The Manor CofE VC Primary School

Inspection of The Manor CofE VC Primary School Ruskin Avenue, Melksham SN12 7NG

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement

p.1

The headteacher of this school is Michael Park. This school is part of The White Horse Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dan Nicholls, and overseen by a board of trustees, chaired by Ninna Gibson. 23 and 24 April 2025

p.1

What is it like to attend this school?

There is a tangible sense of aspiration and ambition at The Manor. The school vision of ‘let your light shine’ applies to each and every pupil. Staff know pupil’s individual needs and talents. Pupils value the culture of shared success. They meet leaders’ and staff’s high expectations for learning. Staff recognise pupils’ efforts and hard work. They celebrate pupils’ achievements and are quick to offer support if pupils need an extra ‘boost’.

p.2

What is it like to attend this school?

Pupils enjoy coming to school. They are friendly and polite. Pupils show care and consideration for each other. They behave well and the classroom environment is calm and purposeful. Although outcomes in national assessments have previously been below national in some subjects, current pupils’ achievements are now improving.

p.2

What is it like to attend this school?

Pupils socialise happily and are safe. They have confidence that if they have any worries or concerns, staff will help them to sort these out. They develop a sense of responsibility through a variety of leadership roles. For example, older pupils are lunchtime servers to younger children.

p.2

What is it like to attend this school?

Pupils develop their talents and interests through activities, such as art and sports clubs. They are appreciative of opportunities to contribute to local events, such as Remembrance Day commemorations. These support pupils to become active citizens in their community.

p.2

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

New leaders have completely overhauled the curriculum to meet the needs of pupils at this school. It is now ambitious and interesting, opening pupils’ eyes to the world around them. Staff make regular checks on what pupils know and remember. Pupils benefit from opportunities to recall prior knowledge. This helps them to apply previous learning in new contexts. For example, in history, pupils make links and comparisons between the Roman and British empires. However, in some subjects, what is known about pupils’ learning is not used to adapt the curriculum effectively. As a result, some pupils develop gaps in their learning in these subjects and do not build securely on what they know.

p.2

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

The school has placed communication and language development at the heart of the curriculum. In the early years, skilled staff encourage children to use the correct vocabulary to express themselves. This enhances pupils’ ability to speak clearly and to build a rich vocabulary.

p.2

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

There is a sharp focus around reading. The reading curriculum is clearly sequenced. Consequently, pupils build their knowledge over time. Children in the early years learn to read as soon as they start school. They learn the knowledge needed to be able to blend sounds together to read simple words. There is precise support in place for pupils who fall behind, to enable them to catch up rapidly with their peers. As pupils get older, they read books from a range of authors and genres and develop an understanding of the lives of others. Opportunities to read are also deliberately woven into the wider curriculum. These enhance pupils’ comprehension and strengthen their vocabulary. 23 and 24 April 2025

p.2

3

Staff swiftly identify pupils with special educational needs and/or disabilities (SEND). Pupils have individual plans to match their specific needs. The school works with external agencies to provide well-planned support for pupils. Consequently, pupils with SEND progress through the curriculum successfully and participate fully in school life.

p.3

3

The school has a well-structured personal development programme, designed to build firm foundations of knowledge and develop pupils’ aspirations. Pupils benefit from a wide range of cultural experiences, including literature, arts, history, and traditions from different backgrounds. For example, pupils visit the theatre, the Houses of Parliament and the Jurassic coast. Opportunities such as these help pupils to develop a deeper understanding of the world around them. Pupils know about fundamental British values, such as respect and democracy. They are knowledgeable about the variety of faiths and culture that make up modern Britain.

p.3

3

The school has strengthened its behaviour policy considerably. Staff apply this fairly and have high expectations for pupils’ behaviour. Pupils value the rewards they receive for making positive choices about their learning and conduct.

p.3

3

The school meticulously analyses the patterns and trends of pupils’ attendance. Staff work closely with families to gain an understanding of the causes of pupils’ absence. This has had a demonstrable impact in individual cases. Consequently, levels of attendance have risen sharply. The school is committed to supporting all pupils to develop positive attendance habits.

p.3

3

The trust and the local governance committee are resolute in their ambition for every pupil to have the best start to their school life. They keep effective oversight of the school’s strategic direction. They take decisions that are rooted in the school’s values. Staff are highly positive about the guidance they receive to hone their practice. They appreciate how leaders are mindful of the impact on staff workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, what is known about pupils’ learning is not used effectively to make necessary adaptations to the curriculum. Consequently, some pupils develop gaps in their knowledge. The trust and the school should ensure that teachers use assessment to inform curriculum implementation, so that it supports pupils to build their knowledge cumulatively in all subjects. 23 and 24 April 2025

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.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). 23 and 24 April 2025

p.4

School details

Dates of previous inspection 11 and 12 October 2022, under section 5 of the Education Act 2005

p.5

Information about this school

 The school uses two unregistered providers of alternative provision.  This is a Church of England school. The last section 48 inspection took place in December 2022.

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. 23 and 24 April 2025

p.5

6

 Inspections are a point-in-time evaluation 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.  The inspectors held discussions with the headteacher, other senior leaders, the special educational needs and/or disabilities coordinator, other leaders, the chair of the local governance committee, the trust director of education, the CEO and a trustee who was also the representative of the chair of the board of trustees.  Inspectors carried out deep dives in these subjects: early reading, mathematics, computing and history. 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.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

p.6

6

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.  The inspectors considered responses to the online survey, Ofsted Parent View, including the free-text comments. The inspectors also considered responses to the Ofsted pupil and staff survey.

p.6

Inspection team

Liz Geller, lead inspector His Majesty’s Inspector

p.6

Inspection team

Paula Marsh Ofsted Inspector 23 and 24 April 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