|Name||Manor Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||01 May 2018|
|Address||Lydalls Close, Didcot, Oxfordshire, OX11 7LB|
|Number of Pupils||417 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.1|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||9.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not comply with Department for Education guidance on what academies should publish. The website is currently under reconstruction. The school is much larger than most primary schools. Pupils are taught in mixed-age classes in some year groups. There is provision for children in the early years in three Reception classes. There has been significant turbulence in staffing at all levels since the previous inspection. The headteacher and deputy headteacher joined the school in September 2017. Several staff have left or joined the school in the past two years. The proportion of disadvantaged pupils is similar to that found in most primary schools The proportion of pupils who have SEN and/or disabilities is similar to the national average. Most pupils are White British and very few speak English as an additional language. The school meets the government’s floor standards, which set out the minimum expectations for pupils’ attainment and progress at the end of key stage 2.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has undergone a significant period of instability in recent years, and this had a negative impact on pupils’ academic as well as their personal and social development. Despite current leaders’ efforts to improve the quality of teaching, it is too variable across the school. The significant turnover of staff in some classes has had a detrimental impact on pupils’ learning and behaviour. Pupils do not make consistently good progress in reading, writing and mathematics across the school. It is stronger in key stage 1 than in key stage 2. Where teaching is weaker, pupils do not behave well. The attendance of pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils is below the national average. Several leaders are new to their roles and have not yet gained an accurate understanding of the strengths and weaknesses in their subjects. They do not all check that the actions that they have put into place are effective. Teachers do not all make enough use of assessment information to plan work for the range of pupils in their class. As a result, some groups of pupils, including the most able and those who have SEN, do not progress as well as they should. Children in the early years do not make rapid enough progress. This is because learning tasks provided for them are not challenging enough. The curriculum is too narrow and does not provide pupils with enough opportunities to learn subjects other than English and mathematics to any depth. The school has the following strengths The proportion of Year 1 pupils meeting the expected standard in phonics was above average in 2018. This helps pupils to get off to a good start in reading at key stage 1. The proportion of girls who reached the expected standard in reading and writing was above average at the end of Year 6 in 2017. The headteacher and her leadership team have high expectations. They have taken action to improve the quality of teaching in order to raise pupils’ standards. Where teaching is stronger, pupils enjoy learning and make good progress. A large majority of parents say that their children enjoy school and are happy and safe.