School etc

The Manor - A Foundation School Closed - for academy Aug. 31, 2013

see new North Cambridge Academy

The Manor - A Foundation School
Arbury Road
Kings Hedges

phone: 01223 *** ***

principal: Mr Benjamin Slade

reveal email: off…


school holidays: via Cambridgeshire council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Aug. 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 545609, Northing: 260769
GPS coordinates
Latitude: 52.226, Longitude: 0.1304
Accepting pupils
11—16 years old
Ofsted last inspection
Sept. 16, 2010
Region › Const. › Ward
East of England › Cambridge › West Chesterton
Urban > 10k - less sparse
Admissions policy
Main specialism
Arts (Operational)
Trust school
Is supported by a Trust
The North Cambridge Community Trust
Cambridge Federation of Secondary Schools
Learning provider ref #

rooms to rent in Cambridge

Schools nearby

  1. North Cambridge Academy CB42JF (406 pupils)
  2. 0.1 miles Colleges Nursery and Family Centre CB42LD (80 pupils)
  3. 0.2 miles The Grove Primary School CB42NB (260 pupils)
  4. 0.2 miles Rees Thomas Special School CB41YB
  5. 0.4 miles Arbury Primary School CB42DE (397 pupils)
  6. 0.5 miles CSSC Ascham CB42BD
  7. 0.5 miles Kings Hedges Primary School CB42HU (361 pupils)
  8. 0.5 miles St Laurence's RC Primary School CB42JX (256 pupils)
  9. 0.5 miles King's Hedges Infants' School CB42LX
  10. 0.5 miles Kings Hedges Junior School CB42LX
  11. 0.5 miles The Roger Ascham School CB42BD
  12. 0.5 miles Milton Road Primary School CB42BD (439 pupils)
  13. 0.5 miles Castle School, Cambridge CB42EE (133 pupils)
  14. 0.5 miles Cambridge Student Support Centre (PRU) CB42BD
  15. 0.5 miles King's Hedges Nursery School CB42HU (83 pupils)
  16. 0.7 miles Milton Road Junior School CB41UZ
  17. 0.7 miles Milton Road Infant School CB41UZ
  18. 0.7 miles Chesterton Community College CB43NY
  19. 0.7 miles Cambridge Regional College CB42QT
  20. 0.7 miles Chesterton Community College CB43NY (895 pupils)
  21. 0.8 miles Orchard Park Community Primary School CB42GR (145 pupils)
  22. 0.8 miles Chesterton Primary School CB41RW (26 pupils)
  23. 0.9 miles Shirley Community Nursery and Primary School CB41TF (444 pupils)
  24. 0.9 miles Mayfield Primary School CB43HN (398 pupils)

List of schools in Cambridge

The Manor - A Foundation School

Inspection report

Unique Reference Number 110872
Local Authority Cambridgeshire
Inspect ion number 356826
Inspect ion dates 16–17 September 2010
Reporting inspector Brian Cartwright HMI

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

Type of school Comprehensive
School category Foundation
Age range of pupils 11–16
Gender of pupils Mixed
Nu mber of pupils on the school roll 383
Appropriate authority The governing body
Chair Cllr Andy Pellew
Headteacher Mr Ben Slade (Principal)
Date of previous school inspection 26 June 2008
School address Arbury Road
Kings Hedges, Cambridge
Telephone number 01223 508742
Fax number 01223 508747
Email address reveal email: off…
Age group 11–16
Inspect ion dates 16–17 September 2010
Inspect ion number 356826


This inspection was carried out by one of Her Majesty's Inspectors and two additional
inspectors. Inspectors observed 28 lessons, delivered by 27 teachers. They met students
including the 'Student Voice' team, staff, governors and the National Challenge adviser.
They observed the school's work, and looked at records of student attainment and
attendance, lesson planning, school monitoring and evaluation evidence and received 80
questionnaires from parents and carers, 207 student questionnaires and 40 staff
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • factors including prior attainment, teaching, classroom learning, and the curriculum,
    that explain why girls do even better than boys
  • attendance, particularly of students from vulnerable circumstances
  • reasons behind the strongly improving standards of literacy and numeracy
  • strategies that might further improve teaching and learning.

