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Maltby Manor Primary School

see new Maltby Manor Primary School

Maltby Manor Primary School
Davy Drive
South Yorkshire

phone: 01709 813300

headteacher: Mrs Amanda Richards

reveal email: malt…

school holidays: via Rotherham council

399 pupils aged 3—10y mixed gender
420 pupils capacity: 95% full

215 boys 54%


185 girls 46%


Last updated: Sept. 17, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
April 1, 2007
Close date
Nov. 30, 2014
Reason open
Result of Amalgamation
Reason closed
For Academy
OSGB coordinates
Easting: 452967, Northing: 392547
GPS coordinates
Latitude: 53.427, Longitude: -1.2043
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 18, 2014
Ofsted special measures
In special measures
Region › Const. › Ward
Yorkshire and the Humber › Rother Valley › Maltby
Urban > 10k - less sparse
Free school meals %

rooms to rent in Rotherham

Schools nearby

  1. Maltby Manor Junior School S668JN
  2. Maltby Manor Infant School S668JN
  3. Maltby Manor Primary School S668JN
  4. 0.3 miles Maltby Community School - Specialising in Business and Enterprise S668AB
  5. 0.3 miles Maltby Academy S668AB (1123 pupils)
  6. 0.4 miles Maltby Hall Infant School S668LN
  7. 0.5 miles Maltby Lilly Hall Primary School S668AU (441 pupils)
  8. 0.7 miles Maltby Crags Junior School S667QJ
  9. 0.7 miles Crags Community School S667QJ (417 pupils)
  10. 0.7 miles St Mary's Catholic Primary School (Maltby) S667JU
  11. 0.7 miles St Mary's Catholic Primary School (Maltby) S667JU (211 pupils)
  12. 0.8 miles Hilltop School S668AZ (91 pupils)
  13. 0.9 miles Maltby Redwood Junior and Infant School S668DL (161 pupils)
  14. 0.9 miles Maltby Redwood Academy S668DL
  15. 1.4 mile Braithwell First and Middle School S667AS
  16. 1.7 mile Focus School - Bramley Campus S668QN (122 pupils)
  17. 2.4 miles Bramley Grange Primary School S662SY (340 pupils)
  18. 2.4 miles Bramley Grange Primary School S662SY (340 pupils)
  19. 2.8 miles Bramley Sunnyside Junior School S663QW (328 pupils)
  20. 2.8 miles Bramley Sunnyside Infant School S663QW (312 pupils)
  21. 2.8 miles Laughton All Saints CofE Primary School S251YF (100 pupils)
  22. 2.9 miles Ravenfield Primary School S654LZ (199 pupils)
  23. 2.9 miles Wickersley School and Sports College S661JL (2004 pupils)
  24. 2.9 miles Wickersley School and Sports College S661JL

List of schools in Rotherham

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21 November 2014
Mr David Horrigan
Maltby Manor Primary School
Davy Drive
South Yorkshire
S66 8JN
Dear Mr Horrigan

Special measures monitoring inspection of Maltby Manor Primary School

Following my visit with Sharon Lambert, Additional Inspector, to your school on 19 and 20
November 2014, I write on behalf of Her Majesty's Chief Inspector of Education, Children's
Services and Skills to confirm the inspection findings. Thank you for the help you gave
during the inspection and for the time you made available to discuss the actions which have
been taken since the school's previous monitoring inspection.
The inspection was the second monitoring inspection since the school became subject to
special measures following the inspection which took place in March 2014. The full list of the
areas for improvement which were identified during that inspection is set out in the annex
to this letter. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time the school is making
reasonable progress toward the removal of special measures.
The school may not appoint newly qualified teachers before the next monitoring inspection.
This letter and monitoring inspection report will be published on the Ofsted website. I am
copying this letter and the monitoring inspection report to the Secretary of State, the Chair
of the Governing Body and the Director of Children's Services for Rotherham.
Yours sincerely
Marianne Young

Her Majesty's Inspector


The areas for improvement identified during the inspection which took place in
March 2014
Ensure that the quality of teaching is consistently good so that pupils make at least

Improve pupils’ behaviour and safety by:

Improve the effectiveness of leadership and management, including governance,

An external review of governance should be undertaken in order to assess how this
aspect of leadership and governance may be improved.

An external review of the school’s use of the pupil premium should be undertaken in
order to assess how this aspect of leadership and governance may be improved.

good progress in order to raise achievement in mathematics and English, by
ensuring that:
any inadequate teaching is eliminated
work given to all pupils provides appropriate levels of challenge, particularly
teachers’ marking clearly shows pupils how to improve their work and pupils
teachers insist that pupils present their work carefully and accurately in
teaching assistants have the skills needed to fully support their pupils so they
ensuring that all procedures to ensure that the school site is fully secure at all
establishing stronger partnerships with parents to improve pupils’ attendance
ensuring that all incidents of bullying are tackled swiftly and effectively.
making sure that the impact of any advice or recommendations given to
developing the role of the middle leaders so they can help to drive
ensuring that governors have the necessary skills to understand the data
for the most able, and engages their interests so that they do not drift off-
are given sufficient opportunity to respond and act on the comments given
mathematics and provide them with opportunities to solve real-life problems
can do more to help them with any errors or misunderstandings.
times, and to keep pupils safe when they are at school, are rigorous, effective
and regularly checked
teachers to improve their practice is regularly monitored and followed up in a
timely manner
improvements in their areas of responsibility
about the school’s performance so they can hold school leaders to account.

Report on the second monitoring inspection on 19 to 20 November 2014.

