Mansel Primary


Name Mansel Primary
Website http://www.mansel.sheffield.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 31 January 2017
Address Chaucer Road, Sheffield, South Yorkshire, S5 9QN
Phone Number 01142321278
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 466 (48% boys 52% girls)
Number of Pupils per Teacher 23.5
Academy Sponsor Steel City Schools Partnership
Local Authority Sheffield
Percentage Free School Meals 41.2%
Percentage English is Not First Language 8.4%
Persisitent Absence 19.2%
Pupils with SEN Support 21.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is a larger than average-sized primary school. The school is an academy within the Steel City Schools Partnership. The proportion of pupils eligible for support funded by the pupil premium is well above the national average. The large majority of pupils are from a White British background. The proportion of pupils from minority ethnic backgrounds is average. The proportion of pupils who speak English as an additional language is average. The proportion of pupils who have special educational needs and/or disabilities is well above average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below the national average. The school has provision for two-year-olds and a Nursery class which children access on a part-time basis. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Senior leaders have created an inclusive and caring culture across the school. They have high expectations of staff and pupils. Pupils make good progress so that by the end of key stage 2 almost all pupils, including disadvantaged pupils and pupils who have special educational needs and/or disabilities, achieve well. The methods used to teach mathematics are accelerating pupils’ progress in this subject and helping pupils to achieve higher standards. The quality of teaching, learning and assessment has improved since the last inspection and is largely good. Pupils behave well and have good relationships with their teachers and their peers. However, too many pupils are repeatedly absent from school. Parents have an overwhelmingly positive opinion about the school’s leadership and the quality of teaching. The provision for two-year-olds provides them with a good start. The curriculum provides pupils with a wide range of experiences that contribute well to their good spiritual, moral, social and cultural development. Governors have an accurate understanding of the quality of the school’s provision. They provide appropriate challenge and support to all leaders. Children do not make rapid enough progress towards achieving a good level of development by the end of the Reception Year. There is a lack of challenge in the teaching of phonics. Consequently, insufficient numbers of pupils meet the expected standard at the end of Year 1. Good teaching in Year 2 ensures that they catch up well by the end of key stage 1. Leaders monitor pupils’ achievement with rigour in reading, writing and mathematics but not in other subjects.