Information about the school

The Manor became a foundation school on 1 September 2010, run by a new Trust (The
North Cambridgeshire Community Trust) through a reconstituted board of governors. It is
smaller than most secondary schools and the numbers on roll have risen 15% compared
to 2009. There is a higher than average proportion of students known to be eligible for
free school meals. Other indicators of economic development for the locality are lower
than national averages. There is a higher than average proportion of students with special
educational needs and/or disabilities, including those with statements of special
educational needs. A higher than average proportion of students joins the school part-way
through a key stage. The school is a specialist performing arts college, re-designated in
2010, and holds the ArtsMark Gold award, Cambridgeshire Culture Award, Prince's
Teaching Institute Kite Mark Award for English, and Cambridgeshire Chief Constable's
Commendation for 'Students support of Police Officers'.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 1

Main findings

The Manor delivers good quality education for each of its students, irrespective of their
circumstance, background, or ability. It has improved substantially and securely since the
previous inspection, primarily through a relentless focus on driving up standards in English
and mathematics. The headteacher's excellent leadership, enthusiasm and steadfastness
of purpose have brought about rapid improvements in leadership and management
throughout the school. This outstanding capacity for improvement has already secured
good quality teaching and learning and the resultant rate of improvement in student
attainment is exceptional. They have now closed the gap to national expectations.
Managers accurately evaluate provision, and respond quickly to shortfalls, particularly in
teaching. External resources, brokered by the National Challenge adviser, have contributed
well to the development of teaching and learning. Smaller teaching groups, one-to-one
tuition for some students in English and mathematics, and a dedicated professional
inclusion worker have made a substantial impact. This can be seen in strongly rising
academic standards overall, and improving attendance, effectively ensuring good
preparation for students in their future working lives. Students, staff, parents and carers
have much to celebrate, with students proud and pleased of how much better school life
has become. One parent typified the comments of many when writing, 'my child has
improved so much in one year he is like a different child; so much happier.'
The school is a bright, well-maintained and well-equipped place to learn. The common
feature of most lessons is brisk pace and challenge, coupled to good student behaviour
and effort. Where learning is outstanding, teacher expertise and subject knowledge adds a
sparkle and vibrancy to the learning ethos that captivates students' attention and fuels
their natural inquisitiveness. The large majority of lessons seen by inspectors were good
or better, with only minor weaknesses in the others. These were mainly missed
opportunities for individual students to develop more independence through speaking or
writing about their understanding of concept. Some more able learners would further
benefit from tackling challenging tasks at an earlier stage in lessons. Most students enjoy
school, and almost all say they feel safe.
Arrangements for keeping students healthy and safe are robust, with swift intervention
from appropriate staff and other agencies when they detect risks to well-being. The school
has started to review how it might better meet the needs of its local community, and the
requirement for students to learn about life in modern multicultural Britain. The
headteacher has catalysed the strategic development of Trust status, with new senior
governors joining the governing body to help bring the vision of a rejuvenated school
committed to transforming the local community for the better, beginning with high
educational standards. The impact of the performing arts specialism is seen in the
increasingly positive perception of the school by the local community, as the school works
with other providers to deliver enjoyable music, drama and arts events in the locality.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Further increase opportunities for students to learn more, including from one
    another, about different faiths and cultures.
  • Further enhance the opportunities for students to develop more independence in
    their learning, through activities in lessons that require all to contribute orally, or in
  • Use information on students' prior learning more consistently to ensure students
    start lessons with tasks that match and challenge their individual talents from the
    outset, particularly for the more able.
Outcomes for individuals and groups of pupils 2

The average attainment of students when they start at The Manor has been well below
that of most students nationally, for many years. Boys arrive with even lower standards
than girls. Nevertheless, in 2009, almost all students made at least good progress to attain
academic standards just below national figures. Students with special educational needs
and/or disabilities learn well, obtaining higher standards than other similar students do
nationally. The effective teamwork between teachers and classroom support staff is a
strong feature of lesson delivery. In 2010, academic standards rose still further to be in
line with the average for all other secondary schools. This represents good progress from
a year group whose starting point was lower than their 2009 compatriots. A notable
feature is the rising attainment in English language, and mathematics, that now ensures
almost half the students (the same proportion as the national average) gain good GCSE
grades in both these subjects as well as at least three others. Only three years ago, fewer
than a quarter matched this standard.
Students achieve well. The reason for this securely good learning is rooted in the
effectiveness of teaching, and the careful personalisation of the curriculum to meet
individual learning needs. For example, a Year 11 student was very pleased to be part of
the 'Step-up' programme that mixes off-site vocational experiences, with in-school tuition
alongside conventional lessons. Students (and staff and parents) now realise they can do