Inspectors observed lessons and looked at pupils’ books accompanied by the headteacher

and deputy headteacher. Inspectors spoke with pupils during lessons, at social times and
met with members of the student leadership team. Meetings were held with the
headteacher, the deputy headteacher, the Chief Executive Officer of Maltby Learning Trust,
members of the pastoral team and middle leaders. Inspectors also met with the Chair and
Vice-Chair of the Governing Body and a consultant headteacher working on behalf of the
local authority. A range of documents were scrutinised including those relating to
attendance, the 2014 national test results, records of monitoring visits and the school
development plan.


The deputy headteacher and the assistant headteacher, with responsibility for improving
teaching and learning, took up their roles on 1 September 2014. Three teachers will leave at
Christmas and leaders are looking to make appointments. The Chair and Vice-Chair of the
Governing Body have stepped down, although remain as governors and new appointments
have been made. On 1 December 2014, the school will convert to academy status under the
Maltby Learning Trust.

Achievement of pupils at the school

The 2014 results in national tests for pupils in Years 2 and 6 indicate a slight improvement
compared with the previous year. However, standards and progress in mathematics is still a
weaker area compared with reading and writing, the latter being a significantly weak
subject. The difference between the key subjects is evident in classrooms because teachers’
expectations of what pupils can do are often too low.
Just over half of the children in the early years reached the expected level of development
by the end of Reception in 2014. There are big differences between how well girls do
compared with boys. Again, mathematics is a weak area.
The differences between how well girls do compared to boys are evident in the spelling,
punctuation and grammar test taken by Year 6 pupils. Boys, in particular, continue to
underachieve. Leaders have identified clearly that the progress of many pupils throughout
the school is significantly limited because of gaps in their knowledge but this is not used well
enough by some teachers in order to rapidly improve pupil outcomes in English and

The quality of teaching

Inspectors confirmed senior leaders’ view that there is not enough strong teaching within

the school. This limits the progress made by some pupils in different year groups and
contributes to underachievement, especially in writing and mathematics. There are some,

limited, examples of strong teaching because pupils’ potential is well known and teachers

plan lessons carefully to reflect this. Marking in these lessons is constructive and pupils’
responses checked carefully. Consequently, pupils make progress. However, even when this
is evident in English and mathematics lessons, the same degree of challenge and detail is

not found in other subject areas and this, combined with weaknesses in marking, limits

progress in other subjects.
Leaders are aware that too often challenge for pupils is limited because pupils of different
abilities are given the same work to do. Insufficient attention is paid to improving the quality
and presentation of the work done by pupils. Too often quantity is mistaken for quality. This
approach means that the efforts of some pupils are praised without giving them clear
feedback and precise information on how to improve.
Classrooms are bright and attractive with key information regarding targets and behaviour

prominently displayed. Pupils’ work is evident around the walls and there is also reference

material in many classrooms. However, the latter is not always used properly by either
teachers or pupils.

Behaviour and safety of pupils

When inspectors observed pupils in class, around the site and during discussions the
strategies put in place by senior leaders are having a positive impact. Pupils moved around
the buildings sensibly and confirmed that the behaviour policy is used consistently. They are
clear that bullying does take place occasionally but they are confident any issues will be
dealt with rigorously. This view was supported by parents in their recent survey. The
student leadership team is involved in shaping the direction of the school. The team
members welcome the fact that they are able to take roles of responsibility, for example
running the popular tuck shop. Attendance is currently more positive than at this time last
year and parents and pupils are well aware of the importance of going to school regularly.
The buddy reading sessions which mix pupils of different year groups together is undertaken
sensibly and enjoyed. Older pupils help others to read and write helpful comments in their
books. It is evident that some older pupils do not have the skills required to help younger
pupils de-code difficult words. This is because of gaps in their own knowledge and previous

The quality of leadership in and management of the school

The headteacher and deputy headteacher, both of whom were recruited from the Maltby
Learning Trust, demonstrate strong drive, vision and clarity of direction for the school. They
are determined that success will be rapid, but sustained. In this work they are strongly
supported by governors. Immediate action was taken to rectify some of the key issues
regarding the security of the school site identified at the section 5 inspection. Inspectors
found that the current systems and procedures meet present requirements.

Senior leaders do not shirk from taking difficult decisions and during observations of lessons
their conversations with inspectors indicated a thorough understanding of strengths and
weaknesses in each classroom. Support plans are in place for teachers and these are
checked regularly. However, not all teachers respond to leaders’ expectations with sufficient
speed, consequently in these classes, pupils’ progress is very limited.
Governors have a strong understanding of provision throughout the school. The new Chair,
who is also a National Leader of Governance, is providing helpful training and direction for
all governors as they improve their understanding of data and the quality of teaching within
the school.
Leaders are very visible around the school and this is welcomed by pupils and parents. A
recent parental survey with over 300 responses indicated that the vast majority were very
pleased with the quality of leadership, the way leaders respond to concerns, the information

they receive about their child’s progress and that children are happy at the school. This is a

complete reversal of the picture when the school was inspected in March 2014. These
findings were supported during the inspection from parents attending the family learning
event with their children in Year 5. Events for pupils in other year groups had been similarly
well received by parents.
Middle leaders are starting to develop their areas of responsibility. At present, their plans
along with the whole school development plan have no regular measurable indicators for
leaders to gauge and evaluate the impact of their actions. For example, the school
development plan does not specify where improvements in teaching and pupil progress
should be at particular times.
The school is being well supported by the Chief Executive Officer from Maltby Learning Trust
as it moves to academy status next month. Staff from the Maltby Learning Trust are evident
in the school either to teach specialist subjects or to provide support. The initial work
undertaken by senior leaders and governors reflects their resolute commitment towards
improving outcomes for all pupils.

External support

Local authority officers support and challenge leaders well and their recent review identified
areas for improvement that were already known by senior leaders. The partnership with the
school and Maltby Learning Trust will continue as the school becomes an academy so that
the school can be helped to move forward.

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