Mountford Manor Primary School

About Mountford Manor Primary School Browse Features

Mountford Manor Primary School

Name Mountford Manor Primary School
Ofsted Inspection Rating Good
Inspection Date 09 September 2014
Address Bothwell Road, Walcot, Swindon, Wiltshire, SN3 3EZ
Phone Number 01793536494
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 258 (53% boys 47% girls)
Number of Pupils per Teacher 15.6
Academy Sponsor The White Horse Federation
Local Authority Swindon
Percentage Free School Meals 31.8%
Percentage English is Not First Language 38.4%
Persisitent Absence 6.6%
Pupils with SEN Support 27.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Mountford Manor Primary School is an average-sized primary school. The school is part of The White Horse Federation, a Swindon-based multi-academy trust that sponsors eight primary schools and one special school The principal took up her post in May 2014. Since the last inspection there has been a high turnover of staff. There is a specialist resource provision within the school for pupils with behaviour, social and emotional difficulties. This resource is available to pupils within the Swindon area who find it difficult accessing a mainstream curriculum. The Early Years Foundation Stage comprises of a provision for two-year-olds, The Ladybirds, a Nursery and a Reception class. The proportion of disabled pupils and those who have special educational needs supported through school action is above the national average. The proportion of pupils who have a statement of special educational needs is just below average. The proportion of disadvantaged pupils who are known to be eligible for free school meals is above average. Additional government funding, known as the pupil premium, supports these pupils. A large majority of pupils are of White British heritage. The remainder come from a range of minority ethnic backgrounds, with an above average proportion of pupils speaking English as an additional language. The school met the government’s current floor standards in 2014, which set the minimum expectations for pupils’ attainment and progress. There is a breakfast club on site for pupils with a range of activities to engage with before starting the school day, for example reading, board games and artwork. The school provides a number of after-school activities and the chance to engage with local festivals, such as art, music, science and sport.

Summary of key findings for parents and pupils

This is a good school. A strong and effective working partnership between the school and the White Horse Federation has helped support the improvements made. Senior leaders have ensured that all teachers are working together to raise pupils’ achievement. Pupils enter Nursery and Reception with skills and abilities below those expected for their ages. They make good progress and this provides a good start for Key Stage 1. The action of the leadership team to improve teaching has resulted in pupils making good progress through Key Stage 2, especially in reading and mathematics. Pupils’ spiritual, moral, social and cultural development is a great strength of the school. Pupils’ behaviour is good. Pupils have a positive attitude to their work and they are respectful to each other, staff and visitors to the school. Pupils say they feel safe at the school and they know who to talk to should they have any concerns. Governors have a good understanding of the school’s strengths and areas for development. Parent governors have worked effectively to engage with all parents to help share the vision for the school to continue to move forward. Parents are overwhelmingly positive about the atmosphere at the school and how it has changed in the last 18 months. They say that ‘teachers are caring and always willing to talk if there is an issue’. It is not yet an outstanding school because : Pupils’ progress in writing is not as strong as that in reading and mathematics. Pupils are not given enough opportunities to practise their writing skills in different subjects. Teachers’ marking does not always tell pupils clearly how well they are doing and what the next steps in learning are. On occasions work is not demanding enough for the more able pupils.