School etc

Manor Primary School

Manor Primary School
Drayton Lane
Drayton Bassett
Tamworth
Staffordshire
B783TX

01827 475200

Headteacher: Mr Richard Lane Bsc Hons

School holidays for Manor Primary School via Staffordshire council

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111 pupils aged 3—10y mixed gender
105 pupils capacity: 106% full

55 boys 50%

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55 girls 50%

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Last updated: June 20, 2014


Primary — Foundation School

URN
124079
Education phase
Primary
Establishment type
Foundation School
Establishment #
2198
OSGB coordinates
Easting: 419359, Northing: 300176
GPS coordinates
Latitude: 52.599, Longitude: -1.7156
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 2, 2010
Region › Const. › Ward
West Midlands › Tamworth › Bourne Vale
Area
Village - less sparse
Trust school
Is supported by a Trust
Trust
Tame Valley Co-Operative Learning Trust

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Schools nearby

  1. 1.1 mile Millfield Primary School B783RQ (407 pupils)
  2. 1.3 mile Dosthill Primary School B771LQ (658 pupils)
  3. 1.4 mile Longwood Primary School B783NH (140 pupils)
  4. 1.6 mile Middleton First School B782AN
  5. 1.7 mile Two Gates Community Primary School B771EN (328 pupils)
  6. 1.7 mile Parkfield Infant School B771HB
  7. 2 miles Hanbury's Farm Community Primary School B772LD (198 pupils)
  8. 2.1 miles Birds Bush Primary School B772NE (335 pupils)
  9. 2.1 miles St Gabriel's Catholic Primary School B772LF (369 pupils)
  10. 2.1 miles Wilnecote High School B775LF
  11. 2.1 miles Wilnecote High School B775LF (864 pupils)
  12. 2.2 miles Wilnecote Junior School B775LA (238 pupils)
  13. 2.2 miles Heathfields Infant School B775LU (222 pupils)
  14. 2.2 miles Kettlebrook Infant School B771AS
  15. 2.3 miles Belgrave High School B772NE
  16. 2.3 miles Kettlebrook Pupil Referral Unit B771AL (35 pupils)
  17. 2.3 miles Tamworth Enterprise College and AET Academy B772NE (903 pupils)
  18. 2.4 miles Tamworth Early Years Centre B772AH
  19. 2.5 miles Lakeside Primary School B772SA (226 pupils)
  20. 2.5 miles William Macgregor Primary School B772AF (198 pupils)
  21. 2.5 miles Two Rivers High School B772HJ (166 pupils)
  22. 2.5 miles Kingsbury Infant School B782HW
  23. 2.5 miles Kingsbury Junior School B782HW
  24. 2.5 miles Macgregor Junior School B772AF

List of schools in Tamworth

Ofsted report transcript

School report

Manor Primary School

Drayton Lane, Drayton Bassett, Tamworth, B78 3TX

Inspection dates 5–6 February 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Leaders rigorously monitor teaching and learning,
Governors use their skills well to check the
Teachers show high expectations of pupils’ work
and use the results well to plan for continuous
development. They have been successful in
improving teaching and achievement for pupils
across a wide range of ability.
school’s work and to hold leaders to account for
pupils’ achievement. They use all available money
carefully to ensure that pupils’ learning continues
to improve.
and behaviour, and plan and teach exciting topics
that inspire and motivate pupils of all abilities to
do their best.
Pupils’ good behaviour and attitudes to their work
Pupils say that they feel safe because everyone
Pupils, parents, staff and governors greatly value
Parents are welcomed as partners in their children’s
make a strong contribution to their achievement.
They concentrate and work hard so that they make
good progress.
respects and cares for each other. Relationships at
all levels are happy and purposeful, and support
learning well.
the school as the heart of the village, and the
positive contribution it makes to the community.
learning, and most of those who expressed their
view are very pleased with the work of the school.
The younger pupils do not always get enough
Children’s writing in the early years is not always
writing practice in different subjects and topics.
recorded in a way that helps staff in planning
what they need to do next.
Occasionally some pupils are not fully challenged
Although pupils use their knowledge of the sounds
during lessons, particularly in mathematics.
letters make well to read, they are not as good at
using them in spelling.

