|Name||Marton Manor Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 March 2014|
|Address||The Derby, Marton Manor, Middlesbrough, TS7 8RH|
|Religious Character||Does Not Apply|
|Number of Pupils||243 (53% boys 47% girls)|
|Number of Pupils per Teacher||21.2|
|Academy Sponsor||James Cook Learning Trust|
|Percentage Free School Meals||13.3%|
|Percentage English is Not First Language||4.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Marton Manor Primary is slightly smaller than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium is just above the national average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after by the local authority.) The vast majority of pupils are of White British heritage and speak English as their first language. The proportion of pupils supported through school action is lower than that found nationally. The proportion of pupils supported at school action plus or with a statement of special educational needs is much higher than that found nationally. The school has specially resourced provision for pupils with special educational needs catering for twelve pupils with Autistic Spectrum Disorder. Pupils spend some of their time with specialist staff in the base and some in the mainstream classes that are appropriate to their age. The school meets the current floor standards, which are the government’s minimum expectations for attainment and progress in English and mathematics at the end of Year 6. The school has a range of awards including the International School Award and the Basic Skills Quality Mark.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. Pupils make good progress over time to reach standards that are average in reading and writing and above average in mathematics. The quality of teaching is usually good and some is outstanding. Work is usually carefully matched to pupils’ different abilities so that pupils are stretched and challenged appropriately. Good marking and feedback helps pupils to know how to improve their work and this helps them to make good progress. The pupils from the resourced base for autistic spectrum condition achieve well. Their inclusion in the life of the school helps all pupils to develop high levels of tolerance and respect as well as promoting their own personal development. Behaviour is good. Pupils are delightfully friendly, polite and hard-working. The school’s work to promote safety is also good. Pupils and parents are correct when they say the school is a safe environment. The curriculum is varied and interesting. Pupils have excellent opportunities to study other cultures and expand their horizons through a diverse range of activities, from role play in a Chinese restaurant in the Early Years Foundation Stage to pupils dressing up as ancient Greeks in Year 5 and Year 6. Senior leaders, staff and governors share a common purpose and have high aspirations for pupils. The headteacher regularly checks the quality of teaching and pupils’ progress to make sure that both are improving. Consequently standards are rising in reading, writing and mathematics in all key stages. The leadership of mathematics is particularly good, resulting in standards that are consistently above average. This shows that the school has a good capacity to continue to improve. It is not yet an outstanding school because : A small amount of teaching in Year 3 and Year 4 requires improvement as it does not always challenge pupils sufficiently well. Not all leaders have enough opportunities to check the quality of teaching and pupil progress in the areas they are responsible for.