School etc

Maltby Manor Primary School

see new Maltby Manor Primary School

Maltby Manor Primary School
Davy Drive
Maltby
Rotherham
South Yorkshire
S668JN

01709 813300

Headteacher: Mrs Amanda Richards

School holidays for Maltby Manor Primary School via Rotherham council

Check school holidays


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

215 boys 54%

3y254a114b74c165y226y287y298y299y2210y24

185 girls 46%

3y264a84b44c145y246y297y168y239y1810y24

Last updated: Sept. 17, 2014


Primary — Community School

URN
132765
Education phase
Primary
Establishment type
Community School
Establishment #
3343
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
Area
Urban > 10k - less sparse
Free school meals %
22.10

Rooms & flats 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


Maltby Manor Primary School

Inspection report

Unique Reference Number 132765
Local Authority Rotherham
Inspect ion number 360431
Inspect ion dates 17–18 May 2011
Report ing inspector Andrew Clark

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 388
Appropriate authority The governing body
Chair Mr Jim Wright
Headteacher Mrs Amanda Richards
Date of previous school inspection 16 April 2008
School address Davy Drive
Maltby, Rotherham
South Yorkshire S66 8JN
Telephone number 01709 813300
Fax number 01709 709967
Email address maltby-manor.
Age group 3–11
Inspect ion dates 17–18 May 2011
Inspect ion number 360431

Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 17
lessons and observed 14 teachers. The inspectors held meetings with representatives of
the governing body, the staff, parents and groups of pupils. They observed the school's
work and looked at a range of documentation, including essential policies, the school
improvement plan and pupils' progress and attainment data. The inspection team analysed
completed questionnaires from 75 parents and carers, as well as questionnaires completed
by pupils and staff.

  • The progress pupils make in mathematics.
  • The independence pupils show in their work.
  • The contribution all leaders and managers make to school improvement.

Information about the school

The school is a larger than average primary school. The majority of pupils are from White
British backgrounds. The proportion of pupils known to be eligible for free school meals is
above average. The percentage of pupils with special educational needs and/or disabilities
is also higher than usual. The school has achieved Healthy School status.
The headteacher and deputy headteacher are new to the school and the Early Years
Foundation Stage leader is new to the post since the last inspection.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good school. The quality of teaching and learning is good and pupils' personal
qualities are promoted well through the enriched curriculum. The headteacher has
established a clear vision for improvement. She is well supported by motivated and
reflective senior staff and a good governing body, although a few staff are still gaining
experiences in their roles. Robust monitoring and evaluation procedures are in place and
the school's self-evaluation is largely accurate. As a result of the drive and ambition of all
involved in the school, there is a good capacity for continuous improvement. Parents are
proud of the school and feel their children are safe and well cared for. 'All the teachers are
really lovely and go out of their way to help and make the children's day at school very
enjoyable,' is typical of their views.
Children start school with skills which are generally well below those typically expected for
their age. By the time they leave Year 6 attainment is average in English and
mathematics. Pupils of all abilities make good progress overall and are well prepared for
the next stage of education. Very occasionally, opportunities are missed for pupils,
especially the more able, to make even faster progress in lessons. Pupils are well behaved

and their attendance is average. They show a good commitment to living a healthy

lifestyle and successfully participate in many physical activities. They contribute well to
school and community life through the school council and a wide range of fund-raising and
other activities.
Teachers make lessons enjoyable and purposeful. They make good use of information and
communication technology (ICT) to motivate pupils. Lessons are often brisk and
challenging, although very occasionally, more-able pupils are kept waiting by too much
explanation before starting work. The quality and use of marking and feedback are good
overall, although a few chances are missed to fully involve pupils in assessing and
improving their own work, including the quality of their handwriting. The curriculum is well
planned making it relevant and exciting. A wide range of visits and visitors contribute well
to the pupils' experiences in many subjects, such as history, art and science. Pupils'
welfare is central to all the school's work and safeguarding is good. There are effective
procedures to identify and support vulnerable pupils and their families which contribute
well to the good care, guidance and support the school provides.

What does the school need to do to improve further?

