Manor Primary School

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About Manor Primary School

Name Manor Primary School
Ofsted Inspections
Headteacher Mrs Sarah Thomson
Address Briar Avenue, Streetly, Sutton Coldfield, B74 3HX
Phone Number 01213531738
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 383
Local Authority Walsall
Highlights from Latest Inspection


Manor Primary School continues to be a good school.

What is it like to attend this school?

Manor Primary School is a warm and welcoming place for visitors.

A comment made by one pupil echoes the views of many others: 'The school is a very friendly community.' Pupils look out for each other. For example, if a pupil is sitting in 'the friendship station' at breaktime or lunchtime, Year 6 pupils know that they are feeling upset and will go over and help them.

Relationships between staff and pupils are based on mutual respect. As a result, the school is a calm environment in which to learn. Pupils behave well.

Bullying does not worry pupils. They know that leaders wil...l respond to reported incidents and take effective action. Consequently, this helps pupils to feel safe.

The school motto, 'To be the best that we can be', is reflected in the high aspirations leaders have of the pupils. Pupils live up to these expectations. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Leaders teach pupils how to be responsible, active citizens. They do this by giving them roles and responsibilities, such as sports leaders, librarians, school ambassadors and eco-champions. Pupils are proud to take on these roles.

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

Leaders have created an environment in which pupils enjoy learning. They think carefully about what pupils will learn in different subjects. Pupils, including those with SEND, learn a broad range of subjects alongside their peers.

This prepares pupils well for their next steps.

Teachers have a good understanding of the subjects they teach. They use assessment strategies well to check pupils' learning.

This is particularly effective in mathematics. Teachers use questioning well in lessons to deepen pupils' understanding. Lessons are well planned and sequenced.

Teachers regularly revisit pupils' prior learning. Pupils say that teachers link their learning well across subjects. For example, Year 6 pupils learn about the Caribbean in geography and link this to art, where they sketch Caribbean landscapes.

This helps learning to stick in pupils' minds.

Leaders promote a love of reading. This starts in Nursery.

Adults base children's learning around different stories each week. There is a phonics reading programme in place that helps pupils to learn letter sounds. This starts in Reception.

Staff receive regular training. Leaders check how pupils are doing. Staff put effective support in place for those who need it.

Leaders help pupils to successfully develop their vocabulary by having a 'word of the day' and dedicated time for reading comprehension lessons. The school library is well resourced, with a wide range of fiction and non-fiction books. Pupils visit the library regularly and choose books to take home and read.

This whole-school focus on improving reading, including pupils' love of reading, has been very successful. Pupils consistently make good progress in reading fluently and confidently.

Pupils enjoy coming to school.

They have very positive relationships with staff, and want to please them. Staff praise pupils' hard work and efforts. Pupils wear their achievement stickers with pride.

This helps pupils to behave well around the school and in lessons.

Staff know pupils well. The headteacher, acting as the SEND coordinator (SENDCo), helps staff to identify pupils' needs so that the right support can be put into place to help them learn.

Support includes the use of specialist resources, such as sand timers, sensory breaks and individual workspaces. Pupils with SEND are supported to achieve well.

Leaders provide pupils with the right support to help keep them physically active, healthy and ready to learn.

The daily 10-minute 'energise' sessions between some lessons help to boost pupils' concentration and keep them active. Pupils join in with these activities enthusiastically.

Staff speak highly of the support leaders provide for them.

Staff say that leaders consider their workload and well-being. They gave many examples of how leaders have supported them with personal issues. Leaders make staff's workload more manageable.

For example, they give teachers time to plan together. Staff value this support.Governors are committed to the school.

They have a clear and ambitious vision for the school. They are keen to support leaders in making the school the very best it can be. However, the realisation of this ambition is, sometimes, not fully achieved.

This is because the capacity of the leadership team has not increased in line with the growth in size of the school. For example, the headteacher takes on many responsibilities beyond her role.


The arrangements for safeguarding are effective.

Staff take pupils' welfare seriously. There is a shared responsibility for safeguarding. Leaders make sure that staff receive regular training.

Staff report concerns confident in the knowledge that leaders will take effective action.Pupils are taught how to keep themselves safe through lessons and assemblies. This includes learning about road safety and about how to stay safe when working online.

Pupils know, for example, to check if a website is safe by looking for the padlock sign.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The leadership team lacks sufficient capacity to sustain the effectiveness of the school. Leaders take on many responsibilities beyond their roles.

This limits the potential for the school to sustain its effectiveness and to improve further. Governors should persist in their efforts to recruit at both senior and middle leadership levels so the school has the leadership capacity it needs.Background

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 September 2012.

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