Manor Park Infant and Nursery School

Highlights from Latest Inspection

Outcome

Manor Park Infant and Nursery School continues to be a good school.

What is it like to attend this school?

The school is a happy, calm and purposeful place. Pupils are curious and take delight in their learning. Staff have high expectations of pupils.

Pupils know that staff care about them. Parents and carers are overwhelmingly positive about the school. One parent's comment, which was typical of many, was: 'They are a very inclusive school.

They see the children as individuals and provide equal opportunities and ambitious goals for all.'

The school's values permeate its work. Pupils learn to show respect, to be kind, to be ready and to be safe.

Pupils a...re proud to wear wristbands which show that they are demonstrating the school's values. One pupil said: 'I loved it when I showed good listening and I got a wristband.'

Pupils behave well and feel safe at school.

They say that bullying is rare. They know that staff will help them if there are problems. Pupils play harmoniously and are well mannered.

Teachers make learning interesting for pupils. Pupils say that they feel well supported by staff. Pupils with special educational needs and/or disabilities (SEND) have the same opportunities as other pupils.

What does the school do well and what does it need to do better?

The school is not standing still. Leaders have not let the COVID-19 (coronavirus) pandemic interrupt their plans to deliver an ambitious curriculum. The curriculum is improving.

Leaders check that staff have the knowledge to deliver it effectively. The provision in early reading, mathematics and science is strong. The school's curriculum includes all subjects.

However, some of these subjects are not planned in enough detail.

Leaders have constructed a new curriculum in several subjects. Leaders are refining other subjects to improve the content so that pupils' learning builds over time.

In science, the curriculum builds knowledge and understanding from Nursery to Year 2. Pupils in Reception remember that coral reefs are colonies of polyps. They know that coral reefs are important underwater habitats.

In mathematics, pupils can use mathematical vocabulary, such as cube, cuboid and triangular prism to describe 3-D shapes. Other pupils can recall previous learning and remember the symbols for greater than and less than. By contrast, pupils do not remember sufficient knowledge in religious education.

Pupils remember very few facts about the Victorian period in history. When the curriculum is not planned in detail, pupils remember less of their learning.

Teachers regularly check pupils' knowledge and understanding in phonics, reading, mathematics and science.

For example, in mathematics, teachers use 'flashbacks' to check what pupils remember about their learning. However, these checks are not a feature in all subjects.

Reading is a high priority.

Pupils are taught to read from arrival in Nursery or Reception. Pupils benefit from daily phonics teaching. Staff follow the school's phonics programme consistently.

They are trained in how to deliver the programme. They make sure that pupils read books that they can decode so that they become fluent readers. Pupils who need more support receive it quickly and regularly.

Teachers regularly read to pupils and choose books which link with other subjects. For example, one teacher read 'Clean Up!' because it developed pupils' awareness of plastic pollution in the world's oceans. Leaders focus on developing pupils' vocabulary.

Pupils delight in words that they have learned. For example, in science, pupils remember the meaning of words such as 'habitat', 'producer', 'consumer' and 'carnivore'.

Leaders understand the needs of pupils with SEND.

Teachers adapt work so that pupils can access learning. Teaching assistants support pupils with well-targeted help when needed.

Pupils' wider development is at the heart of the school's work.

Leaders have high expectations. They promote pupils' independence, resilience, teamwork and curiosity. Pupils' well-being is paramount.

Pupils are taught to be kind and caring. Leaders celebrate pupils' understanding of diversity. However, this is not embedded throughout the curriculum as leaders intend.

For example, pupils' understanding of other faiths and cultures is vague.

Governors work well with leaders. They understand their responsibilities and are alert to staff well-being.

Governors ask incisive questions about curriculum development and subject leadership. Leaders support staff well-being. They provide access to training and time for curriculum development.

Staff are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding.

Systems are effective to identify and help pupils who are at risk. Leaders maintain comprehensive records. Leaders have a collective 'arm' around vulnerable pupils and families.

They ensure that staff training is up to date and that staff know how to raise concerns. Leaders work well with external agencies.

Pupils say that they feel safe because there is always an adult they can talk to.

Pupils learn how to stay safe in different circumstances, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum plans are not fully developed in all subjects. Leaders should ensure that plans identify the most important knowledge that pupils should acquire in each subject, so that all pupils, including those with SEND, know more and remember more.

• The approach to frequently checking pupils' knowledge and consolidating previous learning works in mathematics effectively. Leaders should develop a consistent approach to checking what pupils know and remember from the wider curriculum, while avoiding excessive workload.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good on 15 September 2010.

Also at this postcode