Manorfield Primary and Nursery School

Manorfield Primary and Nursery School Sangers Drive, Horley, Surrey RH6 8AL

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Overall effectiveness Good

Effectiveness of leadership and management Good

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Overall effectiveness Good

Quality of teaching, learning and assessment Good

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Overall effectiveness Good

Personal development, behaviour and welfare Good

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Overall effectiveness Good

Overall effectiveness at previous inspection Requires Improvement

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This is a good school

 The headteacher, senior leaders and governors have taken decisive action to improve pupils’ achievement. All groups of pupils, including disadvantaged pupils, leave the school well prepared for the next stage of their education.  Pupils’ achievement in reading, writing and mathematics across Key Stage 2 is good.  High-quality, bespoke professional development is targeted effectively to ensure that almost all teaching is good or better.  Teachers routinely check pupils’ understanding and make sure pupils know what they need to do next. Pupils’ work is, therefore, increasingly accurate and of high quality across a range of subjects.  The thematic curriculum provides rich opportunities across subjects for pupils to apply their reading, writing and mathematical skills.  Shared values underpin the work of the school community. Pupils show tolerance and respect for others and celebrate their achievements.  Parents receive regular and timely information

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This is a good school

about the progress pupils are making and are well informed about what pupils are learning. This enables them to support the school in making a positive difference to pupils’ achievement.  The provision in early years is good. Pupils are well supported to develop all the skills they need to make a successful start to Key Stage 1.

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It is not yet an outstanding school because

 The attainment of disadvantaged pupils and boys is not as good as other pupils nationally in phonics and in reading and writing by the end of Key Stage 1  Some teachers are less skilled at reshaping activities quickly to meet the needs of more-able pupils.  Opportunities to strengthen pupils’ cultural and spiritual understanding are not as regular as those for social and moral development.  The number of pupils who miss school regularly is higher than it should be.

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What does the school need to do to improve further?

 Develop leaders’ evaluation and use of performance information to inform improvements to teaching so that: – the attainment of disadvantaged pupils matches that of all other pupils nationally at the end of Key Stage 1 in reading and writing – gaps between boys’ and girls’ achievement close in early years and Year 1 – all teachers respond quickly to the needs of more-able pupils, consistently starting from a high enough point, and reshape activities appropriately.  Widen opportunities in the curriculum to develop pupils’ spiritual and cultural understanding.  Strengthen further work with parents to reduce the number of pupils who miss school regularly.

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Effectiveness of leadership and management is good

 The headteacher’s strong and decisive leadership has secured significant and rapid change for pupils and the wider school community. The school is a strong learning community dedicated to securing the very highest outcomes for all pupils. Checks on teacher performance are robust and underperformance is challenged swiftly. As a result, teaching is good and current rates of pupil progress are high.  The senior team model high standards of professional behaviour, ensuring that newly qualified teachers and less-experienced middle leaders have good role models whom they can aspire to emulate. The culture and ethos of the school promotes investment in people. Staff value the exceptional quality of professional support they receive and continually improve their practice.  Leaders’ actions make a positive difference. Improvements to the delivery of mathematics, reading and writing have all had significant impact on the achievement of pupils across the school. Leaders have

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Effectiveness of leadership and management is good

strengthened teaching, recruitment and training successfully, to ensure that all current pupils are well placed to make consistently good gains from their starting points.  The special educational needs co-ordinator delivers excellent work to promote the achievement of pupils who have additional needs. Parents value the expert attention given to these pupils and are delighted by the progress they are making. The family support worker complements this work, providing sensitive support, particularly for families where children have complex medical needs.  The curriculum provides breadth and balance across a range of subjects, with particular strengths in history, geography and science. Pupils develop confident use of evidence and sources, accurately using skills from English and mathematics to support their work. Pupils participate enthusiastically in local community events, such as a recent Hawaiian float entry to the local carnival, complete with dancers,