just as well as anyone else in the country. They are rightly proud of their school, lively and

enthusiastic about day-to-day life in school, and keen for even more opportunities to
participate in trips, extra-curricular activities and visits. Because lessons proceed so
briskly, and with consistent reinforcement of behaviour expectations, there is little
opportunity for disruption; indeed lessons are generally too enjoyable to risk missing out
on by inattention. There remain infrequent instances where the full disciplinary sanctions
of school are needed to deal with poor behaviour, but these are declining and are seen as
being fairly applied by most students.
Attendance is slowly improving, and the very large majority of students attend well. There
are some persistent absentees, but these are reducing in number. Students from
Gypsy/Roma traveller backgrounds are welcomed by the school and well supported,
thanks to the recent appointment of a school-based welfare worker. The school is a safe
and vibrant learning community, and for some students is a haven of care and security in
their otherwise challenging lives outside of school.
Participation in sporting and other extra-curricular activity is high, at over two thirds of
students in a typical week. The school council, called 'student voice', is chosen by staff

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

from written applications. It has a growing role in decisions about the school's social
environment and is one strand by which governors hear of student views. Many students
contribute to the life of the surrounding community, particularly through sporting links
with primary schools, and public performances of music and drama for local residents.
Students have well developed social and moral skills, demonstrated, for example by their
welcome and support for recently arrived students into school. They all have adequate
opportunities to systematically develop their spiritual and cultural understanding.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behav iour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 3


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teachers have good information about student performance. Regular checks twice a term
ensure that teachers, students, parents and carers can track progress over time, and take
action to recover any shortfalls. Lesson plans provide for a range of abilities, although in
general terms, rather than directed to named youngsters from the outset. In the best
lessons, that bespoke match of challenge to student talent occurs because the teacher
uses their own good awareness of each learner to suitably match task to student need and
interest. Lessons start briskly, with students given a variety of activities, with short time
limits to complete them. Some written work reveals gaps, because not everyone has
managed to keep up. In other lessons, students have little time to reflect upon new
concepts before a new task arrives, and occasionally this misses the opportunity for them

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

to consolidate their understanding, or exercise some independence of thought. These are
points that will help turn the existing good teaching to outstanding.
The curriculum is good because it meets the needs and interests of all learners, especially
those with special educational needs and/or disabilities, or at an early stage of learning
English, or with low literacy and numeracy standards when they entered the school. This
is done by ensuring small teaching groups for such students, and one-to-one tuition, with
teachers and support staff taking a personal interest and ownership for the success of
these students. Although this excellent personal dedication comes without financial cost,
the time and staffing to deliver it does use additional resources of money and personnel,
most of which comes from the National Challenge. At Key Stage 4, students can access a
very wide range of courses including four different Diplomas, other vocational pathways as
well as conventional academic GCSEs. Year 11 students were very happy with their
subject choices, and individuals spoke of their enjoyment of all kinds of different study
pathways. The performing arts specialism is at the heart of extensive, supportive and
enjoyable extra-curricular activities. But the school has correctly identified more that could
be done to promote learning of different beliefs and cultures within multicultural Britain,
starting with using the rich diversity of backgrounds already represented in the school.
The combination of good teaching and a personalised approach to the curriculum ensures
the vast majority of students make good progress, irrespective of their learning needs. For
some, these are minimal, but many students arrive at the school with low expectations of
themselves. Once at The Manor, they stay, come to enjoy learning and eventually recover
their full potential. The school is tenacious in its work to ensure no individual child is left
behind. The good range of internal support staff, and effective links with external
specialist agencies ensures students whose circumstances makes them vulnerable come to
develop good emotional resilience, and this has a positive impact upon their learning. This
dedication to inclusion regardless of background or previous history is the key strength of
the school. It underpins the thinking of senior leaders, and is supported by the additional
resources. Despite the good quality of care and support, a small minority of students are
not attending regularly enough to benefit fully from this good quality educational

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher's excellent leadership, drive and strategic vision has, in the past two
years, transformed overall management to being good. His determination to make The
Manor the prime agent of social and economic improvement for its local community has