Information about this inspection

  • The inspector visited lessons, examined work in books, attended an assembly, and listened to pupils
    reading.
  • She observed behaviour in lessons and around the school, met with the school council and held informal
    discussions with pupils in each year group.
  • The inspector took account of a letter from a parent, the 21 responses to the online survey, Parent View,
    as well as the school’s own survey of parents’ and pupils’ views. She spoke to a number of parents during
    the inspection and also took account of 16 responses to the staff questionnaire.
  • The inspector met with governors and leaders, including those responsible for special educational needs
    and the early years. She spoke on the phone to a representative of the local authority and to the Chair of
    the Governing Body.
  • The inspector examined school documents, including those related to safeguarding, the school
    improvement plan, information on pupils’ attainment and progress, and records of attendance and
    behaviour.

Inspection team

Lynne Bradbury, Lead inspector Additional Inspector

Full report

Information about this school

  • The school is much smaller than the average-sized primary school.
  • The early years department offers part-time nursery provision and a full-time reception class.
  • The school is part of the Tame Valley Co-operative Learning Trust.
  • The proportion of disadvantaged pupils supported by the pupil premium (additional funding for those
    known to be eligible for free school meals or looked after by the local authority) is much lower than
    average.
  • The proportion of disabled pupils and those who have special educational needs is higher than average.
  • Most pupils are White British, and almost all speak English as their first language.
  • The school encountered considerable difficulties with staff absence over the last 18 months, but there is
    generally a more settled picture now.
  • 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.

What does the school need to do to improve further?

  • Accelerate pupils’ progress, particularly in the lower age groups, by:
    ensuring that pupils across the wide range of ability in classes are consistently stretched, particularly
    through problem-solving in mathematics
    giving pupils plenty of writing practice, including applying their grammar and punctuation skills in longer
    pieces of writing or in other subjects
    ensuring that the good work in phonics is developed into secure knowledge of spelling patterns,
    particularly in frequently used words
    recording children’s early written work in a way that helps staff to plan further learning.

