School etc

Manorfield Primary School

Manorfield Primary School
Wyvis Street

phone: 020 79871623

headteacher: Mrs Wendy Hick

reveal email: h…


school holidays: via Tower Hamlets council

677 pupils aged 3—10y mixed gender
480 pupils capacity: 141% full

345 boys 51%


335 girls 49%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 537943, Northing: 181797
GPS coordinates
Latitude: 51.518, Longitude: -0.013281
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 11, 2013
Region › Const. › Ward
London › Poplar and Limehouse › East India and Lansbury
Urban > 10k - less sparse
Free school meals %

rooms to rent in Tower Hamlets

Schools nearby

  1. 0.2 miles St Saviour's Church of England Primary School E146BB (226 pupils)
  2. 0.2 miles Langdon Park Community School E140RZ (901 pupils)
  3. 0.2 miles Bromley Hall School E140LF
  4. 0.3 miles Marner Primary School E33LL (612 pupils)
  5. 0.4 miles Elizabeth Landsbury Nursery School E146DZ
  6. 0.4 miles Culloden Primary School E140PT
  7. 0.4 miles The Clara Grant Primary School E34BU (495 pupils)
  8. 0.4 miles Susan Lawrence Junior School E146DZ
  9. 0.4 miles Susan Lawrence Infants' School E146DZ
  10. 0.4 miles Lansbury Lawrence Primary School E146DZ (536 pupils)
  11. 0.4 miles Culloden Primary School E140PT (541 pupils)
  12. 0.5 miles Mayflower Primary School E146DU (351 pupils)
  13. 0.5 miles Bygrove Primary School E146DN (235 pupils)
  14. 0.5 miles St Paul's Way Trust School E34FT (1032 pupils)
  15. 0.5 miles The Blessed John Roche Roman Catholic School E146ER
  16. 0.5 miles St Philip Howard School E146ER
  17. 0.5 miles Ian Mikardo School E33LF (29 pupils)
  18. 0.6 miles Childrens House Nursery School E33HL (95 pupils)
  19. 0.6 miles Old Palace Primary School E33BT (418 pupils)
  20. 0.6 miles Stebon Primary School E147AD (478 pupils)
  21. 0.6 miles Woolmore Primary School E140EW (261 pupils)
  22. 0.6 miles Holy Family Catholic School E140DE (245 pupils)
  23. 0.6 miles The Cherry Trees School E34EA (24 pupils)
  24. 0.6 miles Al-Azhar Primary School E147AF

List of schools in Tower Hamlets

School report

Manorfield Primary School

Inspection dates 11–12 July 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Inadequate 4
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

The headteacher, very well supported by
Staff respond well to the vision of high
The quality of leadership and management at
All pupils meet the standard expected
leaders at all levels and staff, is an
exceptional leader. She has high expectations
of staff that all pupils will achieve their full
expectations, which leads to pupils making
rapid progress as they move through the
all levels is outstanding. Leaders use robust
systems to monitor teaching, and professional
development is used very well to support and
develop staff.
nationally, particularly in writing and
mathematics. Most pupils exceed their
targets, with a few excelling in mathematics.
Highly effective teaching is a major
Pupils’ behaviour and attitudes to learning are
The governing body is imposing; their no-
The school does not stand still. Improvement
contributory factor to pupils achieving very
well. Teachers are innovative and
exemplary. They are keen to learn and work
very well together.
nonsense approach ensures that every aspect
of the school’s work is kept under review.
They know the school very well.
is not temporary; it is continuous and robust
systems are used to review progress. Leaders
are determined to ensure that pupils can
make faster progress in their reading.

Information about this inspection

  • Inspectors visited 18 lessons, of which 13 were joint observations with the headteacher and
    middle staff.
  • Meetings were held with senior and middle leaders, the Chair of the Governing Body, a group
    of pupils and a representative from the local authority.
  • Inspectors scrutinised the school’s recent parental survey because there were very few
    responses to the online questionnaire (Parent View).
  • The inspection team observed the school’s work, and scrutinised the school’s data on pupils’
    achievement and the governing body minutes. They also looked at records about behaviour
    and attendance, and examined the way that leaders monitor and evaluate the school’s work.

