, going on to sit their GCSEs that summer. 

"I am incredibly proud of what our students and staff have achieved together. This report reflects the calm, caring school we set out to build, and the trust our community has placed in us. There is more we want to do - and we will keep working at it - but I want every parent to know that Edgar Wood Academy is a school where your child will be known, valued and pushed to succeed." Mr Jones, Headteacher.

What the New Ofsted Framework Means 

The report confirms that Edgar Wood Academy has met the 'Expected' standard in all areas. Under Ofsted's new inspection framework, the previous one-word overall judgements have been replaced with a report card approach that provides a fuller and more balanced picture of each school. Rather than grading schools as 'Good' or 'Outstanding', inspectors now judge whether a school is meeting the expected national standard across each area of its work. Achieving the 'Expected' standard in every area is therefore an important milestone for our school and reflects the significant improvements we have made since our previous inspection in 2023.   

(For more detail, Ofsted’s own explainer)

Key Highlights from the Ofsted Report 

Safeguarding is met 

Leaders have established an open culture where safeguarding is everyone’s responsibility. Concerns are identified, acted upon and managed so that students are made safer and feel safe. 

Students feel they belong and are proud of their school 

Students are delighted by recent improvements. Many name their teachers as the best thing about school. Warm, positive relationships start at the morning line-up and continue throughout the day. Students, including the high proportion who are disadvantaged, feel listened to, supported and part of the community. They trust that staff will not give up on them. 

A school where every student belongs 

One of the most powerful sections of the report is What it’s like to be a pupil at this school, which captures the warm, ambitious and supportive culture that defines Edgar Wood Academy. 

Inspectors recognised that: 

  • “Pupils are delighted by the improvements that leaders have recently made to the school… many cited their teachers as the best thing about school.” 
  • “Warm and positive interactions between staff and pupils begin in the morning and continue throughout the day.” 
  • “Pupils feel listened to and supported. They trust that staff will not give up on them.” 
  • “Pupils feel a clear sense of belonging.” 

Behaviour is calm and orderly 

Leaders’ deliberate actions have created a calm environment. Suspensions have fallen markedly, including for disadvantaged students. Learning typically proceeds with little interruption. Most students are attentive and respectful. Any bullying or discriminatory language is resolved decisively. Clear boundaries are taught and enforced with warmth. 

Attendance is rising 

Thorough tracking and rapid intervention are working. Overall attendance is improving and rates of persistent absenteeism have fallen markedly. The attendance of disadvantaged students and those with special educational needs and/or disabilities is in line with national averages for those groups and continues to increase. Leaders are ambitious that overall rates will rise further and are actively addressing remaining barriers in line with Ofsted's recommendation that this remains a priority.  

Students progress well and produce high-quality work 

Most students build knowledge securely across subjects. Those facing additional barriers receive effective support so they can learn successfully alongside their peers. Staff have received targeted training to prepare the first year 11 cohort for GCSE success. Reading and Mathematics support is particularly strong and the school is confident that additional support for handwriting will further enhance students ability to access the curriculum.  

Curriculum and teaching are stable and ambitious 

After earlier staffing turbulence, continuity of teaching is now in place. Staff are knowledgeable about their subjects. The school’s agreed approach – the “Edgar Wood Way” – is embedded. Leaders have an accurate understanding of teaching quality and use it to guide professional development and staff deployment. The curriculum has been reviewed to ensure it is ambitious and logically ordered. 

Inclusion is prioritised 

Every student is known and valued. Leaders quickly identify barriers to learning or wellbeing, including special educational needs, and carefully monitor the impact of support. Support for the high proportion of disadvantaged students is woven into daily routines and teaching. Alternative provision is used judiciously and overseen thoroughly. 

Personal development prepares students for life 

A comprehensive programme covers democracy, healthy relationships, online and community safety, oracy and confidence. The PSHE curriculum responds to local and national issues. A wide range of extra-curricular activities is offered, with barriers to participation actively reduced for disadvantaged students. Older students benefit from careers information, work experience and support to make ambitious next-step choices. 

Leadership is clear and effective 

Leaders, the Trust and Governors have an accurate picture of strengths and priorities. Staffing has been stabilised. A comprehensive professional development programme supports staff, including those new to teaching. Staff are overwhelmingly positive about working at the school and the impact of improvements on their workload and wellbeing. The report describes the school as going from strength to strength. 

Next Steps Identified by Ofsted 

  • Continue embedding effective use of assessment so teaching is consistently adapted in response. 
  • Continue embedding strategies to improve students’ handwriting and written communication across the curriculum. 
  • Continue implementing the strategy to reduce remaining barriers to regular attendance. 

Frequently Asked Questions 

Does this report mean anything changes for my child right now? 

No – this report confirms the school is meeting the Expected standard across the board. There is nothing parents/carers need to do differently as a result of this inspection. 

Should I be concerned about the areas Ofsted said still need improvement? 

No – every school has areas it is continuing to develop, and Ofsted specifically noted these as areas of ongoing progress, not concern. The report is clear that safeguarding is met and students are safe. 

Does this affect whether I should apply for a place at Edgar Wood Academy? 

This report should give prospective parents and carers confidence – it confirms consistent standards across achievement, behaviour, inclusion and leadership, as reported directly by independent inspectors. 

Where can I ask questions about the report? 

At the Open Evening on Wednesday 16 September, or by booking a personal tour via

Read the Full Report  

Come and See Us 

Open Evening: Wednesday 16 September 2026, 5:00–8:00pm 

Unable to attend? Book a personal tour by emailing h.roberts@edgarwood.org