  • Accelerate pupils' progress further by:
    ensuring the needs of the more-able pupils are met in all lessons
    improving the use of marking and feedback to help pupils' improve their own
    work.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
  • Improve the fluency and accuracy of pupils' handwriting.
Outcomes for individuals and groups of pupils 2

Pupils enjoy their learning and achieve well overall. They work well collaboratively, share
ideas and solve problems together, for example in data-handling work linked to science.
They make good use of different reference sources such as the internet, prompts on
displays around the school, dictionaries and thesauruses. This contributes well to their
ability to work independently and develop good skills for future learning. However, pupils
are not always fully involved in improving their own work. Pupils enjoy using information
and communication technology (ICT) for research and to present their work.
By the end of Year 6, pupils' attainment in English and mathematics is average. There is a
positive trend of improvement in attainment evident in tests and assessments since the
last inspection. Progress in reading, writing and mathematics is good overall at both key
stages. This is a direct result of the quality of teaching which has improved well since the
last inspection and the well-constructed curriculum. More-able pupils do not always make
the progress of which they are capable of. Pupils with special educational needs and/or
disabilities make good progress through work that is carefully tailored to support them and
the sensitivity of the staff to these pupils' needs. Pupils speaking skills are good because
of the good use teachers make of role play and drama and the effectiveness of their
questioning. Pupils write well for a wide range of purposes in several subjects. However,
the school recognises that their handwriting is not always as fluent and well-formed as it
could be.
Pupils enjoy learning because they have many opportunities to participate in practical
activities. Pupils of all abilities have a good understanding of how to live healthy lifestyles
because it is promoted well through very well-planned science and personal, social and
health education lessons. This is reflected in the pupils' good understanding of the
importance of keeping free from the dangers of substance abuse and the willingness of
older pupils to guide younger ones in ways to stay healthy. They have a good voice in
school improvement through their involvement in planning aspects of the curriculum and
the management of finances and resources with enterprise activities and in their roles as
school councillors and play leaders. They are tolerant towards others. Pupils develop a
mature understanding of moral and social issues because they are increasingly challenged
to think things through for themselves and consider important global issues.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
3
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
2
The extent to which pupils feel safe 2
Pupils' behav iour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
2
Taking into account:
Pupils' attendance¹
3
The extent of pupils' spir itual, moral, social and cultural development 2

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Detailed lesson plans ensure the needs of different groups of pupils are well met overall.
Teachers and teaching assistants work closely together to ensure pupils of all abilities
make good progress. The quality of teaching and learning in the vast majority of lessons
observed was good and a quarter was outstanding. Teachers challenge pupils to think
deeply and solve problems and investigations by carefully targeting their questions. On a
very few occasions the pace of learning and match of work is not sharp enough to ensure
the best progress for more-able pupils. Expectations are generally high and pupils strive
hard to meet them. Most lessons are brought to life through the use of ICT, role play,
competitions and games. Good quality marking and feedback often helps pupils improve
their own work and usually reach challenging targets. However, this is not consistently
followed up to ensure pupils improve their own work.
Imaginative themes and visits make learning relevant and stimulating. The school makes
particularly good use of role play, art, and design and technology to provide lasting
memories. For example, the sumptuous Tudor banquet was the culmination of in-depth
historical studies which prompted well-written accounts and high quality observational and
three-dimensional art work. Literacy and numeracy skills are promoted well through all
subjects. However, the school is currently exploring ways to develop the accuracy and
fluency of a small minority of pupils' handwriting. Good partnerships with other
educational establishments, such as extended services team, teacher training associations

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and many art and sporting contacts contribute to learning and extra-curricular
opportunities. Pupils' personal development is promoted well. Pupils have good
opportunities to learn another language and participate in musical events. Parents and
carers make a good contribution to pupils' learning through their involvement in lessons,
assemblies and homework projects.
The school takes good care of all pupils. Careful record keeping and rigorous monitoring
contribute to the safe working environment. Attendance and good behaviour are promoted
well. The school has very strong systems to support the more-vulnerable pupils and their
families, for example, through the work of the special educational needs coordinator and
support staff who support on anger management and other issues. These have a marked
impact on breaking down barriers to learning. The school provides detailed and frequent
information on pupils' progress and gives parents and carers useful guidance on ways to
support their children's future learning.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
2
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
2
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders and managers have ambition and passion for the school, which are effectively
transmitted to colleagues. The school is quickly moving forward. They have built well on
the emerging strengths following the school's amalgamation just before the last

inspection. Staff morale is high. Good systems for tracking pupils' progress are used

effectively to check that individuals make the progress of which they are capable. Rigorous
monitoring and support from senior leaders and managers has ensured good
improvements to the quality of teaching and learning. The role of middle managers has
been strengthened in recent years and this has contributed to improved attainment. More
remains to be done, however, for leaders to remove the few inconsistencies in the quality
of teaching so that progress is even better.
The school is committed to promoting equality of opportunity and fighting discrimination
of any sort. Adults work together well to ensure that all pupils, whatever their difficulties
or disabilities, are able to take full advantage of all that the school has to offer. Basic skills
are developing well and, as a result, the equality of opportunity is good. Robust policies
and the effective use of modern technologies contribute to good procedures for
safeguarding.
The school's contribution to community cohesion is good. The headteacher and staff team
have a thorough understanding of the needs of the community. They forge good links with
parents and carers through shared events such as assemblies, training opportunities and
regular meetings about pupils' progress. The school plays an integral role in local events

