Mitton Manor Primary School

Mitton Manor Primary School

Address: Carrant Road, Tewkesbury, Gloucestershire, GL20 8AR Unique reference number (URN): 140511

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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 Expected standard

Overall, pupils achieve well and are ready for their next steps. Published outcomes for pupils when they leave the school are consistently in line with national averages. These outcomes show that most pupils make good progress through the curriculum in English and mathematics. In the wider curriculum, pupils generally develop their knowledge and skills well. For example, older pupils know how to talk about the weather in French. Younger children recall the names of planets. This helps them to be ready to learn science later. On the whole, disadvantaged pupils and those with special educational needs and/or disabilities achieve well.

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Achievement Expected standard

Pupils gain the basic skills they need in reading, writing and number. Younger pupils’ performance in the phonics screening and multiplication tables checks are consistently above national averages. Pupils build on their early phonics knowledge to quickly learn to read.

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Attendance and behaviour Expected standard

Pupils’ attendance is significantly above the national average. Persistent absence is well below average. This is the result of leaders’ successful work to foster pupils’ sense of belonging. Leaders and staff build positive relationships with pupils. Pupils enjoy daily school life. As a result, they are keen to attend. This also applies to pupils who are disadvantaged or who have special educational needs and/or disabilities. The attendance of these pupils is also above national averages. Leaders keep close track of pupils’ attendance. By working in collaboration with families, they ensure that regular absence is uncommon. For pupils who do miss school sometimes, leaders help them improve their attendance over time.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour. Pupils are determined to live up to these. They generally have positive attitudes to learning and seldom disrupt each other. Older pupils demonstrate perseverance and collaborate well. Bullying is rare. On the rare occasion that a pupil is unkind, leaders and staff are quick to act. They help pupils resolve, and learn from these situations. Pupils know that everyone should be treated respectfully, regardless of their similarities and differences. As a result, the school has a warm, friendly atmosphere.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and its teaching. Leaders make improvements when necessary. For example, they have strengthened how teachers develop pupils’ verbal and written language.

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Curriculum and teaching Expected standard

Leaders ensure that pupils follow an ambitious curriculum. The curriculum is planned to build pupils’ knowledge logically. Teachers generally have the subject knowledge that they need to teach effectively. They typically use assessment well to check pupils’ understanding. However, on occasion, teaching does not build well enough on what pupils already know and can do. As a result, pupils sometimes do not deepen their understanding as much as they could.

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Curriculum and teaching Expected standard

Pupils follow a suitable programme when learning to read. They read books that are matched to the sounds they are learning. Staff generally have the expertise to implement the reading programme effectively. This helps pupils to increase their reading fluency and confidence over time. Leaders identify and support pupils who need additional help to secure their reading, writing and number knowledge.

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Curriculum and teaching Expected standard

Staff know the needs of pupils with special educational needs and/or disabilities (SEND). However, at times, teaching is not adapted precisely enough for some pupils with SEND. This sometimes hinders their progress.

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Early years Expected standard

Leaders and staff are ambitious for children’s learning in Reception Year. Children start learning to read as soon as they join the school. They build their knowledge of the sounds they need to read accurately and with increasing fluency. Staff read regularly to children, developing their interest in stories and rhymes. Children gain appropriate foundations in writing and number in readiness for key stage 1.

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Early years Expected standard

Staff prioritise the development of children’s language and communication. Leaders have designed the curriculum with a suitable focus on vocabulary. Staff employ this vocabulary well when they speak with children. Consequently, children acquire new words and use them when talking about their learning. This prepares them for the different subjects they learn later.

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Early years Expected standard

Staff build warm, caring relationships with children. Children’s emotional wellbeing is prioritised, and extra support is provided to those who need it. Staff form good partnerships with parents. This helps them understand children’s needs, including those of children with special educational needs and/or disabilities.

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Early years Expected standard

On the whole, children achieve well. Staff use assessment effectively to identify gaps in children’s knowledge and skills. Teaching typically closes these gaps well so that children are prepared for their next steps.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. This work starts before Reception Year through close liaison with pre-school settings. It continues as pupils progress through the school. As a result, leaders and staff understand pupils’ needs and are alert to any emerging additional needs.

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Inclusion Expected standard

Leaders work effectively with parents to plan and review support for pupils with special educational needs and/or disabilities (SEND). When necessary, leaders seek advice from external specialists. They use this guidance well to inform their strategies to support pupils. Leaders provide staff with training about how to meet pupils’ needs. As a result, staff usually implement appropriate teaching and support strategies for pupils with SEND. Leaders have established effective routines for monitoring the progress of disadvantaged pupils. They evaluate the effectiveness of their approaches and adjust the pupil premium strategy accordingly. The impact of leaders’ work is demonstrated by disadvantaged pupils’ high attendance. This reflects how much these pupils feel a sense of belonging at the school.

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Inclusion Expected standard

Leaders provide extra support to pupils known (or previously known) to children’s social care. Consequently, these pupils learn and develop well alongside their peers.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for development. They are reflective and work in partnership with other schools and organisations to give and receive support. This helps leaders to identify and make the right improvements. For instance, leaders have taken effective action to strengthen subject curriculums and the teaching of phonics.

