Manor Primary Academy

Inspection of Manor Primary Academy Drayton Lane, Drayton Bassett, Tamworth, Staffordshire B78 3TX

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Simon Robson. This school is part of Fierté Multi- Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Maria Hamblin, and overseen by a board of trustees, chaired by Zoe Insley. 11 and 12 March 2025

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What is it like to attend this school?

Manor Primary Academy is a place pupils want to be. Pupils say the school is ‘one big family’. They feel happy and safe and enjoy their learning. Staff have high expectations and strong relationships with all pupils. There is a real sense of community. Staff know the pupils and their families well.

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What is it like to attend this school?

The school’s values of manners, aspiration, nurture, open-mindedness and resilience shine through the care given to pupils. Parents and carers are highly supportive and positive about the school. Pupils are polite, well mannered and respectful to visitors. At social times, pupils eat and play sensibly with their friends.

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What is it like to attend this school?

There is a wide range of opportunities for pupils’ personal development. These include extra-curricular activities, such as multi-sports, netball, gymnastics, dance and book club. Pupils can take on roles and responsibilities in school. For example, they become school councillors, house captains, reading ambassadors and lunchtime monitors. Pupils value the active role they have in school.

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What is it like to attend this school?

The school’s wider curriculum includes a range of additional experiences. Pupils in Year 5, for instance, benefit from an annual safety workshop hosted by various uniformed services where they learn how to stay safe. Trips out include visits to the zoo, chocolate factory, golf course and an overnight residential for older pupils. Pupils value these opportunities.

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

The school’s curriculum is ambitious and designed well with the mixed-age classes in mind. It builds step by step in a logical order using a two-year cycle. In addition, teachers have good knowledge of the subjects they teach and use high-quality resources across the curriculum. They check that pupils have remembered what they have been taught and build on this. Sometimes, a small number of pupils are distracted in lessons and the work that pupils produce is not always finished or of high quality. This means that the curriculum is not always implemented as intended and expectations of pupils are not always high enough.

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

Pupils with special educational needs and/or disabilities (SEND) are immersed in what the school has to offer. The school shows care and consideration for these pupils. Some have individual learning plans which reflect the support provided by the school and specialist agencies. However, the needs of some pupils with SEND are not identified quickly and not all receive timely support. This means that some do not receive the adjustments they need straight away and struggle to engage in the learning provision in school.

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

The school prioritises learning to read. Leaders say, ‘Whatever happens, reading happens first.’ Adults often read books to and with pupils. Pupils have frequent opportunities to read, visit the library and take books home to share with their parents. The phonics programme starts swiftly in Reception. The school has worked closely with staff to ensure phonics is taught well. Pupils who fall behind are given the right support to help them 11 and 12 March 2025

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catch up. Pupils say they enjoy reading and they also enjoy talking about their favourite books.

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In early years, children benefit from a high-quality, stimulating environment. They have positive relationships with staff and access their learning independently. However, because the curriculum is not clearly defined or sequenced, children sometimes move between different activities and do not always engage in purposeful learning opportunities. Often, children decide what they will do, and staff do not consistently ensure that learning activities are focused on improving children’s communication and language.

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The personal, social and health education curriculum is well structured and a strength of the school. Pupils develop their understanding of how to stay healthy and safe, including how to stay safe online. Leaders take deliberate action to ensure pupils learn about difference and diversity using assemblies, special events and specially chosen books to ensure that pupils learn about different beliefs, cultures and families. There are visits to places of worship, including the local church, gurdwara and mosque. As a result, pupils have a strong understanding of difference and are highly respectful of others. They benefit from the strong pastoral care provided by all staff in this small, supportive school.

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The school welcomes the collaboration, support and challenge from the trust. Staff feel valued and know that leaders are considerate of their well-being. The robust oversight by the trust means that provision is checked regularly, and effective support and challenge are provided. The trust is clear on the strengths and areas for development for the school. This informs the support the school receives.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Not all pupils with SEND receive timely support. As a result, some struggle to engage fully in school life and to access learning. The school should work quickly to ensure that appropriate staff support and training are in place.  The school does not always have high expectations for pupils’ attitudes to learning. This means that a small number of pupils can occasionally become distracted and work that pupils produce is not always finished or of high quality. The school should ensure that expectations for all learners are reinforced, understood and consistently applied.  In early years, the school has not identified the key knowledge, skills and vocabulary it wants children to learn and remember. This means that children do not always benefit from purposeful and meaningful learning activities. The school should ensure that the early years curriculum is coherently designed and sequenced. 11 and 12 March 2025

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 11 and 12 March 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of the Fierté Multi-Academy Trust.  Manor Primary Academy converted to become an academy in September 2022. When its predecessor school, Manor Primary School, was last inspected by Ofsted it was judged to require improvement for overall effectiveness.  The school operates wraparound care, before and after school.  The school does not use alternative provision.

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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. 11 and 12 March 2025

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 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.  During the inspection, the inspectors carried out deep dives in these subjects: early reading, mathematics and science. For each deep dive, the inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. An inspector listened to pupils read to a familiar adult.  The inspectors also scrutinised samples of pupils’ work, spoke to school leaders and looked at curriculum documentation for some other subjects.  The inspectors held meetings with the headteacher, the special educational needs

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coordinator and other leaders, including executive leaders from the Fierté Multi- Academy Trust. The lead inspector met with representatives from the board of trustees and members of the school’s local governing committee. The inspectors also took account of responses to Ofsted’s staff survey.  The inspectors observed pupils’ behaviour during lessons, around the school and at lunchtime. The inspectors spoke to pupils about behaviour.  The inspectors considered responses to Ofsted Parent View, including the free-text responses. An inspector talked to parents and families on the school gate.  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.

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Inspection team

Leah Adams, lead inspector Ofsted Inspector

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Inspection team

Gill Turner Ofsted Inspector 11 and 12 March 2025

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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.

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