Abraham Moss Community School Review 2026: Large All-through Academy with Strong Community Anchors

An all-through school on a major Manchester community site is unusual, and it shapes day-to-day life here. Children can start in Nursery and remain through to GCSEs, with routines, expectations, and curriculum sequencing designed to reduce the disruption that can come with changing schools at age 11. The school sits within The Dean Trust, joining the trust in September 2023, and the website positions the model as a seamless pathway from early years to Year 11.

Size matters in both directions. With capacity around 1,830 pupils, the school can run a broad timetable, sustain specialist clubs, and offer structured pastoral systems. It can also feel busy, and families should expect clear systems, consistent expectations, and a school day designed around punctuality and routines, with enrichment after lessons.

On performance, the picture is mixed. Primary outcomes sit slightly above England averages on the combined reading, writing and mathematics measure, while secondary outcomes, including Progress 8, indicate slightly below average progress overall. The school is oversubscribed at both Reception and Year 7 entry routes, so the practical question for many families is less “is it right” and more “how realistic is entry.”

The school’s published values place community, diversity, ambition, curiosity, and wellbeing at the centre, and it uses distinctive language such as “Our Diversity is our Identity” alongside ideas like generous spirit, community-driven culture, and insatiable curiosity. This values framework is not presented as a small add-on, it is framed as part of how curriculum intent and daily expectations are set.

Leadership is presented in a trust transition context. Mrs Josette Arnold is listed as headteacher across official listings, and in early trust-era communications she is described as leading the school day-to-day as Head of School following the move into The Dean Trust. For families, the practical implication is that many of the school’s current systems and policies are designed to align with a trust model introduced from September 2023 onward.

The school’s all-through structure is also reflected in how it talks about phases. The website emphasises shared expertise and resources across early years, primary, and secondary, and it explicitly positions transition as a continuity story rather than a “fresh start” at Year 7. This will suit children who do best with stability and familiar settings. It may be less appealing to families who prefer a clear reset point at secondary transfer.

A final part of the school’s identity is place. The wider Abraham Moss site is a genuine community hub, with a library and leisure centre alongside the school, including swimming pools and indoor sport facilities. That brings opportunities for sport and community connection that many schools cannot replicate on a standard urban footprint.

Primary (Key Stage 2)

In 2024, 68.3% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 18% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%.

Subject-level indicators show a varied profile: 73% met the expected standard in reading, 61% in mathematics, 66% in grammar, punctuation and spelling, and 76% in science. Scaled scores were 102 for reading, 102 for mathematics, and 103 for grammar, punctuation and spelling.

FindMySchool’s primary ranking places the school at 12,269th in England and 257th in Manchester for primary outcomes, based on official data used within the FindMySchool methodology. In plain terms, that sits below England average overall for the ranking measure, even though the combined expected standard result is above the England average. For parents, that typically suggests performance has strengths but is not consistently high across the full basket of measures used for the ranking.

Secondary (GCSE)

At GCSE level, the school’s Attainment 8 score is 39.9, and Progress 8 is -0.07, indicating overall progress that is slightly below the England average for pupils with similar starting points.

EBacc indicators also suggest challenge at the more demanding end of the core academic suite. The average EBacc APS score is 3.68 compared with an England average of 4.08, and 11.3% achieved grade 5 or above in the EBacc measure used here.

Rankings give further context: ranked 2,778th in England and 59th in Manchester for GCSE outcomes (FindMySchool ranking based on official data). That sits below England average for the overall ranking measure.

The primary phase reading strategy is explicit. The school states it uses Read Write Inc. for early reading and phonics, supported by staff training, regular assessment, and intervention designed to help pupils keep up with the programme. For families, the implication is a structured phonics approach with consistent routines and frequent monitoring, which often benefits children who need clear repetition and cumulative practice.

