Manorfield Primary School
phone: 020 79871623
headteacher: Mrs Wendy Hick
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 %
- 0.2 miles St Saviour's Church of England Primary School E146BB (226 pupils)
- 0.2 miles Langdon Park Community School E140RZ (901 pupils)
- 0.2 miles Bromley Hall School E140LF
- 0.3 miles Marner Primary School E33LL (612 pupils)
- 0.4 miles Elizabeth Landsbury Nursery School E146DZ
- 0.4 miles Culloden Primary School E140PT
- 0.4 miles The Clara Grant Primary School E34BU (495 pupils)
- 0.4 miles Susan Lawrence Junior School E146DZ
- 0.4 miles Susan Lawrence Infants' School E146DZ
- 0.4 miles Lansbury Lawrence Primary School E146DZ (536 pupils)
- 0.4 miles Culloden Primary School E140PT (541 pupils)
- 0.5 miles Mayflower Primary School E146DU (351 pupils)
- 0.5 miles Bygrove Primary School E146DN (235 pupils)
- 0.5 miles St Paul's Way Trust School E34FT (1032 pupils)
- 0.5 miles The Blessed John Roche Roman Catholic School E146ER
- 0.5 miles St Philip Howard School E146ER
- 0.5 miles Ian Mikardo School E33LF (29 pupils)
- 0.6 miles Childrens House Nursery School E33HL (95 pupils)
- 0.6 miles Old Palace Primary School E33BT (418 pupils)
- 0.6 miles Stebon Primary School E147AD (478 pupils)
- 0.6 miles Woolmore Primary School E140EW (261 pupils)
- 0.6 miles Holy Family Catholic School E140DE (245 pupils)
- 0.6 miles The Cherry Trees School E34EA (24 pupils)
- 0.6 miles Al-Azhar Primary School E147AF
Manorfield Primary School
|Inspection dates||11–12 July 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|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
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
- 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.
|Carmen Rodney, Lead inspector||Her Majesty’s Inspector|
|John Laver||Additional inspector|
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 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.
|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
- 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
- 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 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.
|Unique reference number||100920|
|Local authority||Tower Hamlets|
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|
|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|
|Date of previous school inspection||1–2 February 2012|
|Telephone number||020 7987 1623|
|Fax number||020 7987 3476|
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