Inspection team

Carmen Rodney, Lead inspector Her Majesty’s Inspector
John Laver Additional inspector

Full report

In accordance with section 13 (4) of the Education Act 2005 (as amended), Her Majesty’s

Chief Inspector is likely to be of the opinion that the school no longer requires special


Information about this school

  • Manorfield is much larger than the average-sized primary school. The school is expanding and
    in September 2013, there will be an additional Year 5 class. By September 2014, the school
    expects to have a three-form entry. The school has a nursery, with children attending the
    morning or afternoon sessions, and some are there all day.
  • The proportion of pupils eligible for the pupil premium, which is additional funding for children
    in the care of the local authority, for pupils eligible for free school meals and those from service
    families, is much higher than that found nationally, as is the proportion of pupils who speak
    English as an additional language. The school serves a diverse population, with the largest
    ethnic groups being of Bangladeshi and White British heritage.
  • The proportion of pupils requiring additional support at school action is broadly average, as is
    the proportion at school action plus or with a statement of special educational needs, which are
    mainly for specific learning and speech, language and communication difficulties.
  • More pupils than average leave or join the school at other than at the usual times throughout
    the year.
  • The school’s 2012 national test results met the government’s current floor standards, which set
    the minimum expectations for pupils’ attainment and progress.
  • When the school was inspected in February 2012, it was judged to require special measures.
    Inspectors made monitoring visits in November and June 2012, and in February and July 2013,
    to evaluate the school’s progress.
  • There have been a few staff changes since the previous inspection. The headteacher was
    initially contracted as executive headteacher in March 2012 before being appointed
    permanently in January 2013.

What does the school need to do to improve further?

  • Ensure that the reading initiatives already in place lead to pupils making similarly rapid
    progress in reading as in writing and mathematics.

Inspection judgements

The achievement of pupils is outstanding
Children enter the Nursery with levels of skills and understanding that are very low in all key

areas of development, including language, literacy and personal development. An additional
challenge is that a few join Reception with no pre-school experience or other year groups
with little or no understanding of speaking English. Since the previous inspection, results
have improved each year, culminating in the 2013 unvalidated national test results being

the best the school has achieved in the last four years.

Whereas in 2012, there were significant improvements in results, indicating average

achievement in English and mathematics, the school’s data and the 2013 unvalidated
results show outstanding achievement. This is the case for virtually all groups of pupils,

based on their very low starting points.

  • The test results suggest that the majority are ahead of their peers by at least two terms in
    reading, writing and mathematics. Within this group, progress is rapid. Over one third of
    pupils are working at least five terms or more ahead of their peers. For example, progress
    in mathematics is rapid. For the first time in the history of the school, gifted and talented
    pupils exceeded the levels expected in mathematics and demonstrated good pre-GCSE skills
    in the subject.
Highly effective teaching is ensuring that all groups of pupils exceed the progress expected

in Years 2 and 6. Groups include those who speak English as an additional language, those

eligible for the pupil premium, disabled pupils and those with special educational needs.

  • Children in the Early Years Foundation Stage make rapid progress. This is based on the
    strong leadership of an experienced teacher and the excellent use of resources which
    teachers use to motivate children. Good pre-school links with children’s centres, the
    monitoring of children’s progress over time and a robust action plan contribute to all adults
    working productively with children. There is a sharp focus on developing phonic skills (the
    sounds that letters make). A significant increase in 2013 phonics screening in Year 1 shows
    that the large majority of pupils are achieving the required standard.
  • There is a strong focus on reading. However, the school recognises that there is still more
    to do to accelerate achievement of all groups of pupils in reading to match their
    achievement in writing and mathematics.
The quality of teaching is outstanding
  • Teaching is never less than effective in enabling pupils to learn well, and most of it is highly
    effective. All teachers have high expectations of their pupils. Lessons are well planned and
    move quickly, with pupils increasingly demonstrating a confident approach to their work.
  • The teaching of writing and numeracy has been unremitting in all year groups. Displays in
    classrooms and around the school show a clear approach to developing pupils’ writing skills.
    For example, the impressive display of Year 6 work on the war in Syria demonstrates
    excellent engagement with moral issues. Well-structured and coherent writing conveyed
    content, style and register to hold the reader’s attention. The joint work with the

