Manor Drive Primary Academy

Inspection of Manor Drive Primary Academy Porter Avenue, Peterborough, Cambridgeshire PE4 7EP

p.1

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

p.1

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

p.1

The headteacher of this school is Emma Marks. This school is part of The Four Cs 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 (CEO), Mike Sandeman, and overseen by a board of trustees, chaired by David Whiles. 13 and 14 May 2025

p.1

What is it like to attend this school?

Pupils enjoy attending Manor Drive Primary Academy. They are happy and feel safe. The school places a high value on everyone being included. There is a warm and welcoming atmosphere. The school’s values, work hard, be kind and be brave, are clear in every aspect of school life.

p.2

What is it like to attend this school?

Pupils study a broad and stimulating curriculum. They benefit from learning that is engaging and interesting. The school has high expectations for what pupils can achieve. They rise to meet these expectations well. Pupils use the school’s learning toolkit to help them to develop qualities such as resilience, concentration and teamwork.

p.2

What is it like to attend this school?

Children in the early years get off to a flying start. They benefit from a carefully thought- out curriculum that is delivered expertly well. They are exceptionally well prepared for the demands of Year 1.

p.2

What is it like to attend this school?

Pupils know how to behave well in school. They are kind and respectful to each other. This creates a friendly atmosphere in which they can learn and play safely without disruption.

p.2

What is it like to attend this school?

Pupils elect members to represent their views on the school council. They participate in various fundraising activities, helping to decide what the money they raise will support. This helps them to become responsible and considerate citizens.

p.2

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

The school has considered what curriculum is best for the pupils. It has chosen a curriculum that is broad and stimulating. Where the most important knowledge and vocabulary that pupils should learn and revisit is made clear, staff are able to ensure pupils are supported to make connections in their learning. This enables pupils to build a deep understanding of these subjects and achieve well. However, in a small number of subjects, the school is not sufficiently clear about the most important knowledge and vocabulary that pupils should learn and revisit. This hinders how well pupils deepen their understanding of important concepts over time.

p.2

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

The provision for pupils with special educational needs and/or disabilities (SEND) is a strength. The school has high aspirations for pupils with SEND. The school accurately identifies the additional help these pupils need. Teachers adapt their teaching and provide pupils with personalised support. This helps pupils to overcome their barriers to learning. As a result, pupils with SEND settle well and learn the curriculum alongside their classmates.

p.2

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

The school prioritises the learning of reading. The reading curriculum is well thought through. In the nursery, children are prepared well for phonics. Children learn to read from the very start of the Reception Year. They learn to read consistently well. Teachers identify pupils who have gaps in their reading knowledge quickly. These pupils receive support from staff who are well-trained and skilled. As a result, pupils gain the knowledge 13 and 14 May 2025

p.2

3

they need to read fluently. Older pupils read a range of diverse texts. These help them to develop a love of reading and deepen their curiosity about the world.

p.3

3

Teachers provide opportunities for pupils to recall and practise what they have learned before. This helps remind pupils of the knowledge they will need to be successful in their new learning. Staff make regular checks on pupils’ learning. They use this information to adapt the curriculum and address any gaps in pupils’ knowledge. However, at times, these checks do not identify whether pupils’ earlier learning is fully secure. Sometimes, pupils’ misconceptions and gaps in learning go unnoticed. This makes it more difficult for pupils to make sense of new learning.

p.3

3

The school has set clear expectations for pupils’ behaviour. Pupils move around the school sensibly. In lessons, pupils listen well to each other and to their teachers. As a result, learning generally flows smoothly.

p.3

3

In the early years, children focus fully on the task at hand. They demonstrate admirable resilience when they find tasks more difficult. The youngest pupils quickly learn to act independently. This helps pupils to settle to their learning and get off to a very strong start as soon as they enter school. Pupils treat everyone equally and with respect. The school helps pupils to develop personal qualities that will help them in later life, such as perseverance and responsibility. Pupils learn the importance of respecting others and being a good citizen in the wider community. They have set up their own club to help protect the environment. The school engages well with parents and carers. Most are positive about the education and pastoral care their children receive. Governors and the trustees are ambitious for this new school to be a leading light of learning in the community. Leaders are committed to

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, the school has not clearly identified the most important subject specific knowledge and vocabulary that pupils need to learn and revisit. This prevents some pupils from making connections and deepening their understanding. The school should ensure that it is clear about the most important knowledge and vocabulary pupils need to learn and revisit in these subjects.  At times, the checks made on pupils’ learning do not identify whether pupils have a secure understanding of a concept before they move on to new content. This means that gaps in pupils’ knowledge are not spotted, and pupils are not supported to build on their prior knowledge as well as they should. The school should ensure that any 13 and 14 May 2025

p.3

4

misconceptions and gaps in learning are quickly addressed before new learning is introduced.

p.4

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). 13 and 14 May 2025

p.4

School details

Type of school Primary School category Academy free school Age range of pupils 3 to 11

p.5

School details

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005

p.5

Information about this school

 Manor Drive Primary Academy opened to pupils in September 2022. There are currently pupils in the early years to Year 4.  The school is part of The Four Cs Academy Trust.  The school runs a Nursery, with provision for three-year-old children.  The school operates a breakfast club and an after-school club.  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. 13 and 14 May 2025

p.5

6

 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 the headteacher, assistant headteachers, subject leaders, teaching staff and the leader with responsibility for the provision for pupils with SEND.  The lead inspector met members of the local governing body and trustees. He also met the CEO of the trust.  The inspectors carried out deep dives in reading, mathematics, art and design and science. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work. The inspectors also discussed the

p.6

6

curriculum in some other subject areas.  The inspectors observed pupils’ behaviour in lessons and around the school.  Inspectors spoke to pupils to gather their views on school life.  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.  To gather parents’ views, inspectors took account of the responses from Ofsted Parent View, including free-text comments. They also considered the responses to Ofsted’s online surveys for staff and pupils.

p.6

Inspection team

Rod Warsap, lead inspector Ofsted Inspector

p.6

Inspection team

Joe Creswick Ofsted Inspector 13 and 14 May 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