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Leadership and governance Expected standard

Staff, including those newest to teaching, receive useful professional development opportunities. These have helped to improve the quality of teaching, such as the teaching of writing. Leaders monitor the impact of teaching through regular reviews. On the whole, this helps them check that effective teaching approaches and strategies are being employed by staff.

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Leadership and governance Expected standard

Trustees hold leaders to account well and challenge them to make continuous improvements. Leaders provide trustees with the insights they require. This ensures that trustees have effective oversight of the impact of the school’s work. Trustees ensure that statutory duties are fulfilled and that resources are managed well. They provide support to leaders and, together with leaders, they ensure that staff wellbeing is a priority. Staff value highly the support that they receive to manage their workload and care for their wellbeing.

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Leadership and governance Expected standard

Trustees and leaders build productive partnerships with parents. They listen carefully to parents’ views and communicate effectively with them. There are good links with the local community, which leaders use to the benefit of pupils. For example, pupils have opportunities to participate in local festivals.

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Personal development and wellbeing Expected standard

Pupils follow an appropriate personal, social and health education programme. They gain an age-appropriate understanding of healthy relationships. Staff teach pupils how to keep safe and healthy. For example, pupils learn how to cross a road and how to keep safe online. Pupils develop their understanding of good mental health, such as the importance of talking about how they feel. Leaders ensure that pupils receive extra support at times when they might feel unsure, such as getting ready for secondary school.

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Personal development and wellbeing Expected standard

Pupils participate in events in the local community, such as visiting a church and performing at a local theatre. These experiences build their cultural knowledge. Celebrations of different countries, such as ‘American Day’, help pupils learn about the wider world. Pupils explore spirituality when learning about different religions and how people worship. Leaders provide pupils with opportunities to develop their interests and wider skills. There is a range of sporting activities, such as football, netball and athletics. Pupils learn how to play different musical instruments. They enjoy the opportunity to showcase their talents in an annual competition.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values, such as respect and tolerance. The school makes links between these and its own values, such as building ‘networks’ to understand and celebrate differences between people. A wide range of leadership roles are available for pupils, such as prefects and head pupils. These opportunities help pupils learn about holding responsibilities. Pupils in these positions are proud to represent the school and their peers. They make a positive contribution to school life by giving out awards.

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Personal development and wellbeing Expected standard

Leaders have recently started to track more closely pupils’ participation in wider opportunities and experiences. While leaders are gaining the necessary insights, they sometimes do not use this information well enough to inform improvements.

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

Pupils enjoy their learning and generally achieve well. They gain the skills they need in English and mathematics to be ready for the next step in their education. This builds from Reception Year, where pupils secure the foundations they need in reading, writing and number. An ambitious curriculum develops pupils’ knowledge and skills across other subjects. This prepares pupils well for the future. Pupils benefit from a range of trips and experiences to support their learning. For example, visits to a castle and Roman baths extend their learning in history. Pupils who face additional challenges to their learning generally receive the support that they need to achieve and thrive.

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

Pupils feel a sense of belonging at the school. They value the warm, positive relationships they have with staff. Pupils appreciate the wider opportunities on offer. For example, they enjoy learning how to ride a bike safely on the road. Pupils are proud to represent the school in sports teams. These experiences develop pupils’ cooperation and resilience. Pupils value opportunities to champion important causes, such as environmental care. ‘Happiness heroes’ work with staff to promote positive wellbeing. In these leadership roles, pupils learn to help and celebrate others’ efforts.

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

Pupils behave well in lessons and around the school. They have positive attitudes to learning and are respectful of each other. Bullying is rare. Pupils learn the importance of encouraging each other and not to tolerate unkindness. Staff deal with any such issues quickly and effectively. Pupils are safe in school and confident speaking to a member of staff if they are worried about anything. Pupils attend school regularly, and absence rates are low. As a result, attendance at the school is well above the national average.

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Team inspectors:

Stephen Wigley, Ofsted Inspector Peter Overton, 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 7 July 2026

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Next steps

Leaders should strengthen further pupils’ learning and achievement by ensuring that teaching consistently checks, and builds on, what pupils already know and can do. Leaders should ensure that teaching consistently makes the necessary adaptations for pupils with special educational needs and/or disabilities and other barriers to learning so that these pupils learn and achieve as well as they can. Leaders should use their evaluation of the personal development programme more effectively to make improvements and strengthen the programme’s impact.

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About this inspection

This school is in a single academy trust. The trust is overseen by a board of trustees, chaired by Patricia Clements.

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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 school leaders, teachers, pupils and trustees during the inspection. They reviewed documentation and gathered parents' views.

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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. National average: 3.5%

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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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average

2024/25 (final) 57% 62% Close to average

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national average

2023/24 (final) 60% 61% Close to average

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national average

2022/23 (final) 67% 60% Close to average

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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

2024/25 (final) 73% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 73% 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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average

2024/25 (final) 73% 74% Close to average

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average

2023/24 (final) 67% 73% Close to average

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average

2022/23 (final) 70% 73% Close to average

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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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average

2022/23 (final) 50% 44% Close to average

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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

2022/23 (final) 67% 58% 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

2022/23 (final) 50% 59% 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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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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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. 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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