Manor Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Manor Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Manor Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Manor Primary School on our interactive map.

About Manor Primary School

Name Manor Primary School
Ofsted Inspections
Headteacher Mrs Fiona Swain
Address 110 Ashampstead Road, Reading, RG30 3LJ
Phone Number 01189375494
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 313
Local Authority Reading
Highlights from Latest Inspection

What is it like to attend this school?

Manor Primary school is at the heart of the community it serves.

Leaders are ambitious for all pupils. The school motto, 'making people successful', motivates pupils to achieve their best. Pupils' attitudes to learning are positive.

Teachers challenge pupils to explain their ideas. They enjoy this and respond well. Pupils know how the subjects they learn in school will help them with the jobs they want to do in the future.

Parents say that their children thrive as a result of the relationships between pupils and staff and all the opportunities the school offers. Pupils love all the clubs on offer such as construction club, 'STEM' and computing club. Leaders m...ake sure there are lots of different trips and visits for all pupils, as well as opportunities to take part in sporting events and competitions.

Pupils have good manners. They are kind and cooperative. At social times, they play happily together.

They share equipment and take turns. Pupils say sometimes it can be noisy in lessons but teachers deal with this well. They appreciate the warm, familiar relationships they have with staff.

They feel safe and happy. Bullying is not a concern here. They say it is a 'telling' school where they can always share their concerns.

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

Leaders have planned a curriculum that has ambition for all and pupils achieve well. This starts in early years where staff ensure that children are immersed in language. This is because leaders understand the importance of talk and communication.

Younger children learn poems and listen to daily stories. Across the school, leaders have identified the key subject specific vocabulary they want pupils to learn. Pupils understand the importance of using the right words to explain their thinking.

They enjoy talking to each other about their learning and say that this helps them to learn more.

Starting in Nursery, appropriate schemes of work ensure that the curriculum is coherently planned and sequenced. This helps pupils to make connections with and build on previous learning.

Leaders are continuing to refine further their curriculum in foundation subjects such as geography.

Leaders have ensured that reading is a priority. There is a highly effective and consistent approach to reading.

Children get off to a quick start to learning to read. Teachers skilfully intervene when pupils need extra practice. Assessments are used effectively to ensure that pupils keep up.

Teachers plan opportunities to develop a love of reading. This includes organising special events such as the Nursery trip to the bookshop, while older pupils visit the Henley Literary Festival.Staff use a range of high-quality resources to support learning.

In science, videos and models bring learning to life and ignite pupils' interest in scientific concepts and knowledge. As a result, pupils' good understanding is reflected in their written work. In most subjects, teachers use a range of strategies, including quizzes to check pupils understanding.

Pupils say that this helps learning to 'stick' and supports them to remember previous content. However, assessment in some foundation subjects is not as well developed. Subject leaders recognise that more is needed to ensure that teachers check precisely what pupils know and can remember.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Adults provide useful resources, give clear directions and model tasks to ensure pupils with SEND understand and make progress.

Leaders are knowledgeable about the community they serve.

The headteacher is ambitious for the community and is committed to improving attendance for those pupils who do not attend well. However, leaders recognise that currently, too many pupils do not attend school regularly enough. Because of this, leaders are working with external partners to develop close relationships with families as part of their drive to improve pupils' attendance.

School leaders plan opportunities for pupils to visit local places of worship and for faith leaders to visit the school. This helps pupils to understand the importance of respect for others and difference. The wider curriculum enables older pupils to learn about different families and relationships.

Respect, tolerance and inclusion for all shines through. Pupils also understand the importance of physical health and know how sport and exercise keeps their bodies healthy. They are less sure about other aspects of health such as how to stay mentally healthy.

Pupils are responsible and take their additional roles such as house captain very seriously. Voting for these roles gives pupils an opportunity to understand democracy. Pupils have a voice and know they can bring about change.

They benefit from learning about career choices from visitors into school who share their job roles. This helps pupils to be ambitious for their future.


The arrangements for safeguarding are effective.

Safeguarding procedures are clear and understood by all staff. As a result, pupils who need help and support are identified swiftly. The headteacher knows her school well and works effectively with external agencies to secure appropriate support that makes a difference for pupils and their families.

Pupils talk confidently about how to keep themselves safe. For example, they learn about online safety. This means they have an understanding of the need for age limits on computer games and the dangers of talking to people online.

Senior leaders ensure that safer recruitment processes are followed. Staff understand how to raise a concern about an adult within the school should this ever be needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment practice in the foundation subjects is not consistent or sharply focused.

As a result, teachers and subject leaders do not have an accurate picture of what pupils know and can do. This means pupils may not be learning as much as they could. Leaders need to ensure they are using assessment to help pupils learn more, check their understanding and plan for next steps.

• There are some pupils who do not attend school regularly and have high rates of absence. This means that they are missing out on learning. Leaders need to continue their sharp focus on improving rates of attendance.

Also at this postcode
The Holy Brook School

  Compare to
nearby schools