School etc

Manhood Community College Closed - for academy Aug. 31, 2011

see new The Academy, Selsey

Manhood Community College
School Lane
West Sussex

phone: 01243 *** ***

headteacher: Mrs Vicky Wright


school holidays: via West Sussex council

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2011
Reason closed
For Academy
OSGB coordinates
Easting: 485405, Northing: 93649
GPS coordinates
Latitude: 50.736, Longitude: -0.79111
Accepting pupils
11—16 years old
Ofsted last inspection
June 4, 2008
Region › Const. › Ward
South East › Chichester › Selsey North
Town and Fringe - less sparse
Admissions policy
Main specialism
Science (Operational)
Learning provider ref #

rooms to rent in Chichester

Schools nearby

  1. The Academy, Selsey PO209EH (527 pupils)
  2. 0.1 miles Medmerry Primary School PO200QJ
  3. 0.1 miles Medmerry Primary School PO200QJ (210 pupils)
  4. 0.3 miles Seal Primary School, Selsey PO200BN
  5. 0.3 miles Seal Primary Academy PO200BN (384 pupils)
  6. 0.7 miles The Acorns School PO200JG
  7. 2.6 miles Sidlesham Primary School PO207NL (129 pupils)
  8. 4.1 miles East Wittering Community Primary School PO208NH (237 pupils)
  9. 4.3 miles Rose Green Infant School PO213LW (293 pupils)
  10. 4.4 miles Birdham CofE Primary School PO207HB (150 pupils)
  11. 4.5 miles Rose Green Junior School PO213NA (371 pupils)
  12. 5.5 miles Western Area Pupil Referral Unit PO206JR
  13. 5.5 miles Nyewood CofE Junior School PO215NW (301 pupils)
  14. 5.6 miles North Mundham Primary School PO201LA (208 pupils)
  15. 5.6 miles West Wittering Parochial Church of England School PO208AJ (107 pupils)
  16. 5.6 miles Nyewood CofE Infant School, Bognor Regis PO215NW (237 pupils)
  17. 5.8 miles Michael Ayres Junior School PO215EZ
  18. 5.8 miles Glade Infant School, Bognor Regis PO215LQ
  19. 5.8 miles Southway Primary School PO215EZ
  20. 5.8 miles Southway Primary School PO215EZ (666 pupils)
  21. 5.9 miles The Regis School PO215LH
  22. 5.9 miles The Regis School PO215LH (1372 pupils)
  23. 6 miles Bognor Regis Nursery School PO212TB (128 pupils)
  24. 6.2 miles St Mary's Catholic Primary School PO211DJ (259 pupils)

List of schools in Chichester

Page 1

8 July 2011
Ms V Wright
Manhood Community College
School Lane
PO20 9EH
Dear Ms Wright

Academies initiative: monitoring inspection of Manhood Community

Following my visit to your school on 6 and 7 July 2011 with Paul O’Shea, additional
inspector, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s
Services and Skills to confirm the inspection findings.
The inspection was a first monitoring inspection in connection with the academies


Inspectors observed 20 lessons, scrutinised documents and met with the
headteacher, other staff, groups of students, members of the governing body and
the School Improvement Partner. In addition, a telephone conversation was held
with a representative of the sponsors.


This is a smaller than average, mixed school which has 610 students on roll, aged
11 to 16. It has specialised in science since September 2008. The school will close
at the end of this term and reopen as The Academy Selsey on 1 September 2011.
The Kemnal Academies Trust is the sponsor for the academy.

Serco Inspections
Cedar House
21 William Street
B15 1LH
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…

Direct T 0121 683 3888

Direct T 0121 683 3888

Page 2

Most students at the school come from White British backgrounds and few speak
English as an additional language. The percentage of students known to be eligible
for free school meals is below average. The proportion of students with special
educational needs and/or disabilities is well above average at approximately 40%.
The number of students joining and leaving the school at other than usual times is
above average. The school has been through a period of significant turbulence and
has experienced difficulty in recruiting teachers in some subject areas. The
headteacher took up her post in September 2009 and will be the substantive leader
of the new academy.

Pupils’ achievement and the extent to which they enjoy their learning

Students join the school with low levels of attainment. Their literacy skills are
particularly underdeveloped. Generally, over the last three years, attainment
indicators in the final key stage have been below national averages. However, more
students are now making good progress, most notably in Key Stage 3, and,
consequently, attainment is rising. The proportion of students achieving five A* to C
grades and the proportion, including English and mathematics, in these higher
grades both increased in 2010. The school’s current assessment information shows
that students are on track to build on these improvements in 2011. The school has
strengthened its tracking systems. The progress of individual students and groups is
monitored closely. Underachievement is now detected quickly and tackled with well-

targeted interventions to support students’ learning. There is no significant variation

in the performance of different groups. Students with special educational needs
and/or disabilities achieve as well as their peers.

Other relevant pupil outcomes

Most students have positive attitudes to school. They feel safe, well cared for and
valued as individuals. The students spoken to acknowledged the improvements that
have been made over the last year and they are optimistic that academy status will
widen their opportunities further. The school is an orderly community and, for the
most part, students are cooperative and courteous. In discussions, a few students
expressed concern about low-level disruption in lessons. There was evidence of this
in some of the lessons observed by inspectors. Students say that they would like to
be more involved in the development and evaluation of behaviour management

In 2010, students’ attendance improved and was in line with national averages.

