Manor Junior School

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About Manor Junior School

Name Manor Junior School
Ofsted Inspections
Headteacher Mrs C D'Netto
Address Sandringham Road, Barking, IG11 9AG
Phone Number 02082704641
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 595
Local Authority Barking and Dagenham
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils love coming to school, and they attend regularly. They flourish in every area of school life.

Leaders have very high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Staff encourage pupils to follow the school's values, including respectful.

This is a happy school with much to excite pupils.

The wider opportunities for pupils are exceptional. Pupils experience a rich diet of visits and speakers. For example, during a geography fieldwork trip at a local park, pupils deepened their understanding of scientific habitats.

Pupils enjoy a variety of clubs and representing the school in many sporting competitions.

Pupils take on leadership roles in many aspects of school and community life. They raise funds for chosen charities.

Leaders promote pupils' positive attitudes consistently well across the school. Pupils use the strategies they have learned to settle minor friendship difficulties. Behaviour in lessons and around school is exemplary.

Parents and carers are extremely positive about the school. Many shared how well the school has helped the children to thrive academically and with their well-being.

What does the school do well and what does it need to do better?

Leaders and governors have a clear vision: to sustain and improve the high-quality education and care pupils receive.

They have developed a highly ambitious and engaging curriculum. Leaders have high aspirations for all to achieve well and be ready for the next stage of their education.

Subject leaders have identified the key knowledge and vocabulary that pupils need to learn and when.

Teachers have strong subject knowledge. They build on the key content that pupils know skilfully. Staff ensure that pupils are taught content in a sensible order.

Pupils' attitudes to learning are excellent because lessons are interesting and challenge their thinking. Leaders provide exciting opportunities across the curriculum. Pupils used their knowledge of electrical circuits, for example, to light up their imaginative model robots.

Teachers check what pupils know regularly through skilful questioning. They use this information to adapt planning so that any gaps in pupils' learning are quickly addressed. Pupils with SEND particularly benefit from this approach.

Staff adapt tasks skilfully so that all pupils achieve well. They review the needs of individual pupils with great expertise. This helps pupils to learn new knowledge and skills successfully.

Leaders work closely with local infant and secondary schools to help pupils' transition. They provide regular professional development for staff, which leads to consistently high standards of teaching.

Reading is a high priority.

Pupils are provided with a wide range of books and encouraged to read often. Staff provide bespoke support to weaker readers to help them catch up. They deliver effective phonics sessions consistently well when required.

Older pupils learn to read fluently and actively engage in discussing books that they have enjoyed. Staff frequently check and review pupils' learning and progress in reading. Reading is successfully adapted for pupils with SEND.

This helps all pupils to read well and with confidence.

Leaders arrange a wide range of educational visits, which pupils thoroughly enjoy. They enrich pupils' deep knowledge of different beliefs and cultures through interfaith projects.

Pupils debate issues such as equality and the environment. They have many opportunities to develop their interests and talents. Leaders make sure that all pupils, including those with SEND, are fully included in enrichment activities.

Pupils are exceptionally well prepared to make a positive contribution to society. The school makes sure pupils attend regularly through clear systems and procedures.

Governors know the school well.

They support and challenge leaders effectively. Leaders and governors consider staff workload carefully when introducing changes. Staff enjoy and appreciate the support and training on offer.

They are proud to work at the school.


The arrangements for safeguarding are effective.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in April 2018.

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