We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Manor Drive Secondary Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Manor Drive Secondary Academy.
To see all our data you need to click the blue button at the bottom of this page to view Manor Drive Secondary Academy
on our interactive map.
There is a lot on offer for pupils at Manor Drive Secondary Academy. They gain a rich understanding of the world through the many opportunities to explore politics, society and the local community.
Every single pupil participates in the 'mind body goal' activities, which are at the heart of the wide-ranging enrichment programme.
Pupils regularly attend a range of clubs such as book folding, film and music. They raise money for their chosen charities.
The school organises numerous educational visits in this country and abroad. Pupils appreciate how these experiences aim to help them become responsible and well-rounded members of society.
The school ma...kes clear its high ambition for learning.
Pupils focus well during lessons and achieve well. They enjoy the broad curriculum they study.
Most pupils behave well in lessons and as they move around the school.
Pupils are guided to value the differences between themselves and others. They treat others with respect. They are safe in school, knowing staff will act promptly if they raise concerns.
Pupils have access to a trusted adult to talk with. The action the school has taken to improve pupils' attendance is having a positive impact.
What does the school do well and what does it need to do better?
The school's well-designed 'curriculum roadmaps' reflect its high expectations.
On the whole, the curriculum sets out and sequences logically the key knowledge and concepts pupils need to learn. However, content is sometimes not clear enough. This means that teachers do not consistently emphasise the most important knowledge the school wants pupils to learn and remember.
As a result, pupils' learning is not as strong as it could be.
Pupils with special educational needs and/or disabilities (SEND) follow the same broad curriculum as their peers. Teachers have been trained well to adapt teaching for these pupils.
The school's strong processes mean that any additional needs are identified without delay.
The school strongly promotes a love of reading. It has carefully planned interventions for pupils who need extra help with their reading.
These pupils receive effective support.
On the whole, most pupils behave well. During lessons, they listen attentively and focus on their learning.
Leaders keep behaviour under the spotlight. They have adapted policies to reflect the increase in the number of pupils. This includes how the school manages lesson transitions.
However, the school's expectations are not consistently applied during these times of the day. This means that behaviour is boisterous at times.
The school prioritises regular attendance.
It works hard to engage with parents to resolve the causes of any persistent absence. This approach is bringing some success.
The provision for pupils' personal development is exemplary.
Within this, all pupils participate in courses that support their intellectual and physical development and broaden their aspirations. This enhances the taught curriculum and is complemented by an impressive range of extra-curricular activities. These include a growing number of sports fixtures and clubs.
The school has designed a strong careers strategy. Year 9 pupils, for example, understand the range of options available to them at key stage 4 and beyond.
Assemblies and form time contribute well to the relationships, health and sex education curriculum.
The school has planned this with great precision. Pupils understand what it means to be a citizen in modern Britain. They learn how to contribute to their community.
They have meaningful opportunities to take on leadership responsibilities. Pupils show a strong understanding of respect for difference.
The school and the trust have successfully managed the school's rapid expansion since its opening in 2022.
Their determined mission to build a strong school for the local community has underpinned this. Staff share this sense of purpose. They are proud to work at the school.
The experienced trustees and local governors know the school well. They support its leaders effectively.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Pupils' learning is sometimes not as secure as it could be. This is because the school's curriculum plans do not always set out clearly enough the key knowledge and concepts that pupils need to learn. The school should take the steps necessary to address this and implement its vision for high-quality education across the curriculum.
• In some instances, the agreed approaches to behaviour management are not applied by the school. Because of this, behaviour is occasionally boisterous, and some incidents of poor behaviour have resulted in suspensions. The school needs to review arrangements and support for pupils so that the school's high expectations are more consistently upheld.
