|Name||Manor Infants’ School/Manor Longbridge|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 May 2014|
|Address||Sandringham Road, Barking, Essex, IG11 9AG|
|Religious Character||Does Not Apply|
|Number of Pupils||1292 (54% boys 46% girls)|
|Number of Pupils per Teacher||20.4|
|Local Authority||Barking and Dagenham|
|Percentage Free School Meals||12.5%|
|Percentage English is Not First Language||48.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is much larger than most primary schools and expanding rapidly. This is because the original infant school is moving to five forms of entry with building work currently near to completion. The school also opened the Manor Longbridge site in 2011, which will eventually become a three-form entry primary school. This site currently has full year groups up to the end of Key Stage 1 and a small number of classes in Years 3 to 6. Most pupils are from a wide range of minority ethnic backgrounds, with the largest groups being those from Pakistani and Bangladeshi backgrounds. The majority of pupils speak English as an additional language, although the proportion is falling. Many are at the early stages of learning English. The proportion of pupils known to be eligible for funding through the pupil premium is broadly average. This is additional government funding which, in this school, supports pupils who are known to be eligible for free school meals. Most pupils at Key Stage 2 at the Manor Longbridge site are eligible for support. The proportion of disabled pupils and those who have special educational needs supported through school action is well above average and rising. The proportion supported at school action plus or with a statement of special educational needs is above average and rising. The Manor Longbridge site has specially resourced provision for 12 pupils with autistic spectrum disorder, which has been open for two years but only full since September 2013. More pupils than in most other primary schools join or leave part way through their primary education. This figure is rising rapidly and very few Key Stage 2 pupils attend Manor Longbridge for four years. This is partly because many pupils enter in advance of planned arrangements for a full expansion and some leave as places have become available in schools nearer their homes. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. The headteacher and senior leaders provide outstanding leadership. This has helped to maintain high achievement across the infants’ school during a period of rapid school expansion. The governing body is highly effective. Governors know the school well. They use their wide-ranging skills to provide outstanding support and rigorous challenge to senior leaders. Teaching is usually good and some is outstanding. This leads to pupils making good progress, particularly by the end of Year 2. Teaching is at least good and at times outstanding in the Nursery and Reception classes. As a result, children make good progress. Pupils behave well in and around both sites, and are courteous and polite. They are keen to learn and want to do their best. Pupils are confident they are safe in school and that adults take care of them The school provides a wide range of opportunities for the pupils’ spiritual, moral, social and cultural development. This is based on great respect between staff and pupils. Consequently, newcomers feel quickly they are part of the school. Leaders and governors have successfully and quickly established a clear identity at Manor Longbridge. They have ensured successful practices at Manor Infants’ are rigorously adopted at Longbridge. It is not yet an outstanding school because : Teachers do not always provide pupils with clear guidance on how to improve their work, particularly at Key Stage 2. Not all teachers provide enough challenge for the most-able pupils. This can lead to their progress slowing at times. Teachers do not always use effective strategies to explore what pupils understand or to extend their thinking.