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Manor is a high achieving school. Leaders strive tirelessly to empower all pupils at this school to 'find their wings and fly.' This ambition shines brightly through all aspects of the school's work.
Teachers ensure that all pupils, including those with special educational needs and/or disabilities (SEND), achieve exceptionally well.
Pupils eagerly come to school. They are very happy and safe in school.
Staff value and care for them well. Parents speak highly of the support provided.
Staff respect pupils' views and opinions.
The Pupil Leadership Team represents all pupils in school. Team members contribute extensively to suggestions for scho...ol growth and improvement. Pupils take great pride in being a member, organising events, charity work and selecting other pupils for special achievements.
Pupils' behaviour is exemplary throughout the school. On the rare occasion that bullying happens, teachers know exactly what to do to sort it out effectively. Pupils said that if they feel worried about something, they happily speak with any member of staff.
Pupils really enjoy all that the school has to offer. There is something for everyone, no one is left out. Leaders provide thoughtful support and guidance that helps pupils develop into responsible, articulate and impressive young people.
What does the school do well and what does it need to do better?
Leaders have designed a highly ambitious curriculum. Leaders have made sure that knowledge is developed in an appropriate sequence right from the start of Nursery and through on to Year 6. The curriculum is well embedded.
Everyone knows what pupils need to learn and why they need to learn it. All pupils, including those with SEND, learn the full curriculum.
The curriculum is exceptionally well taught.
Leaders and staff are determined that pupils do well in every curriculum subject. Staff and pupils have created the 'Children's Curriculum Charter', which supports the delivery of the curriculum and extends pupils' knowledge and skills. Pupils achieve highly.
They are well prepared for secondary school.
Teachers' subject knowledge is very strong. Teachers check what pupils already know and design tasks which enable them to make connections in their learning, both within and across subjects.
For example, pupils in Year 6 were plotting coordinates in four quadrants. Pupils explained how this supports their map work in geography. By making connections like this, pupils build knowledge in a meaningful way.
Reading is a key priority. Leaders are highly ambitious for all children to learn to read right from Nursery. Leaders have ensured that pupils experience a consistent, highly effective approach to learning phonics.
Assessment and support are used well to ensure that those who are struggling with reading get the help they need quickly. Pupils read regularly and are encouraged to read a rich range of genres and authors. They become confident readers.
Teachers promote a love of books. They read high-quality texts to pupils regularly. Story time is a joy to watch.
Pupils clearly love listening to, and joining in with, the stories that are read to them.
Pupils with SEND are included in all the school does. Staff's expectations are high, and they support pupils' wide range of needs well.
Pupils behave exceptionally well. All pupils demonstrate high levels of self-control. They are calm, focused and engrossed in their lessons.
Right from the start of early years, children learn to follow clear and consistent routines. They play well together, learning to take turns and to consider the needs of others.
Opportunities to promote pupils' personal development are embedded in the curriculum.
For example, pupils learn about different professions to develop their aspirations and goals. Pupils confidently speak about how they would like to have jobs in the future, such as a radiologist or an architect.
Carefully planned extra-curricular activities and school trips enhance the curriculum, promote pupils' wider development and provide opportunities to build talents and interests.
For example, construction club and art club help foster creative skills, while mindfulness, gym and football support the development of healthy lifestyles. Teachers organise visits to places of worship and the Black Country Museum. This helps pupils deepen their learning.
Staff are proud to work at this school. They said that the school's caring culture extends to staff as well as pupils. Staff feel very well supported to do their jobs effectively.
Leaders are considerate of staff's workload. Parents are highly supportive of the school and praise its work.
Governors have a clear understanding of their role.
They are highly involved with the school and are well informed and evaluative. They actively drive improvements.They value the informed quality assurance and oversight provided by Manor Multi Academy Trust (MAT).
The arrangements for safeguarding are effective.
Leaders have established a strong culture of vigilance. There are clear systems in place to identify pupils who may be at risk of harm.
All staff know exactly what to do if they have a concern about a pupil. Leaders work closely with external agencies, when necessary, to ensure that pupils and their families who need help get this quickly.Pupils learn about relevant safeguarding issues.
They know the importance of speaking to a trusted adult. Pupils are taught how to identify risks. They have knowledge of how to stay safe online and when out and about in the local community.
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