Inspection judgements

The leadership and management are good
  • The headteacher was appointed at the beginning of the summer term 2014 and, with the assistant
    headteacher, has established a determined drive for school improvement which is shared by all leaders,
    staff, governors and pupils. This is having a positive impact on teaching and achievement, and behaviour.
  • Leaders, including the governors, use data on pupils’ performance well to identify key strengths and
    appropriate areas for improvement, and develop well-focused plans to address these areas supported
    through the school’s budget. For example, they have established a range of support, including a nurture
    group, to help pupils at risk of falling behind in their work. They then carefully monitor the impact of these
    measures on raising achievement.
  • Leaders measure teachers’ performance rigorously against pupils’ achievement, set appropriate targets to
    improve progress, and then provide effective training to develop their skills and knowledge. Regular
    meetings with staff enable leaders to monitor progress against these targets.
  • Some subject leaders are new to their posts. Even so, they are developing their skills rapidly and this is
    having a positive impact upon pupils’ achievement.
  • Parents are welcomed into school to share in assemblies and the many topics undertaken. Most who
    spoke with the inspector were highly appreciative of the school’s work and its contribution to the local
    community. They like the caring and intimate ethos of the small school where, they believe, staff and
    pupils know each other well and take great care of each other. They say that their children develop
    confidence and a sense of value. One said that the school ‘dragged the best’ from an initially reluctant
    child by offering exciting experiences in sport and various topics, which motivated them to learn.
  • Leaders and governors make sure that the school’s safeguarding policies keep pupils safe because they
    are followed rigorously. They meet all national requirements.
  • The school’s commitment to equal opportunities is reflected in the good progress made by pupils of all
    abilities and backgrounds. It does not tolerate any form of discrimination. A parent was very keen to tell
    the inspector that children from all cultures are shown great respect, and their backgrounds are
    celebrated.
  • The pupil premium is spent effectively on a nurture group, one-to-one tuition, a precision teaching group
    at breakfast time, and small group support for disadvantaged pupils. This has raised their achievement. It
    also subsidises visits, clubs, sports, music and dance opportunities.
  • The primary school sports funding has been spent effectively to extend the range of sports experiences
    and to provide opportunities for high-quality coaching with a local group of schools. Staff skills have also
    been further developed through working with the coaches.
  • The school offers a wide range of subjects through exciting topics. Visits, visitors and working with parents
    help pupils to see the links between the skills they are developing. They apply their reading skills well
    through research into their topics, but do not get such good opportunities in writing and mathematics.
  • Pupils develop their understanding of British values and their spiritual, moral, social and cultural
    awareness by taking on responsibility for younger pupils, voting for team captains, and having discussions
    about events in the world. During the inspection, pupils in Years 3 and 4 and children in the early years
    were exploring the topic of dinosaurs, and there were moments of excitement, awe and wonder as they
    followed trails leading to the ‘dinosaurs’ nest’, and found the newly-laid egg.
  • Pupils learn about other faiths and cultures and show great respect for everyone. They visited a Hindu
    temple and followed this by learning about the Hindu faith.
  • The local authority has given effective support in raising pupils’ achievement. Particular work has focused
    upon the early years, assessment and planning. Other schools in the trust help to check the accuracy of
    assessment judgements and provide support for subject leadership. This has enabled staff to develop their
    skills in these areas, and this has been effective in accelerating progress.
  • The governance of the school:
    Governors play an effective role. They undertake regular training so that they can, for example,
    understand data on pupils’ performance and identify strengths and weaknesses. This then informs their
    development planning and the use of the school’s budget.
    The governors manage the school’s finances well. They make sure additional funding, such as the pupil
    premium, is spent on the eligible pupils it is intended to support, and monitor the effectiveness of this
    spending carefully.
    Governors gain good first-hand knowledge of the effectiveness of teaching and learning, particularly
    through their visits, and hold staff and leaders accountable. They judge staff effectiveness against
    pupils’ achievement, and make judgements about staff pay and career progression in the same way.
    Behaviour
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. They behave well in lessons, around the school and on the playground.
    Their good attitudes and desire to learn make a strong contribution to the progress they make. They are
    polite and courteous to everyone in the school community.
  • Pupils concentrate and persevere with their work. They collaborate well when given the opportunity, but
    are also able to work sensibly on their own. Records show very few incidents of poor behaviour and
    appropriate responses from staff when these happen.
  • Pupils enjoy the responsibilities they have around the school, including taking care of younger pupils, and
    show great enjoyment of the rewards they receive for their work and behaviour. They are pleased that
    pupils who struggle at times are also rewarded for their effort and improvement. The school places great
    value on each pupil for the qualities that he or she brings to the community. It rewards high standards
    and great effort equally.
    Safety
  • The school’s work to keep pupils safe and secure is good. Pupils say that they feel safe and know that
    staff and other pupils care for them. They talk about lessons and assemblies that help them to understand
    dangers around them, from roads, strangers and technology like mobile phones and the internet. Pupils
    are able to analyse situations and know how they should react in order to keep themselves and others
    safe.
  • The school site is secure and carefully monitored. All necessary checks are carried out on visitors and
    before appointing new staff.
  • Pupils said that bullying is very rare, and dealt with very quickly if it happens. They learn about the various
    kinds of bullying including any to do with new technologies. Pupils say that everyone respects each other
    too much to allow racism to happen. Any kind of derogatory name-calling is dealt with effectively.
  • A club at breakfast time offers extra tuition for groups of pupils, and there is a wide range of clubs and
