Manor Primary School

Manor Primary School

Address: Ettingshall Road, Coseley, Bilston, West Midlands, WV14 9UQ Unique reference number (URN): 141858

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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

Outcomes at the end of key stage 2 are consistently high and exceed national averages, including for disadvantaged pupils. Pupils leave the school with the knowledge, skills and confidence needed for the next stage of their education. Across the curriculum, pupils develop a deep understanding of subject-specific content. They remember important knowledge, make connections between areas of learning and apply their understanding confidently. The quality of work across subjects and year groups is consistently high and reflects pupils' strong knowledge and positive attitudes to learning.

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Achievement Strong standard

Phonics outcomes are consistently in line with national averages. From starting points, this evidences that pupils are making very secure progress. Pupils achieve highly from their starting points, including pupils with special educational needs and/or disabilities. Staff promptly identify gaps in learning and provide effective support through tailored adaptations. This helps pupils build secure knowledge and understanding over time. Pupils are well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders consistently promote positive attendance through effective strategies that help pupils engage fully in school life. Pupils understand the importance of attending regularly. Leaders monitor attendance closely and intervene promptly to support those facing barriers to attendance. Oversight of attendance is highly effective, with tailored support continuing to drive positive outcomes. Rapid improvement has been made for groups of pupils, particularly disadvantaged pupils who were previously persistently absent. Disadvantaged pupils now attend above national averages. This is also true for all pupils.

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Attendance and behaviour Strong standard

Staff apply behaviour expectations consistently. Routines are very well embedded and understood. Pupils behave consistently well. They take responsibility for their actions and manage their emotions effectively. Teachers are highly positive role models, and, when issues arise, pupils value the time staff take to help them reflect and resolve concerns. Bullying and discriminatory incidents are rare and addressed swiftly and effectively by staff. Pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from highly effective support that enables them to engage successfully in learning and school life. Suspensions have reduced significantly over a short period, reflecting leaders’ highly inclusive approach. Leaders implement reasonable adjustments carefully and monitor their impact closely. A strong culture of high expectations, alongside personalised support, helps pupils to thrive both academically and socially.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They use this insight to continually refine provision, ensuring that the curriculum remains ambitious, relevant and memorable. Each subject is carefully planned and sequenced so that pupils build essential knowledge and skills progressively over time. Teaching is consistently effective across the school. Teachers demonstrate secure subject knowledge and use it well to explain new learning and address any misconceptions. Leaders sustain high standards through precise professional development for staff. This creates a cohesive approach to learning across classrooms.

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Curriculum and teaching Strong standard

Leaders place a strong emphasis on early reading and the development of foundational skills. Staff teach phonics, spelling, vocabulary and mathematics with precision and consistency. Leaders are continuing to embed a progressive approach to handwriting, recognising its importance in developing writing fluency. Teachers maintain high expectations, and pupils take great pride in the presentation of their work.

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Curriculum and teaching Strong standard

Staff know pupils very well and adapt learning successfully to meet their needs. This ensures that all pupils, including those with special educational needs and/or disabilities, access the curriculum successfully. Precise checks on learning allow teachers to provide consistent support and challenge. As a result, pupils develop secure knowledge, confidence and independence across the curriculum.

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Early years Strong standard

Children in the early years thrive. They are happy, settled and well cared for. Staff establish calm, consistent routines that help children feel secure, develop confidence and engage positively in learning. Transition into Nursery and Reception Years is highly effective. Leaders work closely with families to ensure children settle quickly and make a strong start to school. Staff identify children's needs swiftly. They provide tailored support so that all children, including those with special educational needs and/or disabilities, succeed.

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Early years Strong standard

Adults interact purposefully with children throughout the day. They model language well, introduce new vocabulary and encourage children to explain their ideas through meaningful conversations. Daily opportunities for stories, songs and rhymes strengthen communication and language development. The learning environment is carefully planned and reflects children's interests, creating engaging opportunities across all areas of the curriculum.

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Early years Strong standard

Staff teach phonics with clarity and precision from the outset. Children achieve well from their starting points. They apply their phonics knowledge confidently and read books matched closely to the sounds they know. Early reading, writing and mathematics are taught consistently well, enabling children to develop secure knowledge and skills while any gaps in learning are addressed quickly.

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Early years Strong standard

Leaders are highly knowledgeable and continually refine provision. As a result, children leave Reception Year well prepared for Year 1.

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Inclusion Strong standard

Leaders place inclusion at the heart of their work. From the moment pupils join the school, leaders identify the needs of pupils, including those with special educational needs and/or disabilities (SEND), quickly and accurately. They remove barriers to learning and put support in place without delay. As a result, pupils feel valued, included and fully involved in school life. Staff receive regular training to help them meet pupils' individual needs. They know pupils well and use assessment information effectively to identify gaps in knowledge and understanding. Staff respond quickly when pupils need additional support, helping them remain engaged in learning and achieve well. Consequently, pupils with SEND make secure progress from their starting points and learn successfully alongside their peers.

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Inclusion Strong standard

Leaders maintain close oversight of provision and regularly review its impact. Pupils with the most significant needs receive highly personalised support that develops confidence, independence and secure knowledge over time. Leaders work closely with families and external professionals to ensure support remains effective and responsive to pupils' needs.