on this project critically acclaimed pupils’ efforts to ‘set out both sides of the argument

powerfully, before coming to a clear conclusion’. Similarly, in mathematics, specialist

support for pupils identified as gifted and talented is helping them to excel.

  • Teachers capitalise on pupils’ interests, and support is carefully targeted to meet the needs
    of individuals and groups.
  • Teaching assistants are very well deployed in lessons. This ‘vast army’ of support staff
    makes a big difference to pupils’ progress over time. They are highly skilled and their work
    with pupils supplements the class teacher’s work very well. They question pupils effectively,
    provide clear explanation, and help to develop pupils’ thinking.
  • Highly skilled teaching is premised on teachers inspiring pupils in a classroom environment
    that compels them to enjoy their learning and work at full stretch. Some lessons are simply
    superb. For example, Year 6 pupils working on Macbeth’s sanity showed original
    interpretation of the play as they honed in on the ‘evocative use of language’ to convey his
    mental decline. Similarly, in a Year 3 mathematics lesson, pupils took responsibility as ‘table
    leaders’. Consequently, the class maintained a collaborative approach to learning which
    showed considerable gains in mathematics skills and personal development. Typically, these
    lessons demonstrate the key features of highly effective teaching in the school which
    included skilful questioning, excellent behaviour management skills and well-established
    routines to engage pupils.
  • Marking of pupils’ work is very detailed and linked to individual targets. Teachers provide a
    clear running and developmental commentary, and there is a meaningful dialogue between
    the class teacher and the pupils. Responses from pupils show good engagement with their
    work and understanding of what they need to do to improve further.
The behaviour and safety of pupils are outstanding
  • Pupils’ interests and curiosity for learning are important factors in their achievement. They
    are positive and are not easily deflected when, for example, there might be a slight
    distraction from a pupil with specific learning difficulties. Rather, they remain focused.
  • Behaviour is exemplary in lessons. Relationships are positive; pupils bask in the friendly
    ethos and expressed confidence in the support available from staff if problems arise. For
    example, pupils are very knowledgeable about the different forms of bullying and recognise
    that they can always turn to an adult to deal with ‘silly behaviour such as name-calling’.
  • Pupils feel safe in their school and, because they are proud of it, would recommend it to
    others. They enjoy knowing that their teachers and support staff are visible and watching
    throughout the day. Very good social skills contribute to pupils behaving responsibly and
    maturely when leading, for example, assembly, or acting as buddies.
  • Attendance is in line with the national average for primary schools. This is a marked
    improvement since the previous inspection and is a result of the school working closely with
    external agencies and the local authority to discourage extended holidays abroad.
The leadership and management are outstanding
  • The headteacher leads determinedly and decisively. Progress has been remarkable because
    the vision for school improvement is clear, and plans to ensure pupils achieve better in their
    personal and academic achievement are well considered.
  • The leadership team, including a vibrant group of highly skilled middle leaders, work
    together very well on the common goal of high achievement for all pupils. Distributive
    leadership is very much a key feature of the school’s work and has contributed to leaders
    succeeding against all odds within a short time.
  • The school has been transformed. There is a deep culture of learning and staff morale is
    high. It is also successful because it has recruited strong teachers and dedicated support
  • At the heart of this rapid improvement is the emphasis that leaders place on professional
    development, accountability and use of targets. First, from the outset, leaders introduced,
    and continue to use, rigorous systems to check how well pupils are doing. The performance
    of all staff is highly effective. Everyone is accountable for pupils’ progress, and holding extra
    responsibilities is therefore conditional. Accountability comes from the governing body,
    through to class teachers. Highly effective levels of line management ensure that all aspects
    of teaching are monitored, including checking pupils’ books and the progress data against
    their targets.
  • Second, leaders provide extra support for teachers requiring guidance. Training and
