Manor Lodge Community Primary and Nursery School

Inspection of Manor Lodge Community Primary and Nursery School Manor Lane, Sheffield, South Yorkshire S2 1UF

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

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The headteacher of this school is Gregory Yates. This school is part of Sheffield South East 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), Joanne Bradshaw, and overseen by a board of trustees, chaired by Keith Crawshaw. 17 and 18 June 2025

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What is it like to attend this school?

Pupils enjoy this happy and welcoming school. They feel safe. Staff care about every pupil. There is a strong commitment to supporting pupils’ emotional needs. Relationships between staff and pupils are positive.

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What is it like to attend this school?

The school is ambitious for all pupils to receive a high-quality education. In some areas of the curriculum, these high expectations are not realised. Pupils’ achievements do not match the school’s intentions. There is still work to do to ensure all pupils have the breadth and depth of knowledge they need to be ready for the next stage of their education.

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What is it like to attend this school?

Pupils move around the school in a calm and orderly way. Right from Nursery, well- established routines support pupils to behave well. In most lessons, pupils engage well in their learning. Pupils’ behaviour does not disrupt learning. Pupils are proud of their multicultural school. They welcome the opportunities to celebrate their own and others’ cultures, including during the recent ‘culture day’.

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What is it like to attend this school?

Pupils are enthusiastic about the range of educational visits, including residentials, that help them build their confidence and resilience. They benefit from extra-curricular clubs, including chess and construction, which help them to develop their talents and interests. They are proud of their leadership roles, including ‘VIPs’ and school councillors.

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

Recently, the school has made considerable changes to the curriculum. This has led to a more ambitious curriculum. It is well structured and identifies the key knowledge that pupils will learn from Nursery to Year 6. There is still more to do. Pupils are being taught the intended curriculum. They remember some recent learning. However, in some subjects, including mathematics, teachers do not provide pupils with tasks that help them to learn the intended curriculum well enough. This leaves gaps in pupils’ knowledge.

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

The school has prioritised early reading. Phonics is taught consistently well using the routines and resources from the school’s chosen phonics programme. Staff are well trained to teach early reading effectively. Pupils who need additional support are identified quickly. They are given the support they need to achieve well. The school continues to identify pupils who need further support in reading up to Year 6. However, in key stage 2, some inconsistencies mean some pupils are not always given the support they need to address the gaps in their reading knowledge. The school has recently developed its approach to writing. There is a clear sequence for writing that is centred around high-quality texts. This supports pupils to write at length. However, some pupils do not develop their knowledge of grammar, punctuation, spelling and handwriting enough to enable them to write accurately.

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

There is an established culture of support for pupils with special educational needs and/or disabilities (SEND). Pupils are quickly identified. Staff make successful adaptations to how the curriculum is taught so pupils can access the same curriculum. Staff work closely with 17 and 18 June 2025

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parents and carers to ensure pupils receive the support they need. Pupils who access the specially resourced provision for pupils with SEND (specially resourced provision) are calm, settled and follow clearly structured routines.

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In the early years, children respond well to routines and settle quickly. The school prioritises children’s language and vocabulary development. Staff promote language and ensure children learn to pronounce words correctly. Children fully engage with activities and quickly learn to be independent. They talk kindly to each other, take turns and share equipment.

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Staff consistently follow the school’s approach to managing behaviour. Staff regularly praise pupils when they get things right. Pupils are enthusiastic about earning ‘house points’ that lead to further rewards in assemblies. The school’s work dealing with behaviour through a restorative approach ensures pupils learn from behaviour incidents and move on.

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There have been significant improvements in pupils’ attendance in recent years. The school has implemented a more rigorous approach to managing attendance. The school continues to provide support to families to help them understand the importance of regular attendance.

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There is a well-considered programme for pupils’ personal development. Pupils have a clear understanding of fundamental British values. They have secure knowledge of a range of topics, including diversity and equality. For example, they talk maturely about the Windrush generation. They have an understanding of different faiths and religions.

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Leaders, including governors and trustees, have a clear understanding of the context of the school. The school has put changes in place to make improvements while managing building work to accommodate an increase in pupil numbers. Parents are positive about these changes. However, some aspects of curriculum development need further time to embed. Staff are positive about the support they get from leaders. They feel that their workload and well-being are considered.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, including mathematics, teachers do not provide pupils with tasks and activities that enable them to learn the intended curriculum well enough. Pupils do not secure the knowledge that the school has identified as important. The school should ensure that staff are given further support to enhance their subject knowledge and select resources and activities that will help pupils build their knowledge step by step in each subject. 17 and 18 June 2025

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 For key stage 2 pupils who have gaps in their reading knowledge, the school does not provide them with the support that they need. This means that some pupils do not develop their reading fluency and accuracy as well as they should. The school should ensure these pupils receive the support they need to become more confident and fluent readers.  The school does not provide consistent opportunities for pupils to practise their grammar, punctuation, spelling and handwriting. As a result, some pupils do not develop the accuracy and quality of their writing as well as they should. The school should ensure that pupils benefit from more rigorous opportunities to practise their writing skills and improve the accuracy of their writing.

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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). 17 and 18 June 2025

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School details

Dates of previous inspection 19 and 20 November 2019, under section 5 of the Education Act 2005.

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Information about this school

 The headteacher took up post in September 2023.  The school has specially resourced provision, which provides for up to 11 pupils with communication and interaction needs, including pupils with a diagnosis of autism.  The school uses one unregistered alternative provision.  There is a breakfast club run by the school on site.  Since the previous inspection, the number of pupils on roll at the school has increased and the school has carried out significant building work to accommodate this increase.

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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 17 and 18 June 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 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 with the headteacher, deputy headteacher and special educational needs coordinator.  Inspectors met with leaders from the trust, including the CEO. They also met with members of the trust board and members of the local governing body.  Inspectors carried out deep dives in these subjects: English, mathematics, science and geography. 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 heard pupils read to a familiar adult.

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 Inspectors met with the early years leader and visited the early years provision.  Inspectors observed pupils’ behaviour in lessons, around the school, at playtime and at lunchtime. Inspectors spoke with pupils about their views of the school, their learning, behaviour and safety.  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.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, including the free-text comments. Inspectors also talked to parents in the school playground.  Inspectors met with staff to gather their views of the school. They also considered the responses to Ofsted’s survey for staff.

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Inspection team

Nicola Beaumont, lead inspector His Majesty’s Inspector

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Inspection team

Adrian Fearn Ofsted Inspector 17 and 18 June 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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