    activities outside school time. These are very well attended and highly valued by pupils and parents.
  • Attendance is above average and staff respond very quickly if they have any concerns about a pupil.
The quality of teaching is good
  • Effective teaching ensures that pupils make good progress in all subjects. Staff show that they have high
    expectations of learning and behaviour, and pupils respond well.
  • Relationships between staff and pupils are warm and support good progress. The use of praise and
    rewards helps pupils to focus on their individual learning targets and they show a desire to please and to
    succeed. Any pupils who experience difficulties settling in class receive extra support, including through
    the nurture group.
  • Teachers make it clear what the focus of learning will be for each lesson. They provide helpful
    demonstrations and share success criteria so that pupils know what good work will look like. Staff ask
    probing questions in order to deepen pupils’ understanding, give extra support, or to stretch them further.
  • Phonics is taught well so that pupils progress confidently into reading and make good progress. Currently
    pupils do not use their phonics knowledge as well to spell frequently used words.
  • Staff encourage pupils to use their reading skills as they research exciting topics through which different
    subjects are taught. Pupils enjoy visits and visitors, and learning about topics like the Vikings, the Tudors,
    Chocolate and Brazilian football. Currently pupils in the younger age groups do not have sufficient
    opportunities to practise their mathematical or writing skills through these topics, for example by using the
    punctuation and grammar they have learned in writing longer pieces of work.
  • ‘Guided reading’ is taught well across the school, and pupils engage with their books with great purpose
    and enthusiasm. In the Year 3 and 4 class, teachers support pupils’ understanding by setting mathematics
    challenges which need to be interpreted in their guided reading sessions, and pupils clearly enjoy this.
  • Skills in mathematics are taught well with daily practice of number work in all age groups. As these skills
    are applied in problem-solving, there is not yet enough work that stretches pupils of all abilities
    appropriately, particularly within the lower age groups.
  • Disabled pupils and those who have special educational needs receive good help and guidance during
    lessons and in extra support groups. Teaching assistants are generally skilled and make a valuable
    contribution. As a result many of these pupils no longer need extra help as they get into the older age
    groups.
  • Staff assess pupils’ work and track their progress carefully, so that any pupils at risk of underachieving are
    identified and supported.
The achievement of pupils is good
  • The small size of each year group means that children’s attainment on entry to school can vary
    considerably year by year. This also makes it inappropriate to measure their results at the end of Year 6
    against national averages. However, data show that pupils in all ability groups left in 2014 having made
    good progress.
  • In the 2014 Year 1 check on skills in phonics (letters and the sounds they make) pupils’ results were
    slightly above those seen nationally.
  • At the end of Year 2 in 2014, pupils’ standards generally reflected good progress from their individual
    starting points.
  • As pupils move through the school they learn to read confidently and with a high level of understanding.
    They show considerable enjoyment in their reading and share their favourite books and authors
    enthusiastically. They can identify themes and the writing techniques authors use to build excitement or
    character.
  • The small number of disabled pupils and those who have special educational needs are well supported and
    make good progress. Many of the disadvantaged pupils are also in this group. Given the very small
    number in Year 6 in 2014, it is not appropriate to comment on their attainment in reading, writing and
    mathematics without risk of identifying individuals. However, they make good progress that accelerates as
    they move through the school.
  • The school’s most-able pupils achieve well, particularly in writing. By Years 5 and 6, the quality of writing
    produced by these pupils is exceptional, both in its content and in its technical accuracy.
The early years provision is good
  • The early years leader joined the school in September 2014. She very rapidly established effective
    relationships with other schools in the trust in order to support her own development and that of the
    department. This is at an early stage but is having a positive impact upon teaching and learning.
  • Children make good progress in the early years, and are well prepared for Year 1. Those who joined the
    school in September 2014 had skills and understanding in line with those typical for their age. The
    proportion of children who entered Year 1 with a good level of development in 2014 was in line with the
    national average, despite a significant proportion having disabilities or special educational needs.
  • The quality of teaching is good. Staff organise exciting activities, both indoors and outdoors, related to
    the topic children are studying. During the inspection, children showed moments of awe and great
    excitement as they explored a dinosaur’s ‘nest’. They chose from activities designed to develop their
    reading, writing and mathematics skills through this topic, and clearly enjoyed their learning.
  • Children’s good behaviour and attitudes support their progress. They learn to respect each other, and to
    work happily together or on their own. They come into school confidently and are eager to do their work.
    They concentrate and persevere with their activities, and reception children help the younger nursery
    children.
  • All safeguarding and welfare requirement are met. Children are taught how to keep themselves safe, and
    they are well cared for. Parents are welcomed as partners in their children’s learning.
  • Staff track children’s ‘learning journeys’ carefully through frequent and regular assessments of their
    progress. They display children’s work carefully so they can take great pride in their achievements.
    Currently, children’s written work is not kept sufficiently systematically to give staff the progress
    information they need to plan the next steps in learning.

What inspection judgements mean

School

Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
improvement
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 124079
Local authority Staffordshire
Inspection number 448917

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

Type of school Primary
School category Foundation
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 104
Appropriate authority The governing body
Chair Lady Jane Ackers
Headteacher Simon Robson
Date of previous school inspection 2–3 March 2010
Telephone number 01827 475200
Fax number 01827 475200
Email address office@manor.staffs.sch.uk

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