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Effectiveness of leadership and management is good

drummers and artwork from across the school. Assemblies deepen pupils’ knowledge and understanding of British values, through their close links to the shared school values of empathy, respect and acceptance.  Leaders use additional funding for primary sport effectively to improve the quality of teaching and ensure that pupils participate in a range of good-quality extra-curricular activities. More pupils are engaged in competitive tournaments across a widened range of sports as a result.  Pupil premium funding has a strong impact on closing gaps for disadvantaged pupils by the end of Reception and Year 6 in 2015. However, gaps in attainment did not close rapidly enough in reading and writing at the end of Year 2 last year, because teaching was inconsistent. Leaders have reshaped support appropriately and strengthened teaching using additional funding to close any remaining gaps quickly.  Parents receive regular communication from the school about pupils’ achievement. There are numerous

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Effectiveness of leadership and management is good

opportunities provided for parents to share pupils’ work, including half-termly showcases. This has strengthened parents’ knowledge about how the school supports pupils to learn. All parents who contributed to the online survey (Parent View) agreed that they receive helpful information about the progress pupils make in the school.  Local authority support is effective. Timely brokerage of an advanced skills governor strengthened governance. Consultancy support since the last inspection contributed successfully to improving pupil achievement. Evaluation of individual aspects of leadership, such as NQT (newly qualified teacher) support, provide motivating feedback for leaders to help them celebrate strengths in provision.  The governance of the school – Governance is good. The governing body has recruited carefully and made sure that governors have the right skills to meet the needs of the school. Governors robustly challenge leaders to secure

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Effectiveness of leadership and management is good

improved achievement for all pupils. They check the impact of leaders’ actions through regular meetings and reviews of performance information. This helps them to know the school well and ensures that they can identify accurately areas for further development. Their actions have raised the school’s profile within the local community with positive effect. – Governors have invested in the delivery of high-quality, bespoke professional development for all staff. In particular, they have ensured that performance management arrangements reward good teaching and swiftly tackle underperformance.  The arrangements for safeguarding are effective. Staff recognise situations where they should share any emerging concerns and leaders follow these through meticulously, showing great tenacity in following up any perceived risk of harm with appropriate external agencies.

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Quality of teaching, learning and assessment is good

 The vast majority of teaching in the school is consistently good and all teaching is improving significantly. Additional adults provide effective support and promote independence of learners. Pupils’ current work shows increasing proportions of pupils making good progress in all year groups across the school.  Progress in pupils’ work is strongest in Years 5 and 6. Here, teachers use high-quality questioning with confidence to check understanding and identify errors early during sessions. Regular, incisive feedback to pupils strengthens the quality and accuracy of their written and mathematical work.  In mathematics, teaching promotes pupils’ confidence to reason, recall rapidly and work systematically. Pupils have frequent opportunities to grapple appropriately with mathematical problems. In Years 5 and 6, for example, pupils work confidently with fractions, ordering those with different denominators speedily

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Quality of teaching, learning and assessment is good

by finding equivalent fractions and converting them accurately into decimals.  Pupils’ writing demonstrates an increasing command of vocabulary and use of appropriate sentences across a range of genres. This is because there has been a successful focus on improving the teaching of spelling, punctuation and grammar. Pupils in Year 1 and 2 use punctuation with increasing efficiency and choose vocabulary purposefully to enhance their writing, for example, choosing other words for ‘said’.  There are widened opportunities for pupils to engage with high-quality texts because of bright and attractive displays of books in all classrooms. In Year 4, teaching guided pupils purposefully to use text to retrieve information and make inferences. This enabled pupils to participate confidently in lively debates with their peers about characterisation, using persuasive language.  Achievement in phonics (letters and the sounds they make) has improved because the links between

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Quality of teaching, learning and assessment is good

teaching in reception and Year 1 have been strengthened. In a Year 1 session, all pupils sounded out words accurately, and read and wrote sentences correctly using ‘oa’ such as ‘coach’. The teacher corrected errors quickly in the pronunciation of phonemes and provided prompt opportunities for pupils to apply the sounds they had learned to their reading and writing.  Presentation and pride in work is consistent between classes. This is because teachers have high expectations and pupils know that their work is valued. Consequently, pupils complete work diligently and to a high standard.  Disabled pupils and those with special needs receive excellent support. Expectations are rightly high for these pupils and resources are expertly matched to their needs.  Teaching enables pupils who are at risk of falling behind to catch up quickly. However, in some lessons teachers do not respond quickly enough to the needs of more-able pupils. This means that these pupils

