Manifold Church of England Primary School

About Manifold Church of England Primary School Browse Features

Manifold Church of England Primary School

Name Manifold Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 19 June 2018
Address Off Leek Road, Warslow, Buxton, Derbyshire, SK17 0JP
Phone Number 0129884320
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 12.2
Academy Sponsor The Praxis Trust
Local Authority Staffordshire
Percentage Free School Meals 7%
Percentage English is Not First Language 0%
Pupils with SEN Support 8.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Manifold Church of England Primary School is much smaller than the average-sized primary school. Some children in the Nursery class attend full time, but the majority attend part time. The numbers of pupils in each year group are markedly uneven. When the school reopened as an academy, it was registered as one that accepts pupils up to the age of 11. However, most pupils leave the school in Year 4 to move to middle school. Manifold Church of England Primary converted to academy status in September 2015. At that point, it joined the Praxis Trust, which comprises three primary schools. The proportion of pupils who are disadvantaged and receive support from the pupil premium is well below average. The report does not comment on disadvantaged pupils because to do so would risk identification. The proportion of pupils who have SEN and/or disabilities is well below average. All pupils are White British. The headteacher and the chair of governors both joined the school in September 2016. There has been considerable staffing instability. Under an established flexi-schooling arrangement, a very few pupils attend school three or four days a week, and spend the other days learning at home.

Summary of key findings for parents and pupils

This is a good school The principal’s energy and unerring judgement have driven the school’s remarkably rapid improvement. She has set consistently high expectations for staff and pupils alike. Relationships within the school are excellent. Parents and carers give the school their overwhelming support. They appreciate that the staff provide academic and social support that recognises pupils as individuals. Children in the early years receive a very strong grounding for their future learning. A stimulating environment and the expert questioning of the staff give them every encouragement to deepen their understanding Teachers plan effectively to build upon what pupils already know and understand. They are knowledgeable about the subjects that they teach. The most able pupils sometimes complete too much routine work before starting tasks that represent a real challenge. Improvement plans are based on a sharp analysis of the school’s comparative weaknesses. However, they do not include sufficiently precise measures against which governors can check on progress. Pupils behave consistently well. They treat each other and adults with respect. Pupils have good opportunities to take responsibility and help others. Safeguarding is effective. The school offers a broad curriculum which engages pupils’ interest. There are good extra-curricular opportunities. Pupils’ attainment has risen to be broadly in line with the national average. Current pupils are making strong progress in English and mathematics. They are producing work of a good standard in several other subjects. Teachers question pupils effectively to check on the progress that they are making in lessons. However, in key stages 1 and 2, questions rarely require pupils to think hard enough and sharpen their ideas. Members of the local governing board draw effectively on their expertise to support and challenge the principal. After a period of turbulence, the academy trust has begun to offer the school important benefits. Although staff are willing to play a full part in leading the school, leadership is currently too dependent upon the principal.