|Name||Norbury Manor Primary School|
|Ofsted Inspection Rating||Good|
|Address||Abingdon Road, Norbury, London, SW16 5QR|
|Religious Character||Does Not Apply|
|Number of Pupils||417 (48% boys 52% girls)|
|Number of Pupils per Teacher||29.5|
|Percentage Free School Meals||26.9%|
|Percentage English is Not First Language||57.6%|
|Pupils with SEN Support||10%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 October 2017)
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Information about this school
Norbury Manor is a larger than average-sized primary school. There has been some staff turnover since the previous inspection. The new headteacher has been in post since November 2016. The proportion of disadvantaged pupils is higher than average. The school serves a diverse community, with the vast majority of pupils coming from minority ethnic backgrounds. The largest groups are those from Other White, Black African and Pakistani heritage. Nearly two thirds of pupils speak English as an additional language. This is three times the national average. Some of these pupils are in the very early stages of English acquisition. The proportion of pupils who have special educational needs and/or disabilities is slightly below the national average. The school meets requirements on the publication of specified information on its website. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The focused and effective leadership of the new headteacher, governors and senior leaders has led to improvements across the school. The quality of teaching has improved and is now good. Teachers use what they know about pupils to plan work that meets their needs well. Children get off to an exceptionally good start in the early years. Adults provide stimulating activities that engage and interest children. As a result, children make rapid progress across all areas of learning. Behaviour is now good. Pupils are kind and courteous. They have positive attitudes to learning. They say they feel safe and enjoy coming to school. Attendance has improved. Pupils are motivated to come to school. They feel safe because they trust adults to deal with any concerns they have. Teachers give pupils advice which is effective and ensures that they make good progress in reading, writing and mathematics. This is not as well developed in other subjects. Consequently, progress is slower. Planning in reading, writing and mathematics is detailed and leads to pupils developing key skills securely. This is less evident in other subjects. Middle leaders are at different stages in their careers. Some of them are very new to their roles and the impact of their work is yet to be seen on the subjects they lead. As a result, the pace of improvement in subjects other than English and mathematics is less rapid.