Manorbrook Primary School
phone: 01454 867225
headteacher: Mrs Angela Evans
248 pupils capacity: 69% full
80 boys 47%
90 girls 52%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 1995
- OSGB coordinates
- Easting: 364041, Northing: 190923
- GPS coordinates
- Latitude: 51.616, Longitude: -2.5207
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 1, 2013
- Region › Const. › Ward
- South West › Thornbury and Yate › Thornbury North
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Manorbrook Junior School BS351JW
- Manorbrook Infants' School BS351JW
- 0.2 miles The Castle School BS351HT
- 0.2 miles The Castle School BS351HT (1685 pupils)
- 0.4 miles St Mary's Church of England Primary School, Thornbury BS351HJ (157 pupils)
- 0.4 miles Christ The King Catholic Primary School, Thornbury BS351AW (119 pupils)
- 0.4 miles Sheiling School (Thornbury) BS351HP (22 pupils)
- 0.6 miles Crossways Infant School BS352HQ (164 pupils)
- 0.6 miles Gillingstool Primary School BS352EG (177 pupils)
- 0.6 miles New Siblands School BS352JU (91 pupils)
- 0.7 miles Crossways Junior School BS352HQ (206 pupils)
- 1.3 mile Westwing School BS353JZ
- 1.8 mile Marlwood School BS353LA (961 pupils)
- 1.8 mile Marlwood School BS353LA
- 2.1 miles St Helen's Church of England Primary School BS352QX (197 pupils)
- 2.1 miles Oldbury on Severn Church of England Primary School BS351QG (60 pupils)
- 3.2 miles Olveston Church of England Primary School BS354DB (208 pupils)
- 3.2 miles St Andrew's Church of England Primary School, Cromhall GL128AL (54 pupils)
- 3.2 miles Tockington Manor School BS324NY (187 pupils)
- 3.6 miles Mulberry Tree Steiner School GL128AJ (14 pupils)
- 4 miles Tortworth VC Primary School GL128HG (59 pupils)
- 4 miles Stone with Woodford Church of England Primary School GL139JX
- 4 miles Stone with Woodford Church of England Primary School GL139JX (82 pupils)
- 4.2 miles Rangeworthy Church of England Primary School BS377ND (62 pupils)
Manorbrook Primary School
Park Road, Thornbury, Bristol, BS35 1JW
|Inspection dates||1–2 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| The quality of teaching is usually good and |
The excellent experiences that children enjoy
Teaching assistants are very skilled and make
some is outstanding, so that most pupils
make good progress in their learning.
in the Reception class mean that they have
the very best start to their time at
a valuable contribution to pupils’ learning
through the support they provide.
| Reading is given high priority and consistently |
Pupils’ behaviour is consistently good and
Leaders and the governing body are ambitious
good teaching in this subject results in high
standards throughout the school.
pupils feel safe in school. The school value of
‘respect’ is seen in action through pupils’
politeness, good manners and relationships
with each other and with adults.
for their school and understand what needs to
be done to make it even better.
| There is not yet enough excellent teaching in |
Information about how well pupils are doing
the school to ensure that achievement is
is not always used quickly enough to identify
those who need extra help to catch up with
| In mathematics, teachers do not always assess |
Teachers do not always give pupils time to put
fully enough whether pupils have a clear
understanding of all the concepts they need to
apply in their independent work.
into practice the advice they give them when
marking their books.
Information about this inspection
- Inspectors observed teaching and learning in 15 lessons and parts of lessons.
- Discussions were held with the headteacher, deputy headteacher, other leaders in school,
members of the governing body, a representative of the local authority, parents and carers, and
- Inspectors took account of 45 responses to the online questionnaire (Parent View) as well as the
views of parents and carers in the playground.
- Information about how school leaders know how good the school is and their plans for making it
better, as well as assessment information, minutes of meetings of the governing body, teachers’
plans, pupils’ work and safeguarding procedures, were examined.
- Inspectors analysed 20 questionnaires completed by staff.
|Jeanne Simpson, Lead inspector||Additional Inspector|
|Lesley Voaden||Additional Inspector|
Information about this school
- Manorbrook is a smaller than the average-sized primary school.
- A new deputy headteacher has been appointed since the last inspection.
- About one in six pupils is eligible for the pupil premium, which is additional funding provided for
children in local authority care, children of service families and those who are known to be
eligible for free school meals. This is slightly less than average. There are no children from
service families currently on the school’s roll.
- Most pupils are of White British heritage
- The proportion of disabled pupils and those with special educational needs supported through
school action or at school action plus or with a statement of special educational needs, about
one in 12 and one in 20 respectively, is below average.
