Manor Park Primary Academy

Inspection of Manor Park Primary Academy Greyhound Road, Sutton, Surrey SM1 4AW

p.1

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

p.1

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

p.1

The principal of this school is Nadine Williamson. This school is part of LEO 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), Phillip Hedger, and overseen by a board of trustees, chaired by Dean Clark. 10 and 11 June 2025

p.1

What is it like to attend this school?

This is a wonderful place in which to play and learn. Pupils thrive socially and academically in the school’s positive ethos that promotes high expectations and mutual respect. Pupils enjoy lessons that challenge them to think deeply and achieve highly. They are enthusiastic about learning new information and using digital technology to help them learn. The rich curriculum, combined with high-quality opportunities for personal development, ensures that pupils have the knowledge and ability to discuss and debate interesting ideas and concepts with considerable insight.

p.2

What is it like to attend this school?

Pupils feel a strong sense of belonging and pride in their school. Their behaviour is exemplary. Children in the early years quickly learn the routines and high expectations staff have of them. Across the school, pupils are happy and safe. Staff care diligently and deliberately for pupils both academically and emotionally, which pupils appreciate greatly. The school inspires pupils’ interests through the high-quality trips, visits and clubs it makes available for pupils. Pupils learn to embrace diversity and so enjoy the company of their peers. Playtimes are joyful, and pupils enjoy playing games and dancing with their friends.

p.2

What is it like to attend this school?

Parents and carers are overwhelmingly positive about the school. They appreciate the kindness and care that the school provides for their children, beginning with the strong start to their education in the Nursery Year.

p.2

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

Leaders have thought carefully about the decisions they make, including the training and development they plan. Staff value the way leaders help them to develop their practice and manage their workload and well-being effectively. The staff team members work closely together and are proud to work here.

p.2

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

The school has designed a curriculum that is ambitious for all, including pupils with special educational needs and/or disabilities (SEND). The curriculum is ordered logically, with essential knowledge identified progressively from the Nursery Year to Year 6. Staff skilfully help pupils build on their impressive knowledge because new ideas are introduced in a coherent order. An appropriate emphasis is placed on developing pupils’ range and understanding of language, words and phrases. Children acquire a strong grounding in key concepts in mathematics, reading and writing in the highly effective early years. This gives them a firm foundation on which to build future learning.

p.2

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

Teachers deliver the curriculum with skill and precision. They explain new learning clearly and check pupils’ understanding through effective questioning. Pupils achieve very well across the curriculum. The school is relentlessly ambitious for pupils to achieve and succeed. In particular, leaders ensure that the school provides excellent support for disadvantaged pupils. Staff understand the needs of pupils with SEND very well. The school ensures that staff have the expertise to make adaptations to learning and provision where needed. 10 and 11 June 2025

p.2

3

The school has created a very positive reading culture. Children in Reception and Year 1 get off to a great start to become fluent and confident readers. They receive high-quality, consistent phonics teaching. Those who fall behind in phonics receive well-planned support and catch up quickly.

p.3

3

The school promotes pupils’ writing development with rigour and ambition. Pupils write with flair and create work that is vibrant and interesting to read. A diverse array of books and texts enrich the writing curriculum. Teachers provide pupils with guidance so that they can talk and write fluently and with accuracy across the curriculum. This greatly enhances pupils’ academic outcomes.

p.3

3

Pupils are highly motivated and work very well with peers and independently. Pupils play harmoniously together. They enjoy the games provided and respond appropriately to staff when given instructions. Attitudes to learning are very strong. Children in the early years are nurtured through caring relationships to develop self-confidence and curiosity. Older pupils show high levels of determination in their learning. Pupils love coming to school and attend regularly.

p.3

3

The provision for pupils’ personal development is of very high quality. The school’s aim for all pupils to become ‘LEO Explorers’ is realised fully as pupils receive very strong support to develop their character. Pupils benefit enormously from the well-considered programme. They learn to try new things, persevere and develop talents. Pupils can attend a range of competitions, such as pentathlons and cricket tournaments. They take on student leadership roles, such as eco-committee members, sport supremos and digital leaders, with great enthusiasm. The personal, social and health education curriculum teaches pupils the important knowledge they need to be healthy and safe. For example, pupils understand how to behave appropriately when using the internet. Similarly, pupils’ mental health is also enhanced, for example through weekly yoga sessions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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. 10 and 11 June 2025

p.3

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). 10 and 11 June 2025

p.4

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school has a Nursery provision for three-year-old children.  The school joined the LEO Academy Trust in January 2018. The headteacher took up the role in September 2023.  The school does not 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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 June 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors spoke to senior school staff, subject leaders, members of the school governing board, the CEO and the chair of the board of trustees.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and physical education. 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. Inspectors also considered the curriculum in other subjects.  Inspectors met with pupils to understand their views about the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

p.6

6

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 considered a wide range of documentation provided by the school. This included curriculum documentation and school policies.  Inspectors took account of responses to Ofsted’s survey for parents, Ofsted Parent View, and the free-text responses. They also considered responses to Ofsted’s online staff and pupil surveys. They also spoke to parents on the playground.

p.6

Inspection team

Sam Johnson, lead inspector His Majesty’s Inspector

p.6

Inspection team

Georgina Herry Ofsted Inspector 10 and 11 June 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