    development are very well linked to the needs of individuals and groups of teachers.
  • Third, progress data on how well pupils are achieving are kept under review so that rapid
    support can be provided quickly and all can have equal access to support. For example,
    targeted support for Year 6 pupils with specific learning difficulties led to all making similar
    progress to their peers.
  • Teachers and teaching assistants are highly responsive to the coaching and training
    provided. Expectations are consistently high; there is a clear understanding of what
    constitutes good practice, and because there are robust line management systems to hold
    each member of staff to account for pupils’ progress, nothing is left to chance.
  • The school uses the additional funding it receives to support pupils eligible for the pupil
    premium very well. For example, in 2013, over half of the pupils in Year 6 reached higher
    than expected levels in reading, writing and, particularly, in mathematics.
  • The curriculum is kept under review and, as a result, the International Primary Curriculum is
    being introduced in September 2013. Preliminary work is well linked to planned themes and
    topics that include strong literacy and numeracy links.
  • Pupils are offered memorable opportunities through the specialist teaching in physical
    education, weekly music lessons and art. These subjects enable pupils to showcase
    excellent creative skills when, for example, designing and filming animation shows in art.
    High expectations of what pupils can achieve are seen in the increased practical activities in
    science and the use of literary texts normally reserved for secondary schools. Special
    projects on apartheid, links with a range of schools, and enrichment activities provide
    memorable events. These include, for example, artistes teaching African drumming;
    learning Latin and the art of debating; participating in debate at the University of
    Cambridge; taking part in residential outdoor centres; and developing the school garden as
    part of their learning outside the classroom. The school is particularly attentive to pupils’
    spiritual needs; for example, there was good support and provision for all observing
    Ramadan. All of this, and much more, such as the school’s values (respectful, curious,
    empathetic and purposeful), serves to broaden all aspects of pupils’ personal development:
    spiritual, moral, social and cultural.
  • Well-developed partnership work with the local schools provides opportunities for the school
    to share expertise. The partnership work is used to develop good practice as well as draw
    on specialist support for gifted and talented pupils in mathematics. There is also well-
    developed partnership work with parents and carers, and a range of agencies to support
    pupils with special educational needs.
  • The local authority provides light-touch support, and withdrew most of its support at the
    early start of the Spring term 2013 because of the school’s well-developed capacity to
    sustain improvement.
  • The governance of the school:
The governing body is very experienced and uses its expertise, training and links to

support the school very well. For example, organised visits to the world of business and
finance are used to encourage pupils to aim high. Governors’ knowledge of education is
enabling them to provide robust support and when holding the school to account. They
adopt a forensic approach when questioning leaders about results and the achievement of

different groups of pupils. They check regularly on the school’s progress, including the

teaching; the use of pupil premium; the recruitment of staff; the performance of teachers;
and on the behaviour and safety of pupils. Safeguarding requirements are fully met. The
headteacher and middle leaders keep them well informed about their work. In turn, they
ensure that the Equality Act 2010 is fully met and no child or group is discriminated

against because of their gender, ability, special educational needs or ethnicity.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupil’s 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 pupil’s 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.

School details

Unique reference number 100920
Local authority Tower Hamlets
Inspection number 420392

This inspection was carried out under section 8 of the Education Act 2005. The inspection was
also deemed a section 5 inspection under the same Act.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 647
Appropriate authority The governing body
Chair Dame Marlene Robottom
Headteacher Wendy Hick
Date of previous school inspection 1–2 February 2012
Telephone number 020 7987 1623
Fax number 020 7987 3476
Email address reveal email: h…


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