However, a high number of students joining Year 7 in September 2010 arrived with
established patterns of irregular attendance. Consequently, the overall attendance
figure for this year has slipped back and is currently low. The school is rightly
prioritising this issue and is working hard with students and their families to
emphasise the importance of regular attendance.

Page 3

The effectiveness of provision

The improvement of teaching and learning is central to the school’s strategies for

raising achievement. The systems for monitoring their effectiveness have been

strengthened, with a much sharper focus on the quality of students’ learning and

progress. This critical shift of emphasis is relatively recent and is not completely
embedded in practice. Some impact is evident in teachers’ improved planning that
requires them to analyse information about students’ prior attainment and match
learning activities to their individual needs. However, opportunities are still missed in
lessons to consolidate learning and move students on to the next learning step.
There has been a productive focus on the use of assessment to support learning.
Teachers have a better understanding of progression and a wider range of strategies

for evaluating students’ learning and progress in lessons. These are not used well

consistently, however. Sometimes, learning activities are too teacher-led, methods
do not require students to think for themselves and there is a lack of challenge. In
addition, while students point to targets for improvement in their books or planners,
they do not always understand what they mean and they are not clear about how
they can improve their work in lessons.
Students make the most progress in lessons where teachers have high expectations
that require students to participate, stay focused and take responsibility for their
learning. In these lessons, teachers use their good understanding of the strengths

and weaknesses in students’ learning to challenge and engage them. There is no

scope for quietly drifting off task or chatting. Students are on their toes because
they know they have to contribute to, and demonstrate, learning. Teachers drive the
pace of learning with enthusiasm and energy, skilfully tackling gaps in understanding
and misconceptions. Success criteria are clear and shared with students who are

encouraged and supported in using them to assess their own and others’ work.

Formative marking identifies the next learning step for students and relates to
longer-term subject-specific targets for improvement. These strengths in teaching
and learning are beginning to be shared to increase the proportion of lessons in
which students make good or better progress. A more systematic approach to
sharing best practice is required to speed up this process and accelerate learning for
all students.
The curriculum has been reviewed. It offers students a wider and more appropriate
choice of courses in Key Stage 4. Specialism in science has increased the range of
courses available and opportunities for higher-level accreditation in this subject.
Cross-curricular approaches to developing students’ literacy, numeracy and
information and communication technology skills are helping to drive up attainment.
Students are well cared for. The school is developing a tighter link between support
and guidance for students, including those with learning and behavioural difficulties,
and higher aspirations and attainment.

Page 4

The effectiveness of leaders and managers

The headteacher provides strong direction. Her open and clear-sighted leadership
has brought staff together in the common endeavour of improving outcomes for
students. Roles and responsibilities within the senior team have been restructured
and clarified. Capacity has been extended by some new appointments. The team is
working cohesively and with greater confidence. The headteacher is more able to
take a strategic view because she is, rightly, less immersed in operational matters.

Middle leaders are developing their capacity to assure the quality of their team’s

work and drive improvement autonomously. Staff recruitment has improved
considerably. The school expects to be fully staffed at the start of the new term with
well-qualified specialists. Arrangements for line management have been
strengthened. The imperative of raising students’ achievement underpins the
accountability of leaders at all levels. High quality continuous professional
development is central to improvement plans. The governing body knows the school
well. It is ambitious for the students and strongly committed to securing their
success. It has been instrumental in selecting the sponsor and is actively involved in
the transition to academy status. Preparations for the consequent restructuring of
governance are in hand.
Better capacity for sustained improvement is evident in the increased robustness of
management systems, accurate self-evaluation and the developing trend of rising

External support

Effective and well targeted support has been provided by the School Improvement
Partner. The close partnership that is developing with the sponsor is extending
opportunities for collaboration and sharing good practice, particularly in the context
of improving teaching and learning.

Main Judgements

Plans for the development of the academy are being executed rapidly and efficiently

in the best interests of students. The school has made good progress towards raising

Priorities for further improvement

 Improve the quality of teaching and learning by sharing best practice

systematically and coaching practitioners so they consistently;

– use assessment information well to plan and deliver lessons that

challenge all students appropriately

Page 5

– employ effective strategies that require students’ active

engagement in learning and build independence

– develop students’ ownership of their targets for improvement and a

clear understanding of how they can improve their work.

 Further increase the impact of the monitoring and evaluation of teaching

and learning by ensuring theses activities are focused precisely on the
quality of students’ learning.

 Develop the skills of middle leaders so that they are equally effective in

driving improvement within their teams.

I am copying this letter to the Secretary of State for Education, the Chair of the
Governing Body, the Director of Children’s Services for West Sussex and the
Academies Group at the Department for Education. This letter will be posted on the
Ofsted website.
Yours sincerely
Jacqueline White

Her Majesty’s Inspector

cc Chair of the Governing Body

West Sussex local authority
The Academies Group, DfE [ reveal email: coli…]

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