Manor Wood Primary School Formally Carr Manor Primary School

About Manor Wood Primary School Formally Carr Manor Primary School Browse Features

Manor Wood Primary School Formally Carr Manor Primary School

Name Manor Wood Primary School Formally Carr Manor Primary School
Ofsted Inspection Rating Outstanding
Inspection Date 30 January 2019
Address Carr Manor Road, Moortown, Leeds, West Yorkshire, LS17 5DJ
Phone Number 01132689160
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 542 (51% boys 49% girls)
Number of Pupils per Teacher 23.7
Local Authority Leeds
Percentage Free School Meals 9.9%
Percentage English is Not First Language 36.7%
Persisitent Absence 3.7%
Pupils with SEN Support 16.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. Carr Manor Primary School is a founder member of Noctua Teaching School Alliance. The school became a National Support School in May 2018. The school has a much higher than average proportion of pupils from different ethnic groups. The proportion of pupils who speak English as an additional language is higher than the national average and in the top 20% of schools. The proportion of pupils with SEND and the proportion of pupils who have an education, health and care plan are similar to the national averages. The proportion of pupils who are known to be eligible for the pupil premium is just below the national average. The early years consists of a unit of Nursery and Reception children. The 78 Nursery places are offered in flexible hours, up to 30 hours. The school runs before- and after-school clubs.

Summary of key findings for parents and pupils

This is an outstanding school Excellent leadership at all levels, first-class teaching and a whole-team commitment to creating an inspirational ‘place where it all begins’ has resulted in an outstanding learning environment for pupils. Pupils thrive in a school where high academic achievement and exceptional personal development go hand in hand. Governors expertly fulfil their role in checking the effect of leaders’ actions to be assured that pupils are safe and achieving well. Pupils’ achievement at the end of key stage 2 is above the national average in all subjects at the expected standard and considerably above the national average at the higher standard. A focus on deepening pupils’ understanding and oracy has resulted in a high proportion of pupils making rapid progress in reading and reaching higher standards in both key stages 1 and 2. Middle leaders support staff very well in giving pupils rich curriculum experiences, both in lessons and in a plethora of exciting extra-curricular activities. Support for pupils with special educational needs and/or disabilities (SEND) is first-rate. Leaders’ ambition for pupils results in them making rapid progress towards age-related expectations. Pupils are rightly proud of their school and do not want to miss a moment. Attendance is consistently better than the national average. Phonics teaching is strong. Pupils with lower starting points are helped to catch up quickly. Pupils’ behaviours and attitudes to learning are exemplary. All staff place restorative practice techniques at the heart of their teaching. These consistent messages help pupils thrive. Leaders have created a highly effective culture of safeguarding. Teaching pupils ways to keep themselves and others safe forms an essential and frequent part of the curriculum. Children get a fabulous start to learning life skills in the early years. Leaders have created a truly amazing indoor and outdoor environment where children explore, cooperate and delight in finding out about the world around them. Lower-ability pupils’ progress has been slower in English between the early years and key stage 1. Leaders’ precise direction and intense support is ensuring that this is not the case for current pupils, but the presentation of pupils’ written work is not consistently of high quality. Parents and carers are overwhelmingly positive about the school. They praise the staff team’s commitment to ensuring that their children are safe, enjoying school and making excellent progress.