Manor Green College

Inspection of a school judged good for overall effectiveness before September 2024: Manor Green College Lady Margaret Road, Ifield, Crawley, West Sussex RH11 0DX

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

p.1

What is it like to attend this school?

Pupils love attending this dynamic and adventurous school. Their smiles fill the corridors with joy. From when they arrive in Year 7, until they leave the sixth form, pupils are supported and cared for by staff who understand their varied needs and abilities exceptionally well. Pupils thrive here.

p.1

What is it like to attend this school?

Staff and pupils unite in their positive approach to learning. The school recognises and celebrates pupils’ successes, whether large or small. Pupils are kind and considerate. They rise to meet the school’s high expectations. For many, this includes building the skills that help them to successfully move on to appropriate further education or employment.

p.1

What is it like to attend this school?

Pupils’ experiences help them to grow in their understanding of the local area and beyond. For example, the well-designed personal development programme helps each pupil explore the personal and life skills they may need in the future, such as money management. It includes trips to different places that range from nearby shops to museums further afield. Students in the sixth form are central to the life of the school. They contribute greatly to the culture of togetherness that exists, often centred around the weekly café. All pupils get the chance to volunteer or go on work experience in the community. They enjoy this and it helps them to look towards the future with great ambition.

p.1

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

The school offers a broad and flexible curriculum. Staff ensure that pupils are placed on the most appropriate curriculum pathway to support their individual needs and development. The curriculum, constructed as four pathways, clearly sets out how staff 25 and 26 March 2025

p.1

2

should help pupils to develop their communication skills. Pupils are proud of the contributions they make in lessons.

p.2

2

Staff help pupils to read, write and use mathematical knowledge with increasing confidence. Reading and stories are prioritised to help all pupils foster a love for books. There is a sharp focus on providing pupils with the phonics knowledge and comprehension skills that they need to understand what they read and hear. Pupils enjoy reading and are proud to read out loud.

p.2

2

Pupils, all of whom have special educational needs and/or disabilities, are highly motivated to succeed and enjoy celebrating their achievements. Staff know their pupils exceptionally well. They modify and tailor the curriculum skilfully so that the work is at the right level. Pupils’ education, health and care (EHC) plans are used well and rigorously reviewed. Teaching encourages pupils to follow their interests and develop their talents. As a result, many pupils, including students in the sixth form, achieve accredited awards in a range of academic, vocational and practical subjects. This includes GCSE qualifications for some.

p.2

2

Adults understand what can unsettle pupils and notice the early signs of them struggling to self-regulate. Staff act promptly, using their expertise to help pupils regulate their feelings and emotions. Over time, pupils learn strategies to manage themselves. They are given freedom in appropriate and well-managed ways. All this helps pupils to conduct themselves with pride and have the confidence to join in with the multitude of extra- curricular activities.

p.2

2

Since the last inspection, leaders have rightly identified attendance as a priority. They have adapted their approach to monitoring attendance and have implemented some effective strategies in order to reduce absence rates. The impact of this work can be seen in the strong culture of good attendance that now exists. The work supporting families and pupils is paying off in better attendance across the school.

p.2

2

Leaders have designed each aspect of school life to join together seamlessly. Personal development is forged around what pupils need to prepare them for adulthood. Opportunities are vast, with all pupils able to take part in the Duke of Edinburgh’s Award Scheme. Topics covering relationships education are sensitively adapted to match pupils’ needs and understanding. Pupils’ voices are heard and taken seriously in developing the school further.

p.2

2

Pupils benefit from comprehensive careers education, information and guidance. Staff work hard to explore possible career pathways and suitable college places for all school leavers. As a result, pupils have the information required to make well-considered decisions about their next steps. The school’s ambition for every pupil is of the highest order. All learners receive an education that strongly develops their social skills, independence and encourages a healthy lifestyle. 25 and 26 March 2025

p.2

3

The quality of leadership is excellent. School leaders, as well as governors, are extremely knowledgeable. Leaders’ unwavering commitment to staff well-being and professional development ensures the whole school community continues to thrive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2015.

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

Further information

You can search for published performance information about the school.

p.3

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 25 and 26 March 2025

p.3

4

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). 25 and 26 March 2025

p.4

form

Appropriate authority The governing body

p.5

form

Website www.manorgreen-college.w-sussex.sch.uk

p.5

form

Date of previous inspection 17 July 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 Manor Green College is a special school for pupils with moderate, severe or profound learning difficulties; autism; multi-sensory impairments; speech, language and communication difficulties; social, emotional and mental health difficulties; and physical disabilities.  All pupils have an EHC plan.  The school does not use any alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 25 and 26 March 2025

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since 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 and senior school leaders, subject leaders and representatives of the governing body, including the chair of governors.  Inspectors visited a sample of lessons, talked to pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the 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.  Inspectors reviewed a range of documents, including policies and analyses of pupils’

p.6

Information about this inspection

behaviour and attendance.  Inspectors spoke to some pupils and staff about the school. They also observed pupils’ behaviour during lunchtime and breaktimes.  Inspectors considered the responses to Ofsted’s online survey for staff and pupils.  Inspectors also considered the views of parents and carers expressed through Ofsted Parent View, including the free-text responses. An inspector also spoke with some parents.

p.6

Inspection team

Gary Tostevin, lead inspector Ofsted Inspector Elaine Parkinson Ofsted Inspector 25 and 26 March 2025

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