Mandeville Primary School

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About Mandeville Primary School

Name Mandeville Primary School
Ofsted Inspections
Head Teacher Mrs Cathy Longhurst
Address Mandeville Drive, St Albans, AL1 2LE
Phone Number 01727519220
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 429
Local Authority Hertfordshire
Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Mandeville is a good and improving school with many outstanding features. The headteacher's very clear vision and strong leadership have created a culture where teaching, learning and behaviour flourishes.

The school's leaders are a strong team. They work very effectively together to ensure that the school's aims are met. The continual focus on staff development is improving the quality of teaching, so that it is securely good and some is excellent.

The multi-academy trust supports the school very well both practically, in terms of managing elements such as the budget, and strategically, such as providing continuing professional developme...nt for newly qualified teachers. The governing body is highly effective. It understands its strategic role very well and holds the school's leaders to account extremely well.

From very low starting points, pupils achieve well and make good progress, including disadvantaged pupils, pupils who have special educational needs or disability and the most able pupils. Mandeville is a very happy school that pupils enjoy coming to. Pupils behave extremely well because : expectations are high and rules are clear.

Pupils are kept safe at school and are taught very well how to keep themselves safe. Pupils feel free from bullying and have absolute faith in staff to help them should concerns ever arise. The school's curriculum is well developed and highly effective.

For example, the teaching of Latin in key stage 2 has had a direct impact on improving pupils' spelling and grammar. Parents express a very high degree of satisfaction with the school and almost all would recommend it to other parents. It is not yet an outstanding school because : The school's assessment system is not fully developed.

The school does not currently have a way of tracking the progress over time of individuals and groups. A small amount of weaker teaching remains and, where this is the case, there is some low-level disruption.

Information about this school

Mandeville Primary School became a converter academy on 1 January 2013.

Spiral Academies Trust opened on the same day. In January 2016, the MAT merged with Fleetville Trust and changed its name to Spiral Partnership Trust. The school now works in partnership with three other schools as part of the MAT.

The headteacher took up her post in September 2013 following a period of acting headship at another school in the MAT. She was deputy headteacher at Mandeville prior to her secondment. The previous chair of the governing body died very suddenly, shortly before this inspection, while still in post.

The current chair joined the school in May 2016 and is also a director of the MAT. The school is larger than the average-sized primary school. There are two classes in each year group from Reception Year to Year 6.

Children join the Reception class, full time, in the September after their fourth birthday. There is also a Nursery class that pupils attend part time once they have turned three. White British pupils form the largest ethnic group.

Approximately one fifth of pupils are of Bangladeshi heritage and the remaining pupils are from a range of minority ethnic backgrounds. The majority of pupils speak English as their first or only language. Some 40% of pupils speak English as an additional language, approximately double the national average.

The proportion of pupils who are eligible for the pupil premium is higher than average. The pupil premium provides additional government funding for pupils who are known to be eligible for free school meals and those in the care of the local authority. The proportion of pupils who have special educational needs or disability is higher than the national average but the proportion who have a statement of special educational needs, or an education, health and care plan, is below average.

The school meets the current floor standards. These are the minimum standards, set by the government for pupils' attainment and progress. The school meets requirements on the publication of specified information on its website.

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