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and special celebrations. The school is developing wider links through the Ethnic Cultural
and Diversity services and the promotion of community cohesion is good.
The governing body is well led by an enthusiastic and knowledgeable chair. There are
good procedures which enable it to play a prominent role in monitoring, supporting and
challenging the school. It has effective procedures to ensure that resources are deployed
well to meet its agreed priorities. As a result, the school gives good value for money
overall.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
2
Taking into account:
The leadership and management of teaching and learning
2
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
2
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children start school with skills which are generally well below those typical for their age.
They are particularly low in their communication, language and literacy development.
Children of all abilities, including those with special educational needs and/or disabilities,
make good progress. The proportion of children attaining the expectations for their age
increases at a good rate across the Early Years Foundation Stage but by the start of Year
1 their attainment is below average.
There are very good induction systems to support children and to quickly settle them in to
the Nursery class. Links with parents and carers are excellent and contribute to the
smooth start children make. The 'stay and read', 'stay and sing' and many other initiatives
help parents and carers to support their children's learning. Children feel safe and are
supported by robust welfare arrangements. The quality of teaching and use of assessment
are good overall. There are excellent systems to share information on children's progress
with parents and carers. Fun and imaginative programmes help children make good
progress in early reading and writing. The learning journeys and other records of
children's work are engaging for parents, carers and children.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

There is a good balance between adult-led activities and those that children can choose
for themselves, both indoors and out, which contribute well to all areas of learning. The
school makes good use of a large area and stimulating resources to provide children with
different outdoor experiences. Occasionally, however, opportunities are missed to engage
children in activities to promote children's number and problem-solving skills outdoors.
Children and staff make good use of a wide range of ICT resources to develop basic skills
and learn more about the world around them. The Early Years Foundation Stage leader
and staff know the strengths and weaknesses of provision very well and take effective
steps to set priorities for future action. As a result, the Early Years Foundation Stage is
well placed to continue to improve.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation
Stage
2

Views of parents and carers

Almost a quarter of parents and carers responded to the questionnaire. Almost all parents
and carers are supportive of the school. They feel that their children enjoy school and
make good progress. One comment reflects the views of the large majority of parents and
carers: 'The headteacher and staff have always been very supportive and happy to discuss
our child's progress with them. They suggest lot of ideas for extra help at home which
boosts their confidence.' The views of the parents and carers are reflected in the findings
of the inspection because virtually all aspects of its work, including the leadership and
management are good.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Maltby Manor Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 76 completed questionnaires by the end of the on-site inspection. In total,
there are 388 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 49 64 22 29 4 5 0 0
The school keeps my child
safe
50 66 25 33 0 0 0 0
My school informs me about
my child's progress
44 58 30 39 2 3 0 0
My child is making enough
progress at this school
43 57 28 37 4 5 1 1
The teaching is good at this
school
45 59 27 36 2 3 0 0
The school helps me to
support my child's learning
41 54 32 42 3 4 0 0
The school helps my child to
have a healthy lifestyle
41 54 32 42 2 3 1 1
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
34 45 32 42 3 4 0 0
The school meets my child's
particular needs
42 55 28 37 5 7 0 0
The school deals effectively
with unacceptable behaviour
34 45 37 49 3 4 2 3
The school takes account of
my suggestions and concerns
31 41 38 50 3 4 1 1
The school is led and
managed effectively
34 45 34 45 3 4 2 3
Overall, I am happy with my
child's experience at this
school
46 61 26 34 3 4 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils' needs, including, where relevant,
through partnerships.
support.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

18 May 2011
Dear Pupils

Inspection of Maltby Manor Primary School, Rotherham, S66 8JN

Thank you for the friendly welcome you gave the inspectors when we visited your school
this week. We very much enjoyed talking to you and seeing you in your lessons and at
playtime.
These are some of the things we found out about your school.

  • You go to a good school.
  • The headteacher and staff lead the school well.
  • You feel safe and have a good understanding safe internet use.
  • You take your responsibilities seriously as members of the school council, reading
    buddies and play leaders.
  • You enjoy your lessons and teachers give you practical and fun things to learn
    about. You take pride in your work and reach average standards.
  • In a very few lessons some of you who find work easy do not make as much
    progress as you could. They do not always make sure you follow the guidance they
    give in their marking and feedback.

To help your school become even better, I have asked your headteacher and the
governing body to:

  • make sure all lessons and the use of marking helps you make the best progress you
    can
  • help you improve your handwriting.

You can help by always trying your very best and continuing to enjoy school.
Yours sincerely

Andrew Clark
Lead inspector

.

Save trees, print less.
Point taken, print!