Manor Fields Primary School

Manor Fields Primary School

Address: Penningtons, Bishop's Stortford, Hertfordshire, CM23 4LE Unique reference number (URN): 144960

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils are well prepared for the next stage of their education, as reflected in consistently strong outcomes in phonics, the multiplication tables check and key stage 2 assessments. Across all age groups, pupils engage positively with their learning and confidently recall vocabulary and knowledge from a wide range of topics. This includes pupils with special educational needs and/or disabilities, those who speak English as an additional language and disadvantaged pupils.

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Achievement Strong standard

Pupils have a secure knowledge of phonics, which they apply consistently when reading and spelling. This enables them to read with confidence and fluency. In mathematics, pupils develop the skills they need to access the wider curriculum.

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Achievement Strong standard

Pupils connect their learning to memorable experiences, helping them to make links between different year groups and to deepen their understanding over time. From the early years onwards, staff place a clear emphasis on vocabulary development, ensuring that pupils use subject-specific language accurately and confidently across the curriculum.

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Attendance and behaviour Strong standard

Pupils attend school regularly and understand the importance of good attendance. Leaders monitor attendance information carefully and identify pupils whose attendance falls below expected levels. Staff work closely with these pupils and their families to improve attendance and address any barriers. Leaders provide personalised support based on individual circumstances. This may include helping families ensure that pupils travel to school safely or encouraging pupils who are reluctant to attend. Leaders analyse attendance data for different groups of pupils to identify patterns and trends. When they identify a decline in attendance for a particular group, they act swiftly and effectively to secure improvement.

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Attendance and behaviour Strong standard

There are clear and robust strategies in place for behaviour management, which are well embedded. Leaders have carefully and thoughtfully aligned their approaches to behaviour management with the school's core values. Staff and pupils have strong relationships, which is the basis for this approach. Expectations of behaviour are consistently high from everyone, including pupils. To ensure a collaborative approach is taken, each class has a weekly target to work on and develop together. Any pupil who needs additional support with their behaviour gets this through personalised targets and/or pastoral support. This ensures they can successfully engage positively in school life.

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Curriculum and teaching Strong standard

Leaders have carefully developed a subject-focused curriculum that builds pupils' knowledge over time. The curriculum clearly identifies the knowledge that pupils need to learn. Pupils have regular opportunities to revisit this key knowledge, which helps them to remember it. A wide range of resources supports curriculum delivery effectively. Pupils access these resources confidently. Teachers have the information and professional development required to deliver the curriculum effectively. As a result, they apply consistent approaches across the school and deliver learning successfully.

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Curriculum and teaching Strong standard

Teachers skilfully teach reading, writing and mathematics throughout the school. Leaders ensure that pupils who have gaps in their learning receive timely support to address them. Staff provide pupils with special educational needs and/or disabilities with additional, targeted support that helps them to secure the foundations needed to make further progress in their learning.

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Curriculum and teaching Strong standard

The school has prioritised the teaching of handwriting this year to support pupils in communicating their ideas fluently. This focus is evident in some books, where pupils’ handwriting has improved significantly. However, these improvements are not yet consistently embedded across the school. Pupils often demonstrate carefully formed handwriting during dedicated handwriting sessions, but they do not consistently apply the same standards in their wider written work.

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Early years Strong standard

Leaders have a clear, strategic oversight of early years provision. They know children's needs and barriers to learning and achievement. Leaders plan carefully to ensure a seamless transition into Reception. Staff plan transition arrangements well at every stage, ensuring that children are prepared thoroughly for Year 1.

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Early years Strong standard

From the outset, children are encouraged to be independent. Daily routines and activities help them develop this independence. Children revisit and practise previously learned skills during activities. They take responsibility for tidying away resources when they finish with them. Staff intervene skilfully to extend learning and maintain high expectations for communication and language.

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Early years Strong standard

Staff track children's progress closely. When children experience difficulties with their learning, staff identify gaps quickly and put effective support in place to address them. Consequently, most children achieve well by the end of Reception.

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Early years Strong standard

Children develop positive relationships with staff and their peers. Staff care for them well and ensure that their needs are met. As a result, children feel safe and secure and thrive. Clear expectations support positive behaviour. When disagreements arise, children negotiate calmly and respectfully. If they cannot reach an agreement, they choose to leave the activity together and engage in an alternative activity, demonstrating maturity and effective social skills.

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Inclusion Strong standard

The school demonstrates a well-established and effective approach to inclusion. Leaders prioritise the early identification of barriers to pupils’ learning and wellbeing, enabling staff to respond quickly and effectively to emerging needs. They provide timely and appropriate support. Leaders regularly evaluate the impact of this support to ensure it meets pupils’ needs and secures positive outcomes. To meet the needs of pupils with special educational needs and/or disabilities, the school provides a wide range of tailored activities and interventions. As a result, pupils receive support that reflects their specific strengths and areas for development.

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Inclusion Strong standard

Staff promptly assess pupils who join the school speaking English as an additional language, enabling them to provide the most appropriate support from the outset. This approach helps pupils settle quickly, engage fully in school life and learn well.

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Inclusion Strong standard

Leaders use pupil premium funding effectively so that disadvantaged pupils succeed. They carefully identify barriers to pupils’ learning and to them accessing broader opportunities. They draw on current research and good practice to ensure that they meet pupils’ needs effectively. Staff have a clear understanding of pupils’ targets. They use this knowledge to help pupils achieve success.

