Manor Green Primary School

Inspection of an outstanding school: Manor Green Primary School Lady Margaret Road, Ifield, Crawley, West Sussex RH11 0DU

p.1

Outcome

Manor Green Primary School continues to be an outstanding school.

p.1

What is it like to attend this school?

Pupils are highly valued at Manor Green, and they flourish. The staff do all they can to ensure that pupils enjoy school and feel safe. Every day begins with a warm welcome that signals a purposeful day ahead. School is many pupils’ favourite place.

p.1

What is it like to attend this school?

Leaders have the very highest ambitions for pupils’ academic achievement and personal development. Pupils learn the skills that equip them for the future. Top of the list is learning to communicate. Pupils begin their journey in the development of social communication skills from their first days in school. Learning is often enhanced through visits and interesting visitors. A range of therapies, such as horse-riding, successfully foster pupils’ confidence and support their fitness. Opportunities to participate in a wide range of sports, such as basketball and weightlifting, contribute well to pupils’ physical health. Pupils learn to relax through mindfulness activities, such as yoga.

p.1

What is it like to attend this school?

Behaviour is exceptional and everyone gets on well together. A children’s charter of rights supports respectful conduct. Pupils who have difficulty managing their emotions are helped to identify what causes them to feel anxious. They get expert help so they can quickly settle to work. Pupils are confident that adults will quickly sort out any concerns about unkind behaviour or bullying. School records confirm that this is the case.

p.1

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

Leaders have continued to improve this outstanding school. The school has grown in recent years, with an increasing number of pupils on roll and a wider range of needs. This has given leaders the opportunity to innovate an exemplary curriculum. They have expertly crafted three different pathways to meet pupils’ needs. Teachers’ thoughtful planning personalises pupils’ success extremely well.

p.1

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

The school’s comprehensive approach to communication and language is at the core of its work. Staff use strategies such as signing and symbols consistently well. Staff maximise the use of interactive technology. Children in Reception enjoy exploring their carefully prepared 15 and 16 March 2022

p.1

2

environment. Staff show endless patience to support them. Children are encouraged to start communicating by identifying and matching objects, numbers and letters. Adults teach children to be part of a group so they can benefit from lesson input. Learning gathers momentum as pupils develop secure strategies to communicate. Parents say that their children are transformed as a result. Throughout the school, pupils make strong progress in developing the skills to express themselves well.

p.2

2

Teachers routinely use multi-sensory resources to help pupils to focus their attention on learning and make it memorable. Reception children learn to listen to stories with the aid of interesting resources. During the inspection, for example, children swished and stomped their way through a rendition of ‘We’re Going on a Bear Hunt’, with the help of bears, fur and water spray. Meanwhile, a group of pupils in a Year 1 class enthusiastically mixed colours with their hands, relishing the feel of the paint. Pupils in Years 3 and 4 learned new vocabulary about seasonal weather and explored real clothing items to consider suitable wear for summer and winter.

p.2

2

Teachers know each pupil’s needs exceptionally well. They make skilful use of ongoing checks on what pupils can do, routinely adapting the curriculum to meet pupils’ exact learning needs. For example, pupils use practical equipment for mathematical tasks, but teachers know the precise moment when pupils are able to reason and apply a method.

p.2

2

Participation in sports and dance are central to pupils’ enjoyment of life. Active physical education lessons help pupils to develop mobility and fitness. Staff work with therapists to implement precise plans for pupils with complex physical needs. Small, well-sequenced steps are skilfully designed to improve pupils’ strength.

p.2

2

Leaders continuously review and improve provision in different subjects. Reading is a case in point. Staff are experts in teaching vocabulary and reading comprehension skills. Key stage 2 pupils enjoy reading books to an adult. Despite the school’s success in teaching reading, leaders recently decided to enhance the school’s approach to phonics, which begins when pupils are able to communicate verbally. Staff are refining their expertise through further training. Pupils in Years 5 and 6 have already become more confident readers and writers as a result.

p.2

2

Teachers weave clever opportunities to think about current issues throughout the curriculum. Staff help pupils learn how to manage their feelings. Pupils are taught how to become more independent. They learn about different family structures, and they celebrate festivals from different faiths. They have been inspired by Marcus Rashford’s work to tackle disadvantage. Staff share pupils’ and parents’ enthusiasm for the school. They appreciate how well leaders train them to be experts.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Safeguarding is a priority for leaders, and all staff are very well trained. They know exactly what to do if they have any safeguarding concerns. Leaders respond quickly. They work with parents to make timely referrals for early help. Leaders know when to involve partners, such 15 and 16 March 2022

p.2

3

as social care. Leaders advocate strongly for pupils and their families.

p.3

3

The school makes all necessary recruitment checks. Pupils learn about keeping themselves safe, including when they are online. They know that visitors wear green badges, and they know who to talk to if they have any concerns.

p.3

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, 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 deem the section 8 inspection as a section 5 inspection immediately.

p.3

Background

This is the second section 8 inspection since we judged the school to be outstanding in February 2012.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 15 and 16 March 2022

p.3

School details

Inspection number 10200501 Type of school Special

p.4

School details

Appropriate authority The governing body

p.4

School details

Date of previous inspection 1 February 2017, under section 8 of the Education Act 2005

p.4

Information about this school

 The curriculum is arranged in three separate pathways: formal, semi-formal and pre- formal. Pupils follow the pathway that is appropriate for their communication and cognition needs.  All pupils have an education, health and care plan.  The school does not use alternative provision.

p.4

Information about this inspection

 This was the first routine inspection of the school sine the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, a range of senior staff and teachers. These discussions considered the quality of education and how well pupils achieve, the wider experiences of pupils at the school, pupils’ behaviour and aspects of leadership and management.  The lead inspector met with three governors, including the chair of governors. The lead inspector talked to a local authority representative. 15 and 16 March 2022

p.4

5

 Inspectors carried out deep dives in these subjects: early reading, English (including a focus on communication and language), mathematics, and physical education. In each subject, inspectors met with with subject leaders, looked at curriculum plans, visited a sample of lessons, and spoke to teachers. Inspectors talked to pupils about their learning whenever possible and looked at their work.  Inspectors talked to parents at the start of the school day and evaluated 24 responses to Ofsted’s online survey, Ofsted Parent View. Inspectors also met with the school’s ‘Including Everyone Team’ of pupils. They were supported by a known adult.  A range of activities supported inspectors to look at safeguarding. These included meeting leaders, talking to staff and parents, and reviewing school documents and records. Inspectors also observed pupils’ arrival at school and their behaviour during break and lunchtime.

p.5

Inspection team

Linda Jacobs, lead inspector Ofsted Inspector

p.5

Inspection team

Andrew Hogarth Ofsted Inspector 15 and 16 March 2022

p.5

6

regulates and inspects to 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 children looked after, safeguarding and child protection.

p.6

6

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 .

p.6

6

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

p.6

6

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

p.6

6

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6