Manorfield Infant and Nursery School

Inspection of Manorfield Infant and Nursery School Manor Way, Batley, West Yorkshire WF17 7DQ

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Kim Bradshaw. This school is part of Batley 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 (CEO), Sam Vickers, and overseen by a board of trustees, chaired by Siraj Mayet. 13 and 14 May 2025

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What is it like to attend this school?

Pupils enjoy their time at Manorfield. They feel happy and safe. Pupils know to share any worries or concerns with a trusted adult. They enjoy their lessons and the weekly enrichment activities like Bollywood dancing.

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What is it like to attend this school?

The school is welcoming to all pupils and their families. Relationships between staff and pupils are respectful and warm. Staff know the pupils well and take good care of them.

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What is it like to attend this school?

The school aspires for all pupils to achieve well. Staff encourage pupils to work hard in lessons. Most pupils try their best. Effective improvements to the curriculum, including early reading, are having a positive impact. As a result, current pupils achieve well.

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What is it like to attend this school?

A high proportion of children enter Nursery without being able to speak English. Many pupils throughout school speak English as an additional language. The school takes time to get to know all pupils and their families. This means pupils receive the correct help to support their understanding of English, and school can quickly provide support for any other additional needs.

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What is it like to attend this school?

Pupils’ behaviour is good. School is calm and orderly. Pupils conduct themselves well in lessons and at social times. Starting in the early years, pupils quickly learn the school routines and expectations.

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

The school has redeveloped the curriculum in many areas, including in the early years. Pupils are benefiting from the improvements that have been made. The school has identified the key knowledge pupils should learn. Overall, the curriculum is sequenced from the early years to Year 2. However, in a few foundation subjects, the important knowledge that pupils need to learn is not clearly identified. This means that some teachers are not always clear about what pupils need to learn.

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

The school ensures that pupils learn to read well. Reading is an important part of every day for pupils. Staff are skilled and teach phonics with enthusiasm. Pupils who need additional support to keep up receive it regularly. Pupils develop a love of reading and enjoy a wide range of books available to them in classroom collections and from the library. Most pupils get off to a good start to learning to read. However, this is not yet reflected in the published outcomes from the Year 1 phonics screening check.

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

In mathematics, pupils learn well. They have regular opportunities to practise and apply their knowledge. The school encourages pupils to use apparatus to support their learning. There are regular opportunities for pupils to recall prior learning. As a result, pupils develop their fluency skills in mathematics effectively.

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

Focused training has successfully improved staff’s subject knowledge, teaching approaches and raised expectations. However, teaching does not consistently uphold the 13 and 14 May 2025

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school’s high expectations of learning behaviours. As a result, some pupils do not focus as well they could and miss important learning.

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The school ensures that pupils’ needs are identified swiftly. Pupils with special educational needs and/or disabilities (SEND) benefit from well-considered support that helps them to achieve well. They play an active part in the life of the school, participating fully in enrichment activities.

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In the early years, starting in the setting for two-year-olds, children have a wide range of opportunities to explore and learn both indoors and in the well-resourced outside spaces. Children demonstrate concentration as they try to tackle tricky problems like balancing guttering to extend their water play. They learn to take turns and are encouraged to be independent when putting on their coats and tidying equipment. Children share and play together successfully. Adults use every opportunity to interact with children. They use appropriate vocabulary and praise children for their efforts to join in conversations.

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There is a well-considered programme for pupils’ personal development. This begins in the early years, where children learn about the importance of eating healthy snacks and brushing their teeth. Pupils have a clear understanding of the school values. Staff promote the importance of maintaining physical and mental health.

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Securing high attendance is a continuing priority for the school. Attendance is gradually improving over time. The school is relentless in its approach. It quickly and effectively challenges and supports families where this is needed.

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Leaders at all levels, trustees and governors have an accurate understanding of the school’s strengths and what needs to be better. They have a clear strategy to ensure that the school continues to move forward.

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The school is mindful of staff workload. Staff feel valued and are proud to work at the school. Parents are overwhelmingly positive about the work of the school and appreciate the efforts staff go to in supporting them and their children.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not ensured that the school’s high expectations for learning behaviours are consistently upheld across all lessons. As a result, some pupils do not focus as well as they could and miss important learning. The school should ensure that high expectations for learning are consistently applied across all lessons. 13 and 14 May 2025

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 In a few subjects, the school has not identified or sequenced clearly enough what it would like pupils to learn. This means that teaching does not consistently focus on the most important knowledge pupils need to learn. As a result, some pupils do not gain a deep enough understanding across the breadth of the curriculum. The school should refine its curriculum to make more explicit what it would like pupils to learn and remember.

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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). 13 and 14 May 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Manorfield Infant and Nursery School converted to become an academy in September 2022. When its predecessor school, Manorfield Infant and Nursery School, was last inspected by Ofsted, it was judged to be inadequate for overall effectiveness.  The school is part of Batley Multi-Academy Trust.  The school has provision for two-year-olds.  The school does not currently use any alternative provision for pupils.  The school runs an on-site breakfast club.

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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 13 and 14 May 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time judgement 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.  The inspectors met with the acting headteacher, other senior leaders, school staff, members of the local governing body, trustees, and representatives of the trust leadership team.  The inspectors carried out deep dives in these subjects: early reading, mathematics, and geography. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single

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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 the responses to the online survey, Ofsted Parent View, including the free-text comments.  The inspectors considered the responses to Ofsted’s online surveys for staff and spoke to some staff about their workload and well-being.

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Inspection team

Tracy Duffy, lead inspector His Majesty’s Inspector

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Inspection team

Aidan Sadgrove Ofsted Inspector 13 and 14 May 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 looked-after children, safeguarding and child protection.

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