Manor Park Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Manor Park is an inclusive community of pupils from diverse backgrounds and faiths. Pupils warmly welcome overseas pupils, and those who speak English as an additional language. This helps new arrivals to settle quickly.

The diverse culture within the school ensures that all pupils develop a common understanding of the wider world.

The school values pupils as individuals and as important members of the school community. Caring relationships between staff and pupils underpin the school's positive ethos.

Pupils feel safe in school and know how to keep themselves safe online and in the local area. They know that they can speak to a trusted adult if they have a p...roblem. They are confident that they will receive any support needed.

Pupils' behaviour is typically good. Pupils show good levels of respect for others. Most conduct themselves in lessons and around school sensibly.

Pupils know the difference between bullying and isolated behaviour incidents. Staff manage behaviour fairly and consistently.

Pupils enjoy the variety of extra-curricular opportunities the school offers.

This includes a range of clubs, visits and visitors. Unique events are offered to provide pupils with memorable experiences. The '11 before 11' initiative includes a residential visit to France and a powder paint, colour race.

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

The curriculum is carefully designed to reflect the diversity of pupils within the school. It is well constructed and consistently implemented by staff. From the early years to Year 6, pupils build successfully on their prior learning.

They also develop their subject vocabulary in clear and well sequenced steps. For example, children in the Nursery learn words such as 'angry, sad, happy' to describe their feelings. This progresses to words like 'emotions and excitement' by Reception Year.

There is a sharp focus on developing teachers' subject knowledge and leadership skills. Effective support is provided both by school and trust leaders. This results in staff having the expertise needed to deliver the curriculum well.

The school has worked hard to overcome the many challenges they face in meeting the needs of pupils within the school. Challenges include high levels of mobility, deprivation, and a lack of pre-school experience for most children in the early years. Nevertheless, pupils make strong progress from very low starting points.

Recent improvements made, and ongoing monitoring and curriculum adaptations, ensure that standards in English and mathematics are rising and closer to national expectations.

The school ensures that reading is a top priority. From the early years onwards, pupils follow a structured phonics programme.

Staff check regularly on how pupils are learning. Books are well matched to pupils' phonic knowledge. Despite this, not all staff have had the training they need to deliver this programme effectively.

Across the school, pupils enjoy a good range of reading material and enjoy stories read by staff. However, pupils who struggle to learn to read do not read frequently enough to master the skills needed to become fluent and confident readers.

The school has sharpened processes and provided effective training to ensure that staff identify pupils with special educational needs and or disabilities (SEND) early.

Individual targets, which are precise and measurable, are set for pupils and reviewed regularly. Adaptations made help pupils access the same curriculum as their peers. Specialist input is also sought for those with specific needs.

The school has an increasing number of pupils with SEND with complex needs, who require a bespoke programme and high levels of support. The school is highly effective in including these pupils in lessons wherever possible, and managing their behavioural and emotional needs.

Children in the early years settle quickly.

Staff pay particular attention to their speech and language development. Adults ensure that children develop the skills and knowledge needed to be successful across all areas of learning. This prepares them well for Year 1.

The school monitors pupils' attendance carefully. It has effective systems in place to make sure it responds quickly to any absences. However, the number of pupils who are persistently absent remains too high, especially those with SEND.

Pupils benefit from a planned programme of personal and social education. They learn about different cultures and traditions and the importance of respect and treating others equally. Pupils enjoy taking on responsibilities such as school councillors and house captains.

Educational visits and extra-curricular clubs help extend pupils' enjoyment of school and develop their wider talents and interests.

Staff recognise and appreciate the different ways that leaders show support for them. They are proud to work at the school.

The trust and governing body provide a good balance of challenge and support. They know the school well and utilise their skills and resources effectively to ensure all pupils get a good quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The delivery of phonics is inconsistent, and some lower-attaining pupils do not receive the support needed. This means that some pupils do not learn to read as well as they should. The school should ensure that staff have the skills needed to deliver phonics consistently well and provide the support needed to help pupils who fall behind catch up quickly.

• Attendance for some pupils remains too low, especially pupils with SEND. This means they miss vital lessons and school opportunities. The school should continue to work with parents to instil the importance of regular attendance.