- In 2012 the school did not meet the government’s current floor standards, which set the
minimum expectations for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching from good to outstanding by:
checking that pupils understand all the concepts they need to know before they start their
independent work in mathematics lessons
giving pupils time to improve their work based on the comments teachers make when marking
- Use information from assessment about how well pupils are progressing, to:
identify more swiftly those who need additional support
evaluate how well the support pupils are given is helping them to catch up with their peers.
|The achievement of pupils||is good|
- When children start school their skills are broadly in line with those expected for their age. They
make very good progress in Reception because there is a strong focus on developing their social
skills and their ability to communicate with each other and with adults. As a result they enter
Year 1 with levels of skill which are slightly above those expected for their age.
- The school’s focus on developing early reading skills continues in Year 1, and in 2012 a far
higher proportion of pupils than was found nationally reached the expected standards in the
phonics screening check.
- By the end of Year 2, pupils’ continued good progress means that standards are rising year on
year, and in reading are significantly above those found nationally. In writing and mathematics,
standards are also high and this has been the case in all subjects for the last three years.
- During their time in Key Stage 2, most pupils make good progress, though this has not always
been the case for all groups, particularly boys and pupils eligible for pupil premium support.
School leaders are now ensuring that all pupils make at least good progress in all year groups.
- Disabled pupils and those with special educational needs achieve well because they are well
taught and receive good support from teaching assistants, which meets their specific needs very
- In 2012, attainment in English and mathematics in tests taken at the end of Key Stage 2 was
well below average at the expected level for pupils of this age, though it was above average at
the higher level. All leaders, as well as governors, had identified at an early stage these pupils’
low standards of attainment. They had put many strategies in place to accelerate progress but
not all had been successful. Pupils currently in Year 6, however, have made good progress and
are on track to reach standards well above current national averages in reading, writing and
- The standards and progress of pupils eligible for pupil premium support have been inconsistent
across the school. Though they are now making better than expected progress, this does not
always enable them to catch up with the rest of the pupils and at the end of Key Stage 2 last
year, they were nearly two years behind their peers nationally in both English and mathematics.
- Progress for these pupils has improved this year, so the gap between their attainment and that
of all pupils nationally is narrowing. This is because the school’s recently introduced system for
tracking pupils’ attainment and progress is providing leaders with the information they need to
identify pupils who are at risk of falling behind. However, this has not yet had time to result in all
those pupils concerned making as much progress as they could.
|The quality of teaching||is good|
- Teaching is good overall and is rapidly improving in Key Stage 2 because of the effective training
which has been provided for all teachers. Teachers have high expectations of what pupils can
achieve and they use the results of checks on pupils’ attainment and progress to plan lessons so
that the work is not too easy or too difficult.
- Teachers have good subject knowledge, especially about how to teach reading, and this means
that they know which questions to ask pupils to help them move to the next steps in their
- Teaching assistants are very skilled and give very good support to pupils of all ability levels,
including disabled pupils and those with special educational needs. They use questioning
effectively when working with individuals and with groups and they make sure that they give the
pupils good opportunities to learn to work on their own.
- The teaching in the Reception class is extremely effective and there is a very good balance of
direct teaching and chances for children to follow their own interests. Every learning opportunity
is fully exploited. For example, during the morning ‘welcome’ time, children were fully involved in
counting and using correct mathematical language when comparing the numbers of pupils
present that day with the previous day’s total. They were confident enough to suggest ideas and
made very mature observations, such as when a child asked the teacher the percentage of
pupils in the class who had walked to school that day. When he was told it was 95% he
commented enthusiastically, ‘That’s amazing. We’ve never had that many before!’
- Teachers set challenging targets which are displayed in exercise books as a reminder about what
pupils need to think about when they are completing their work. Work is marked carefully,
following the school’s policy, and teachers’ comments give clear guidance about how pupils can
further improve their work. However, teachers do not always give the pupils opportunities to put
their suggestions into practice, which means that when pupils revisit the same ideas later, they
sometimes make the same mistakes again.
- Teachers also give pupils opportunities to assess their own learning using the success criteria
that have been agreed at the beginning of the lesson. This is very effective in helping pupils to
think about how well they are doing and also lets the teacher know when pupils need more help.
