Manor Park Primary School


Name Manor Park Primary School
Website http://www.manorpark.coventry.sch.uk/
Ofsted Inspection Rating Good
Address Ulverscroft Road, Cheylesmore, Coventry, CV3 5EZ
Phone Number 02476501736
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 758 (50.7% boys 49.3% girls)
Number of Pupils per Teacher 25.4
Local Authority Coventry
Percentage Free School Meals 8.6%
Percentage English is Not First Language 40.5%
Persisitent Absence 5.2%
Pupils with SEN Support 7.5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (08 November 2012)
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Information about this school

The school is much larger than the average-sized primary school. Pupils are admitted from a wide and diverse area and almost half are from minority ethnic backgrounds. The largest group are of Indian origins. Over a quarter of all pupils speak English as an additional language and numbers have increased latterly. There are two Nursery classes for pupils to attend on a part-time basis and extended nursery provision for 16 children in a separate class each morning. These children stay in school for the full day when they join a Nursery class each afternoon. Each year group from Reception to Year 6 has three single-age classes. The school has an enhanced speech and language unit with places for 12 pupils, some of whom have autism. Pupils are taught in mainstream classes in the afternoons. The proportion of pupils known to be eligible for additional funding through the pupil premium is broadly average. The proportion of disabled pupils and those with special educational needs supported through school action is below average, as is the proportion supported at school action plus or with a statement of special educational needs. The numbers of pupils in these categories are increasing. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. A breakfast club and after-school club are provided each day. Pupils are educated on the school site. There is no regular, off-site, alternative provision.

Summary of key findings for parents and pupils

This is a good school. The good quality of education in the Nursery and Reception classes has been maintained since the previous inspection. Children make good progress because of the consistently good quality of teaching. Some make exceptional progress in the extended nursery because staff show they care so much. All groups of pupils make good progress in English and mathematics by Year 6. Pupils in the enhanced speech and language unit are integrated effectively in lessons and also make good progress. Teaching is consistently good and sometimes outstanding, meeting the needs of all pupils, including those who use English as an additional language, effectively. Skilled support staff work extremely well with teachers to support all pupils learning, Disabled pupils and those who have special educational needs are particularly well supported in lessons. Behaviour is good in lessons and around school, and pupils feel safe. They clearly enjoy breakfast and after-school clubs. Above- average attendance has been maintained since the previous inspection. Leadership and management are good. The staff are working well as a team, inspired by the highly effective partnership between the headteacher and deputy headteacher and wisely delegated responsibilities. Regular and rigorous checks are made to confirm improvements in pupils’ achievement and in teachers’ competent performance. The governors have much expertise and ask the senior leaders increasingly searching questions about the pace and level of improvement. This is enhancing the school’s good capacity to go on improving. It is not yet an outstanding school because : Pupils do not achieve as well in writing and mathematics as they do in reading by the end of Year 2 because the recent focus for improvement has been on reading well. In the Reception classes, planning for each area of learning varies in detail, and outdoor learning does not always follow up on skills learnt indoors.