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Quality of teaching, learning and assessment is good

wait too long to be challenged and extended and do not always make rapid progress.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good. Parents agree overwhelmingly. They say that Manorfield is a happy, caring school where pupils are supported to be the best they can be.  Pupils say that they feel safe and trust the adults in the school to help them when needed. Pupils take responsibility for managing their own and others’ risks. The pupil task force were able to explain confidently their role in ‘helping everyone to make good choices’.  Shared values underpin the work of the whole school community. Even the very youngest pupils in the school understand the value of ‘acceptance’ and that they should never ‘leave anyone out’ of their games. Consequently all members of the school community are included and valued.  Pupils talk knowledgeably about how to keep safe, including online safety and what to do in the event of a fire. Pupils were able to make links between different opportunities to learn about safety both through

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Personal development and welfare

the curriculum and also through visits and trips, for example road safety and washing their hands.  Opportunities to develop pupils’ social and moral understanding are strongly threaded throughout the curriculum. Pupils were less sure how frequently they learned about other people’s faiths and cultures. Pupils’ work confirms that there are fewer opportunities to develop their spiritual and cultural understanding.

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Behaviour

 The behaviour of pupils is good. Pupils say that name calling and unkind behaviour are rare. The vast majority of parents agree. No incidents of discriminatory language or bullying have been recorded in the last year.  Pupils show positive attitudes to learning during most sessions. They are resilient and determined because they know adults believe in them. Occasionally, pupils in a very small number of sessions lose focus and concentration and do not regulate their own learning behaviours well.  During lunchtimes, at break and during extra-curricular activities, pupils’ behaviour is cooperative and well-mannered across all ages. This is because positive behaviour is reinforced effectively by adults and pupils value the rewards they earn when they demonstrate the school’s values in their work and play.  Pupils’ attendance is improving as a result of leaders’ determined efforts to reduce lateness and promote

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Behaviour

a love of learning. While the numbers of pupils who miss school regularly has reduced, leaders recognise there is more to do with some families who do not bring their children to school regularly.

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Outcomes for pupils are good

 At the end of Key Stage 2, pupils’ achievement is above the national average in reading, writing and mathematics. Achievement has improved considerably over the last three years and this is set to continue.  Pupils make consistently good progress in reading, writing and mathematics from Key Stage 1 to Key Stage 2. The proportions of pupils making expected and better than expected progress from almost all starting points is above national. Teaching focuses on the right things to move pupils’ learning on quickly. Additional support closes gaps effectively because it is precise and well targeted.  A rising proportion of pupils secure the expected standard in the phonics check so that more than two thirds of pupils reached the expected standard for their age. The proportion of disadvantaged pupils that secured this standard by the end of Year 1 in 2015 was above national. However, the proportion of boys

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Outcomes for pupils are good

securing this standard was lower than it should be.  Pupils’ current work across the school shows high levels of achievement across subjects other than English and mathematics. Written work in history, geography and science is of a good standard, with pupils working in line with the expected standards for their age.  Current pupils are making good progress in all year groups. Although inconsistencies in teaching over the last two years in Key Stage 1 have been addressed, some pupils did not catch up quickly enough to be well prepared for Key Stage 2 in reading and writing. Swift intervention and stronger teaching is ensuring that these pupils are now making good gains in their learning and pupils’ work shows that gaps are closing.  The proportions of pupils securing higher standards of attainment at the end of Key Stage 2 have increased and are now above those found nationally in reading, writing and mathematics. In Key Stage 1,

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Outcomes for pupils are good

while proportions are increasing, they do not yet match those found nationally. Additional challenge for more-able pupils is in place in all learning sessions, however, this challenge is not always provided promptly enough from a high enough starting point, so learning time can be wasted.  Adults have high expectations of disabled pupils and those with special educational needs. Consequently support is well targeted and all teachers ensure that these pupils are challenged appropriately. Achievement for these pupils is high compared to similar pupils nationally and the gap between their achievement and other pupils nationally is closing.  Disadvantaged pupils make good progress across the early years, in mathematics and phonics in Key Stage 1 and leave Key Stage 2 very well prepared for the next stage in their education. The proportions of pupils making both expected progress and better than expected progress from almost all starting

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Outcomes for pupils are good

points is higher than those found nationally in reading, writing and mathematics. By the end of Key Stage 2 gaps are closed because leaders have taken effective action to ensure that this is the case.