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

begun to pay off, in rising academic standards and increasing ownership, via Trust status,
of the strategy by local community leaders. Students are now achieving the expected
levels of literacy and numeracy overall, with almost all students successful in moving from
Year 11 into education, employment or training. This inclusive commitment to equality of
opportunity for all local young people is demonstrated by the good progress of boys, girls,
students with special educational needs and/or disabilities, those with English as an
additional language, and those from lower income families. The governing body has
changed to reflect new community representation and support, and has good mechanisms
to find out for itself what is happening in the school, including frequent visits to the school
and its lessons by many governors. The school spends its resources well, ensuring
additional funding earmarked to meet the needs of disadvantaged students is effectively
used to close the attainment gap with the national average.
Systems to ensure the health and safety of pupils are robust. Students are taught well
about personal safety, and understand the requirements of a healthy lifestyle. Staff
training and understanding of child protection is good, with careful monitoring of records.
The school provides good quality information to parents and carers about the progress of
their children. The move to Trust status has included extensive and effective consultation
with parents and carers, and the school has good contacts with Gypsy/Roma Traveller
families that are helping to improve attendance and attainment of this group. The school
has recently analysed the needs of its various communities, and has plans, not least being
Trust status, to become the heartbeat of the locality. Those cohesion plans are new, with
little as yet by way of evaluation of impact. The school recognises it has much to gain by
helping students to understand better the rich range of cultures and beliefs that are
already represented in the school.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 2

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Views of parents and carers

The very large majority of parents and carers agreed with all of the questions. A very few
wrote of particular concerns in relation to meeting the needs of individual children, or
difficulties in communications with the school. However, many more parents and carers
wrote of their pleasure in the quality of education and home-school support that they had
experienced, and several noted how much better the school had become in recent years.
Inspectors found no evidence during the inspection of any systematic shortcomings in the
schools communications with parents, and endorse the views of the majority of parents
and carers in confirming the improving effectiveness of school provision.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Manor School to complete a
questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 80 completed questionnaires by the end of the on-site
inspection. In total, there are 383 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 31 39 40 50 6 8 1 1
The school keeps my child
39 49 37 46 3 4 0 0
My school informs me about
my child's progress
38 48 36 45 3 4 1 1
My child is making enough
progress at this school
37 46 38 48 3 4 1 1
The teaching is good at this
36 45 40 50 2 3 1 1
The school helps me to
support my child's learning
32 40 39 49 6 8 1 1
The school helps my child to
have a healthy lifestyle
25 31 48 60 5 6 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
31 39 40 50 2 3 1 1
The school meets my child's
particular needs
34 43 38 48 3 4 2 3
The school deals effectively
with unacceptable behaviour
33 41 34 43 7 9 3 4
The school takes account of
my suggestions and concerns
24 30 42 53 5 6 2 3
The school is led and
managed effectively
40 50 34 43 3 4 1 1
Overall, I am happy with my
child's experience at this
47 59 26 33 3 4 3 4


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

20 September 2010
Dear Students

Inspection of The Manor - A Foundation School, Cambridge, CB4 2JF

Thank you for your polite and good-humoured welcome to my team of inspectors last
week. We noted in particular how well you behaved in lessons and around the school in
unstructured times like break. The Manor is a good school, and a lovely place to learn
now, thanks to the excellent leadership of the headteacher, and the good work of his
team of teachers and support staff. This means you are likely to make better progress
than most students nationally, and therefore be able to access a full range of educational
and training opportunities when you leave school. The school has many strengths,
including its care and support for you as individuals, the flexible curriculum at Key Stage 4,
and great teachers! We note your views of how well the school cares for you, your strong
sense of loyalty to the school, and that the very large majority of you enjoy school life.
Because lessons are so brisk, and teachers provide a variety of activities to keep you busy,
you learn well. To make even greater strides, we think that in some lessons, the main
tasks, particularly the harder ones, could be started sooner by some of you, rather than all
of you doing the same thing. There is also scope for you to have longer to develop your
own ideas, and express them orally or in writing, from time to time. The school has plans
to further enhance your understanding of different cultures and beliefs, and we think that
because you are fortunate in having fellow students from a wide range of backgrounds,
you are well placed to learn from each other.
Best wishes for every success in your future
Yours sincerely

Brian Cartwright
Her Majesty's Inspector


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