Manor Junior School

Inspection of Manor Junior School Sandringham Road, Barking, Essex IG11 9AG

p.1

Inspection dates: 12 and 13 November 2024

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Previous inspection grade Good 12 and 13 November 2024

p.1

What is it like to attend this school?

This school is a community of like-minded staff and pupils committed to the school’s ‘ERIC’ values of enthusiasm, respect, inclusion and challenge. Pupils gain house points for demonstrating these values. One pupil said, representing the view of many, the ‘ERIC’ values make the school feel ‘peaceful’. The school has a strong emphasis on oracy. For example, pupils learn to express how they feel through the ‘three-step rule’, which is understood and followed by all.

p.2

What is it like to attend this school?

Pupils celebrate diversity and show empathy to their peers. Leaders have an unwavering ambition for what all pupils can achieve academically and socially. All pupils, including those with special educational needs and/or disabilities (SEND), are known as individuals and fully included in school life. This sense of security helps them to achieve well.

p.2

What is it like to attend this school?

The school works extremely hard to create the right environment for all pupils to be successful. This includes an immersive sensory space known as the ‘Cubbie’, which helps pupils to regulate and to feel safe.

p.2

What is it like to attend this school?

Behaviour is exemplary. Pupils behave well in lessons and around the school site. The impact of the school’s ERIC values, combined with the consistent application of the school’s behaviour policy, means that pupils have exceptional attitudes to learning. Pupils have a strong sense of community and have set up successful charity fundraising events.

p.2

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

In most subjects, the curriculum maps out what pupils should learn and the order in which it should be taught. This typically helps pupils to build on what they already know and be well prepared to learn more complex content. For example, in mathematics, younger pupils explore working with wholes and parts. This foundation knowledge supports older pupils to compare and order fractions. Across a range of subjects, pupils produce work of high quality and achieve well, including in national assessments. In a small number of foundation subjects, there are some inconsistencies in how well the intended curriculum is implemented. In these instances, some pupils have misconceptions which are not always identified quickly enough. Sometimes, some tasks in lessons do not help pupils to make links between what they are learning now and what they have learned before.

p.2

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

Pupils follow the agreed phonics programme in a logical order. Teachers make sure that the books pupils read match the sounds they are learning. Staff provide appropriate additional support for any pupils who find reading difficult. This helps them to catch up with their peers and develop as fluent and confident readers. Leaders have prioritised a love of reading. Teachers encourage pupils to read a wide range of texts for pleasure. Pupils appreciate the opportunities that they have to choose books from the library and enjoy taking books home. 12 and 13 November 2024

p.2

3

Teachers identify pupils’ needs early. They adapt their delivery of the curriculum effectively. This ensures that pupils with SEND and those who speak English as an additional language learn well alongside their peers.

p.3

3

Pupils demonstrate mature and positive attitudes consistently. Incidents of poor behaviour are extremely rare. When they do happen, staff deal with them quickly and effectively by referring to the school’s ‘ERIC’ values, which pupils respond to well.

p.3

3

Pupils’ personal development is well considered. For example, the curriculum provides opportunities for pupils to develop their understanding of important issues, such as respect, inclusivity, social responsibility and diversity. Pupils engage with topical issues, fostering their awareness of democracy and critical thinking. There are a range of leadership opportunities. These include roles such as head pupils, house captains and eco-monitors. These foster responsibility and confidence.

p.3

3

Leaders, and those responsible for governance, are ambitious and driven to ensure that pupils achieve well. The impact of their work is demonstrated through the high outcomes pupils achieve at the end of key stage 2. Leaders know the school’s strengths and have a realistic understanding of areas they want to improve further. The school is outward looking, forming partnerships with schools both locally and nationally. This contributes significantly to staff professional development. Governors are knowledgeable and carry out their statutory duties well, holding leaders to account effectively. Staff, including those at the start of their careers, feel incredibly well supported by leaders and each other. They appreciate leaders’ consideration of their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of foundation subjects, there are some inconsistencies in how well the intended curriculum is implemented. This means that, sometimes, some pupils’ misconceptions persist. Sometimes, some pupils cannot make links between previous and current learning. The school should ensure that the curriculum is implemented consistently well in these subjects. 12 and 13 November 2024

p.3

How can I feed back my views?

to 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.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 November 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 26 and 27 September 2023

p.5

Information about this school

 The school does not currently use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 12 and 13 November 2024

p.5

6

 Inspectors met with senior leaders, including school leaders and representatives of the governing body and spoke to a local authority representative.  The lead inspector met with members of the governing body, including the vice chair of governors.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, science and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Other subjects were also considered as part of this inspection.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record, took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

6

 Inspectors gathered the views of parents through discussions and their responses to Ofsted’s online survey.

p.6

Inspection team

Ofsted Inspector Jeff Cole Ofsted Inspector

p.6

Inspection team

Lando Du Plooy Ofsted Inspector 12 and 13 November 2024

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7