- In mathematics lessons, teachers do not always check that pupils have fully grasped all the
concepts they need to understand before beginning their independent work. As a result, pupils
are not always sure about how to overcome the problems they meet when they are working on
their own, and so the pace of learning sometimes slows.
|The behaviour and safety of pupils||are good|
- Pupils mostly behave very well, and teachers rarely have to remind pupils of how to behave
because they understand and live up to the school’s high expectations. Pupils come into the
classroom ready to learn and they usually persevere well, though they are sometimes restless if
the pace of the learning in lessons slows. They are calm when moving around the school and are
very polite, opening doors for adults and each other.
- Pupils who find it difficult to manage their own behaviour are given excellent support to improve
and, as a result, there have been no exclusions for nine years. Pupils are given responsibilities
appropriate to their age beginning with ‘special helpers’ in Reception class and Key Stage 1.
- Behaviour in the playground is also very good. There are reminders displayed on the walls about
the way pupils are expected to treat each other, and the oldest pupils help younger ones
willingly and sensibly.
- Attendance has been consistently above average and there are good procedures in place to
contact parents and carers on the first day of absence. Meetings are held with parents and
carers if attendance falls unacceptably low.
- The school positively develops personal qualities such as thoughtfulness, honesty, moral
principles and the school value of ‘respect’. Pupils put this core value into practice because it is
regularly discussed in assembly and because teachers show what it means in the relationships
they build with pupils. These good relationships, which are just as good between the pupils,
contribute very strongly to the positive school ethos and pupils’ sense of belonging.
- Pupils say that they feel safe and parents and carers agree. They say that bullying of any kind is
extremely rare and they are confident that when it does happen, it is dealt with well by teachers.
They are taught how to keep themselves safe on the internet and are aware of issues such as
|The leadership and management||are good|
- The headteacher, senior leaders and governors have a clear shared vision and strive to make the
school the best it can be. They have a realistic view of the ways in which the school is successful
and what needs to be done to make it even better. They have been successful in making
Manorbrook Primary into a school where pupils feel valued, safe and are well prepared for the
next stage of their education, especially in their reading skills.
- Leaders have put in place an improved system for tracking pupils’ attainment and progress.
However, they do not yet analyse in sufficient detail the information they collect to make
comparisons between the rates of progress of different groups of pupils, or evaluate the quality
of the extra support that is provided and modify it when necessary,
- The school has been through a difficult period because of a significant number of changes of
staff, including several who had leadership responsibilities. Some parents and carers spoken to
in the playground expressed concern about the number of class teachers their children had in
one year, but recognised that the school had managed the situation as well as possible.
- The headteacher is aware that the disruption this caused affected the rate of school
improvement, including the achievement of pupils last year. However, leaders have made
concerted efforts this year to make up for lost time. They have provided effective training to
improve the quality of teaching and put in place more rigorous systems for tracking and
recording pupils’ progress. These strategies have been successful, as seen in improved rates of
progress and higher standards of attainment. This shows that the school has the capacity for
- Performance management provides teachers with accurate information about their strengths and
the areas they need to improve further, and the outcomes are used to decide whether they
progress through the pay scales. Governors are appropriately involved in and informed about
- The curriculum is broad and balanced and pupils have good opportunities for spiritual, moral,
social and cultural development. The school encourages pupils to reflect and to learn from
reflection, promoting teaching styles which value pupils’ questioning and help them to develop
confident communication skills. There are regular visits to places of interest linked to topic work
as well as special themed weeks. The help they receive from teaching assistants means that
pupils of all abilities have equality of opportunity and access to a curriculum which meets their
varying needs. There is no evidence of any discrimination.
- Parents and carers who responded to the Parent View survey, as well as those spoken to in the
playground, were very positive about all aspects of school life. Parents and carers who find it
difficult to approach the school are very well supported through the work of specialist staff who
help them through difficult times and also organise special courses to enable them to give more
help to their children at home.
- The local authority has provided very good support to the school, which has successfully
contributed to the improvements it has made.
- Arrangements for safeguarding children fully meet requirements.
- The governance of the school:
The governing body provides effective support and challenge which are based on secure
knowledge of the school’s strengths and weaknesses and an accurate understanding of the
school’s performance compared to that of schools nationally. Though many governors are
relatively new to their roles, attendance at relevant courses has ensured that they are well
informed about their responsibilities. They regularly visit the school and have conversations
with teachers and leaders about specific aspects of the school’s work. This enables them to
know how good teaching is, and to understand what leaders are doing to improve its quality
through the use of performance management and training. Governors monitor spending
carefully and are aware of how the school is using the pupil premium funding to improve
What inspection judgements mean
|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 |
|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.
|Unique reference number||130978|
|Local authority||South Gloucestershire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||173|
|Appropriate authority||The governing body|
|Date of previous school inspection||7–8 July 2009|
|Telephone number||01454 867225|