In secondary, curriculum intent is framed as “traditional and inclusive,” with a three-year Key Stage 3 and a two-year Key Stage 4, and with no early entry for core GCSEs. GCSEs are positioned as linear examinations at the end of Year 11. This matters because it signals a preference for depth and consolidation over accelerated examination entry, which can reduce short-term exam tactics but requires sustained study habits.

The published Key Stage 4 offer combines the expected core with a broad set of additional subjects. Alongside English, mathematics, science, and history or geography, the school lists options including computing, Spanish, French, Arabic (with a home language route where appropriate), GCSE PE, art and design pathways (fine art, textiles, 3D), drama, music, hospitality and catering, and design technology. For many students, this breadth will be a positive because it allows strengths to show in both academic and applied domains.

Provision for higher achieving pupils is also described, including supervised Mensa tests and an annual overnight visit to Oxford University for Key Stage 4. The practical value is not the label, it is the exposure to stretch opportunities and to post-16 and post-18 pathways, especially for families who are new to those systems.

This is a school with no sixth form, so progression planning focuses on post-16 routes elsewhere. In practice, that means students and families need to engage early with Manchester’s post-16 landscape, including sixth-form colleges, further education colleges, and school sixth forms across the city. The school’s curriculum framing, including a full Key Stage 4 with linear GCSEs, is consistent with preparing students for a wide range of post-16 options rather than a narrow pipeline.

For pupils moving from primary into secondary within the same school, the all-through model reduces the scale of transition, but it does not eliminate admissions constraints entirely. The school’s published admissions arrangements for Year 7 set an admission number of 270, with 60 places allocated to the school’s own Year 6 pupils, and remaining places available to external applicants if internal transfer numbers are below that threshold. The implication is that the internal route is structured, but families should still treat Year 7 organisation as a formal process rather than assuming unlimited automatic progression.

Demand is strong at both main entry points shown in the available data.

For Reception and primary-phase entry, the school is oversubscribed on the published application and offer numbers. In the latest figures provided here, there were 146 applications for 49 offers, which is close to three applications per place. When a school is operating at this level of demand, families should expect criteria, timing, and proof-of-address requirements to matter, and they should avoid leaving applications until late in the cycle.

For Year 7 entry, the picture is similar: 539 applications for 260 offers, and an oversubscribed status. In other words, a large intake does not necessarily mean easy entry.

For September 2026 entry into Year 7, Manchester’s coordinated admissions timetable states that applications opened 01 July 2025 and closed 31 October 2025, with offers issued on 02 March 2026. The school’s own admissions policy confirms that Year 7 applications are coordinated by Manchester Local Authority and should be made through the local authority common application process, with an admission number set at 270. Parents comparing options should use FindMySchool’s Map Search to check practical travel distance and realistic day-to-day routes, then cross-check the school’s oversubscription criteria so that preferences are ordered strategically rather than aspirationally.

For Reception entry in September 2026, Manchester’s timetable states that the application round opened 18 August 2025, closed 15 January 2026, and offers are issued on 16 April 2026.

Nursery operates differently. The school’s Nursery admissions information indicates that nursery places are applied for directly to the school, and published deadlines can vary year to year. For early years funding and session patterns, families should rely on the school’s current nursery admissions and early years information pages rather than assuming the Reception timetable applies.

The school describes a pastoral structure that includes form tutors, heads of year, pupil support managers, and wider support staff, with “Pastoral Services” positioned as a focal point for families who need help navigating attendance, behaviour, or wellbeing support. The practical implication is that there are multiple access points for help, which can be important in a large school where families may otherwise worry about being anonymous.

SEND support is clearly signposted, with separate named leadership for primary and secondary SEND coordination and a published SEND information report. The school’s curriculum information emphasises that pupils with a wide range of needs are included in mainstream, with support targeted appropriately and without restricting curriculum access. For families with SEND needs, the best next step is usually to review the SEND information report and discuss specific supports for the child, including any interventions and how progress is tracked, before naming the school as a preference.

