|Name||Manor Hill First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 September 2012|
|Address||Manor Rise, Walton, Stone, Staffordshire, ST15 0HY|
|Religious Character||Does not apply|
|Number of Pupils||94 (42% boys 58% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||The Creative Learning Partnership Trust|
|Percentage Free School Meals||9.6%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much smaller than the average-sized first school. The proportion of disabled pupils and those with special educational needs supported through school action is below average, but the proportions supported at school action plus or with a statement of special educational needs is well-above average and includes pupils with behavioural difficulties. There are very few pupils from minority ethnic heritages and none speak English as an additional language. The proportion of pupils known to be eligible for the pupil premium is below that found nationally. The Manor Hillbillies Nursery, managed by the governing body, shares the school’s site but was not part of the inspection. The school has recently undergone a period of turbulence in leadership and there is currently no substantive headeacher. The school is in a formal collaboration with Walton Priory Middle School and is led and managed by an executive headteacher and an associate headteacher. Pupils are taught in the Reception class and two mixed-age classes.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and, in 2012, attained above-average standards, including in reading. They make good progress in all years. Disabled pupils and those who have special educational needs make at least good progress because of the expert support they receive. Children achieve well in the Early Years Foundation Stage, particularly in learning to read and write. The quality of teaching is good and some is outstanding. In most lessons, teachers set work at the right level for pupils’ different ages and abilities. The marking of pupils’ work always explains how to improve it and gives pupils the opportunity to respond, which helps them to learn more for themselves. Pupils behave well. They are thoughtful and caring. They show a mature understanding of those who have difficulties in managing their behaviour and try to support them. Pupils show enthusiasm and excitement in lessons and are keen to contribute their ideas. Pupils say that the school keeps them safe and are quick to point out any unsafe practice. They have a good understanding of bullying, saying that it is rare and that adults support them well. Pupils come to school more regularly than when it was last inspected and more often, now, than pupils in most schools. Leaders and managers have improved teaching and pupils’ achievement. The associate headteacher, well supported by other leaders and the governors, has been rigorous and successful in her drive to raise achievement by improving teaching. The school is more settled after a period of changing leadership. This has renewed parents’ confidence in what the school is doing for their children. It is not yet an outstanding school because : In a few lessons, the more able pupils are not moved on with their learning quickly enough, once they show understanding, and the work provided for less able pupils is sometimes not exciting enough to help them learn. Although the school helps pupils to gain in spiritual, moral and social understanding, they have little experience of life in today’s multi-cultural society.