|Name||Manor Farm Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 May 2019|
|Address||Tiber Road, North Hykeham, Lincoln, LN6 9ST|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||L.E.A.D. Academy Trust|
|Percentage Free School Meals||3.4%|
|Pupils with SEN Support||4.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This was the school’s first inspection since opening in September 2016. The school became part of the LEAD Academy Trust in January 2018. The powers of governance lie with the trustees of the LEAD Trust. The trustees have appointed a committee known as the local academy advisory board. The trustees delegate some of their powers to the academy advisory board. The school is smaller than the average-sized primary school. It is increasing in size by a class a year. It is anticipated that there will be 210 pupils on roll by 2021. The proportion of pupils eligible for free school meals is much lower than the national average. No pupils speak English as an additional language. The majority of pupils attending the school are of White British heritage. The proportions of pupils within each class and of children in early years with SEND are smaller than the national average.
Summary of key findings for parents and pupils
This is a good school Senior leaders are ambitious for the school. They have a clear vision and have carefully planned for the school’s continued growth. The well-thought-out curriculum results in pupils being well developed personally, socially and emotionally. They are tolerant and able to value differences. They are very well prepared for life in modern Britain. Where teaching is at its best, teachers make regular checks on how pupils are getting on. They change their teaching promptly to make sure that all pupils are working as hard as they can. However, in some cases, the instructions that pupils are given are too long or complicated. Leaders have not ensured that the progress that pupils make is consistent in every year group. Some teachers do not challenge the most able pupils quickly enough in lessons. Pupils with special educational needs and/or disabilities (SEND) are supported well. Adults make sure that the work these pupils receive is well tailored to their needs. Classrooms are bright, stimulating and attractive. Pupils use the displays and resources in classrooms to help them with their work. Phonics is taught well. Pupils learn the sounds that different letter combinations represent and use this to help them read new words. The proportion of pupils reaching the standard expected of them in reading, writing and mathematics is above that found nationally. Not as many pupils achieve the higher standards as that found nationally. Pupils’ behaviour is exemplary. They are attentive, work cooperatively and help each other when they get stuck. They follow instructions promptly and are determined to do their best. They are well prepared for the next stage of their education. Pupils have a good understanding of what they must do to lead a healthy lifestyle. They understand mental health and how to keep this positive. Teachers in early years plan work that motivates children. Children are eager to find out new things and work well together to solve problems. They work in a sustained manner.