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Early years provision is good

 Children make good progress in the early years because effective leadership ensures that teaching and provision are strong across all areas of learning. Leaders’ self-evaluation is accurate. They know, for example, that boys did not achieve as well as girls in 2015 and are adapting their provision accordingly to meet their needs better.  The very youngest children display skills below those typical for their age in a number of areas of learning, including language and development. A language-rich environment and confident teaching of early reading, writing and number ensures that children make rapid gains in their learning. Children currently starting their reception year demonstrate skills, knowledge and understanding that are typical for their age.  All areas of the provision including the pre-school and nursery stimulate children’s curiosity and enthusiasm for learning. Teachers promote independence and problem solving through a range of well-

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Early years provision is good

planned learning opportunities. Children of all ages are engaged in using language to pose questions and find answers, for example, ‘What should I do next?’ ‘How could I find that out?’ A group of children in reception, for example, used magnifying glasses successfully to locate minibeasts and compare them to pictures in an information book they had been reading.  All adults use questioning well to stimulate discussion and check understanding. In one session, children used the language of comparison when measuring length, ‘Is it longer than that one?’ or ‘Is it the same?’ Children showed resilience and perseverance when trying to measure and record their lines so they could compare accurately.  Children are encouraged to read, write and count at the earliest opportunity. Phonics is well taught. As a result, more children than found nationally, including those who are disadvantaged, entered Key Stage 1

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Early years provision is good

in 2015 with a good level of development.  Children’s behaviour is calm and polite. In reception, children talk with understanding about the school value of acceptance and empathy. They show these in their play with others, providing comfort and support to friends.  Staff ensure that children are kept safe and procedures to protect children from harm are robust. Children manage risks well, playing cooperatively with large equipment and washing their hands after using the sand trays or working outdoors.  Parents who spoke to inspectors are extremely happy with the quality of provision and the information they receive about their children’s progress. There are effective links with external partnerships, including speech and language therapy and the ethnic minority achievement team to provide early support for children with additional needs.

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School details

Unique reference number 134732 Local authority Surrey Inspection number 10002315

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School details

This inspection was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 294 Appropriate authority The governing body Chair Reverend Russell Braund Headteacher Mrs Nicola Jones Telephone number 01293 782839 Website www.manorfield.surrey.sch.uk Email address admin@manorfield.surrey.sch.uk Date of previous inspection 10–11 October 2013

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Information about this school

 Manorfield is a larger-than-average primary school and nursery provision.  The proportion of pupils eligible for the pupil premium (additional government funding for pupils who are eligible for free school meals or who are looked after by the local authority) is much higher than the national average.  The proportion of pupils from minority ethnic groups and those who speak English as an additional language is higher than average.  The proportion of disabled pupils and those with special educational needs supported by the school, including those with a statement or EHCP (education, health and care plan), is below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.  Children in the Reception class attend full time. Children in receipt of 2-year-old funding or who are in the pre-school provision attend part time. This provision is managed by the governing body.

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Information about this inspection

 Inspectors observed 30 sessions, some of which were small groups, including eight jointly with senior leaders.  Inspectors held meetings with the headteacher, other leaders in the school and a group of five governors including the Chair of the Governing Body. Inspectors also met with a representative of the local authority.  Inspectors gathered pupils’ views through talking to pupils around the school, in lessons and by meeting with two groups of pupils. Pupils’ behaviour was observed in lessons and around the school at breaktimes and lunchtimes.  Pupils’ work in all year groups and across all areas of the curriculum was analysed to look closely at their current achievement. Inspectors heard a sample of pupils in Year 2 read.  A range of documentation was scrutinised, including the school’s checks on its own effectiveness, information about current pupils’ achievement and attendance, behaviour logs, minutes of governing

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Information about this inspection

body meetings and the school development plans. Inspectors checked the school’s procedures for keeping pupils safe, including the checks made on staff.  Inspectors looked at 32 responses to Ofsted’s online survey (Parent View), including 14 free text responses. In addition, inspectors considered 167 responses to leaders’ survey of parent views carried out in March 2015. Inspectors also considered the responses from 35 staff questionnaires.

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Inspection team

Abigail Wilkinson, lead inspector Her Majesty’s Inspector Susan Aspland Ofsted inspector Frances Robinson Ofsted inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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