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Leadership and governance Strong standard

Leaders, staff, governors and trustees place pupils at the heart of every decision they make. They are clear about the areas where the school performs well, while recognising those areas they wish to develop further. When leaders identify areas for improvement, they work together to plan and implement targeted strategies. They monitor new strategies carefully to ensure they have a clear, positive impact on pupils' outcomes and experiences.

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Leadership and governance Strong standard

Those responsible for governance provide effective support and challenge to leaders. Governors and trustees work closely with leaders to maintain strong communication as well as a shared understanding of the school's priorities. This collaborative approach enables the school to continue moving forward successfully.

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Leadership and governance Strong standard

Staff feel highly supported through the guidance they receive from leaders. Well-established systems and processes underpin this support. Leaders give careful consideration to workload and wellbeing, checking in regularly with staff and responding to their needs. Staff also value the professional development opportunities available to them. They feel well prepared to implement new curriculums and teaching approaches. Leaders encourage staff to engage in further professional development, helping them to strengthen their expertise and refine their practice.

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Leadership and governance Strong standard

The school collaborates effectively with local schools, sharing expertise and effective practice to support continuous improvement. These partnerships contribute positively to the school's ongoing development.

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Leadership and governance Strong standard

Pupils arrive at school each day happy, motivated and ready to learn. A strong sense of belonging is evident throughout the school. Leaders, staff, pupils and families take great pride in being part of this nurturing, successful and inclusive community.

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Personal development and wellbeing Strong standard

There is a sequenced and progressive personal, social and health education curriculum in place. It links closely to the relationships and health education curriculum. Leaders ensure that all areas are covered in detail. They strengthen any aspects that require further development. For example, they have broadened the range of texts used to support discussions about equality and diversity. This helps pupils understand differences and develop respect and tolerance for others. Pupils talk knowledgeably about these topics in an age-appropriate manner. This prepares them well for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils know how to stay safe online and in a range of contexts. They build this knowledge progressively as they move through the school. They confidently apply the strategies they have learned to manage risks and make informed decisions.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide variety of opportunities beyond the classroom. Carefully planned educational visits enrich the curriculum, while residential experiences help to develop pupils' independence and resilience. Staff prepare pupils well for residential visits so that they know what to expect and can make the most of the experience. The school ensures that all pupils can access these opportunities and make progress in key areas, such as swimming. Leaders track pupils’ experiences throughout their time at the school to ensure that everyone benefits from the broad offer provided.

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Personal development and wellbeing Strong standard

Pupils can develop their interests through a wide range of clubs, including gardening, debating, multisport, Spanish and orchestra. Leaders actively promote participation and ensure that disadvantaged pupils can take part.

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Personal development and wellbeing Strong standard

Pastoral support is effective. This begins in the classroom, through initiatives such as the ‘worry box’ or ‘worry monster’. Pupils who need a more individualised approach work with staff to identify and understand their emotions. Together, they develop strategies to respond positively to different situations and challenges. This ensures pupils' wider development is promoted effectively.

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What it's like to be a pupil at this school

This warm, welcoming and nurturing school places pupils’ wellbeing, happiness and achievement at its heart. The school community fosters positive relationships, ensuring that everyone feels valued and included. As a result, pupils feel safe.

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What it's like to be a pupil at this school

Pupils with special educational needs and/or disabilities receive the support they need from both staff and their peers. For example, pupils help one another understand the rules of games while developing new skills. Staff provide additional activities to ensure that pupils do not develop gaps in their learning. Consequently, pupils access the curriculum successfully and achieve well.

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What it's like to be a pupil at this school

Pupils embrace their learning and enjoy coming to school. They remain focused and concentrate well during lessons. Pupils understand that it is ‘okay to make mistakes' because mistakes help them learn. They contribute confidently to discussions and explain what they have learned previously. Pupils achieve very well throughout their time at the school and leave well prepared for secondary education.

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What it's like to be a pupil at this school

Routines are well established throughout the school, starting in the early years. This helps children in the early years to develop confidence and independence quickly. These qualities continue to grow as pupils move through the school and take on leadership roles. Older pupils support younger pupils academically, influence decisions across the school and help to resolve conflicts quickly and fairly.

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What it's like to be a pupil at this school

Pupils are polite, respectful and friendly. Supportive and encouraging relationships between staff and pupils underpin the positive culture throughout the school. Pupils who need help expressing themselves or managing their emotions receive timely support. Pupils understand what constitutes bullying. While they acknowledge that bullying can occur, this is rare. Staff deal with any incidents of bullying quickly and effectively. As a result, pupils trust adults to listen to and support them when concerns arise, contributing further to their sense of belonging.

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Next steps

Leaders should continue to prioritise accurate and fluent handwriting so that pupils can communicate their ideas fluently.

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About this inspection

This school is part of Herts and Essex 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), Richard Paul, and overseen by a board of trustees, chaired by Pippa Bull.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the CEO, the headteacher, the deputy headteacher, the assistant headteachers, teachers, support staff, pupils and some parents during the inspection. They also spoke to representatives from the trust and governors.

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About this inspection

The school currently makes use of no alternative provisions.

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About this inspection

The school also, under the same registration, runs a nursery.

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Lead inspector:

Katie Devenport, His Majesty's Inspector

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Team inspectors:

Lynda Walker, Ofsted Inspector Emma Breckenridge, Ofsted Inspector Aimee Bray, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 78% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 50% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 50% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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