Safeguarding documentation aligns itself explicitly with current statutory guidance, including Working Together to Safeguard Children (2023) and Keeping Children Safe in Education (September 2024). Families assessing fit should still ask practical questions about how concerns are raised, how the school communicates with parents, and what happens when issues span school and community contexts.

The school makes structured enrichment time part of the day, with activities available after the main lessons window. On the published enrichment timetable in a recent newsletter, examples include Maths Club (Key Stage 3), Japanese Club, Persian Club, Knitting Club, EAL Homework Club, Choir, STEM Club, Strings Ensemble, Cycling, Swimming, Basketball, Drama Club, Dance Club, Netball, and Fitness. This matters because it shows a balance between academic support clubs, language and cultural clubs, sport, and performing arts. For many pupils, especially those new to English or new to the area, clubs like EAL Homework Club can provide an additional layer of stability and belonging beyond lessons.

The school also positions enrichment as part of wider character development rather than a soft extra. The prospectus states there are 19 clubs in the secondary phase, with many running at lunchtime, and it highlights pupil leadership roles such as pupil librarians, literacy representatives, a girls’ network, a charity and community committee, and a young interpreters group. For students who build confidence through responsibility, these roles can be just as influential as sports teams or performances.

Place-based opportunities are a further advantage. The school shares the site with Abraham Moss Library and Leisure Centre after a major investment, and the published facilities include swimming pools, a sports hall, gym spaces, and additional leisure provision. In practice, that infrastructure makes it easier to run swimming, indoor sport, and fitness activities without relying on off-site travel, and it supports consistency in PE delivery across a large pupil population.

Community events appear to be used deliberately to connect families. The prospectus references activities such as the Grand Iftar and a Winter Fest, plus engagement with local communities and support for parents and carers. For a diverse intake, these events can be more than symbolic; they can be practical touchpoints that help families build relationships with staff and with one another.

The school day is structured around punctuality and clear phases. Pupils can arrive from 8.15am, are expected on site by 8.28am, and the school finishes at 3.00pm, with an additional window for enrichment and extracurricular activity running until 4.15pm. Term dates for 2025 to 2026 are published on the school website, including planned inset days and an identified Eid date.

Breakfast provision is referenced as part of the daily routine (breakfast served from arrival time). For wraparound care beyond the school day, an on-site provider, Bearnecessities Wrap Around Care, is registered at the Abraham Moss site. Families should confirm current session times and booking approach directly with the provider, particularly if care is essential for work patterns.

On travel, the school sits within the Abraham Moss community campus area, with public transport links serving the site, and practical routes should be tested at the times you would actually travel, especially for younger pupils at drop-off.

• Mixed performance signals: Primary combined expected standards are above the England average, but GCSE progress is slightly below average overall. Families should look for evidence that support and consistency are improving outcomes across both phases, not only in pockets.

• High demand at entry points: Both Reception and Year 7 routes are oversubscribed in the available figures, with roughly three applications per place for Reception and around two for Year 7. If you are relying on a place, treat timing and criteria as critical.

• No sixth form: Students will need a post-16 plan that involves moving elsewhere after Year 11. This suits some teenagers well, but others prefer continuity through to A-level.

• Inspection timing for the current academy: The current URN opened in September 2023, and there is not yet a published full inspection report for the academy itself, so families should rely more heavily on current policies, curriculum information, and direct engagement when assessing the school’s present-day strengths and priorities.

This is a large, community-anchored all-through school that uses structure, routines, and a clearly stated values framework to support a diverse intake. Enrichment is not treated as optional, and the combination of on-site clubs plus leisure and library facilities creates genuine breadth in what pupils and students can access. Academic performance is uneven across phases, so the key decision is whether the school’s current systems, trust alignment, and support structures match what your child needs right now.

Who it suits: families who value an all-through pathway, want a structured school day with accessible enrichment, and are comfortable engaging proactively with admissions and support systems in a busy, high-demand setting.