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Inclusion Strong standard

Leaders use additional funding effectively to remove barriers and widen opportunities. Disadvantaged pupils, pupils with SEND and those known or previously known to social care participate fully in school life. They benefit from the school's high ambitions, achieve well and flourish as confident members of the school community.

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Leadership and governance Strong standard

The leadership team has a very secure understanding of the school’s strengths and identifies precise priorities that drive continued improvement. Leaders evaluate the impact of their work rigorously and take effective action to refine provision and sustain high standards. They place pupils’ needs at the heart of decision-making, particularly those who are disadvantaged, have special educational needs and/or disabilities or are known to social care. As a result, vulnerable pupils are fully included, benefit from tailored support and achieve well.

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Leadership and governance Strong standard

Those responsible for governance fulfil their statutory duties and hold leaders to account robustly. They use a range of information, including performance data, to evaluate the school’s effectiveness and ensure that resources and allocated funding are used wisely. Their oversight contributes to the school’s continued success.

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Leadership and governance Strong standard

Leaders provide high-quality, evidence-informed professional development that strengthens practice across the school. A comprehensive induction programme and ongoing training ensure that staff continually develop their expertise. Early career teachers receive effective support and guidance, helping them to build confidence and refine their practice. This contributes to consistently effective teaching and positive outcomes for pupils.

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Leadership and governance Strong standard

Leaders and the trust promote staff wellbeing successfully and take thoughtful steps to manage workload. Staff feel valued, respected and well supported. They are proud to work at the school and share leaders’ commitment to providing the best possible education for pupils. Leaders maintain positive partnerships with parents and carers, fostering trust and high engagement.

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Personal development and wellbeing Strong standard

Leaders place a high priority on pupils' personal development and ensure that it is embedded throughout school life. The programme is coherent, well sequenced and inclusive, enabling pupils to develop the knowledge, skills and attitudes needed to succeed in school and contribute positively to society. Leaders monitor participation carefully and ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities benefit fully from the opportunities available.

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Personal development and wellbeing Strong standard

The school's character curriculum is a notable strength. Beginning in the early years, it helps children develop resilience, self-regulation, motivation and independence. Pupils understand these learning behaviours well and apply them confidently in their daily learning. As a result, they demonstrate highly positive attitudes and take pride in their achievements.

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Personal development and wellbeing Strong standard

A wide range of enrichment opportunities broadens pupils' horizons and develops confidence. Leadership roles, clubs, performances and wider experiences make a valuable contribution to pupils' personal growth. Leaders ensure that participation is inclusive and reflects pupils' interests and needs. Pupils value these opportunities and speak positively about the difference they make.

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Personal development and wellbeing Strong standard

Pupils show respect for others and understand the importance of fairness, inclusion and equality. They speak thoughtfully about discrimination, respecting differences and the importance of treating others with kindness. Pupils also demonstrate a mature understanding of diversity, including neurodiversity and different faiths and religions.

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Personal development and wellbeing Strong standard

The bespoke curriculum prepares pupils well for life in modern Britain. Pupils develop a secure understanding of fundamental British values and know how to keep themselves safe. Safeguarding education is a particular strength. Pupils understand online and offline risks, know how to protect themselves and can readily identify trusted adults who can help. They also develop a secure understanding of puberty through well-delivered relationship education.

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Personal development and wellbeing Strong standard

Strong pastoral care, effective wellbeing support and carefully planned transition arrangements help pupils feel safe, valued and included. As a result, pupils are confident, thoughtful and well prepared for the next stage of their education.

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

There is a real sense of aspiration at Manor Primary School, where the mission statement, 'Find your wings and fly', shapes every aspect of school life. Warm daily greetings help pupils to feel welcomed, valued and included. They are ready to learn from the start of each day and flourish because of the positive relationships they have with staff. Pupils speak proudly of their school and demonstrate its values through the respect and consideration they show towards others.

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

Pupils approach lessons with enthusiasm, curiosity and confidence. They talk knowledgeably about their learning across the curriculum and value the many opportunities available to them. The school's high expectations are reflected in pupils' success. As a result, pupils achieve highly from their starting points and are very well prepared for the next stage of education. Pupils with special educational needs and/or disabilities and disadvantaged pupils flourish within the school's inclusive culture and access learning successfully alongside their peers. Beyond the classroom, pupils make a significant contribution to school life. Pupils take on a range of leadership roles, including as pupil leaders and ambassadors for reading, wellbeing and digital learning. Pupils carry out these responsibilities with pride and understand the importance of their roles. A rich programme of enrichment broadens pupils' horizons and

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

develops their confidence. Opportunities such as performing arts, bhangra dancing, sports, educational visits and residential experiences help pupils discover new interests and develop independence.

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

Behaviour is highly positive. Pupils show respect for others, make thoughtful choices and demonstrate consistently positive attitudes to learning. Pupils attend regularly, and attendance continues to improve. Disadvantaged pupils now attend more consistently, and persistent absence has reduced.

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

Bullying is rare. Pupils trust adults to deal with concerns quickly and effectively. As a result, pupils feel safe, happy and valued. They are confident, responsible members of a caring and ambitious school community.

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Next steps

Leaders should continue to improve and sustain attendance for all pupils, particularly those groups who continue to face barriers to regular attendance. Leaders should continue to strengthen the implementation of the school's handwriting approach so that transcription skills support writing fluency across all classes and year groups.

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About this inspection

This school is part of Manor Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Anita Cliff, and overseen by a board of trustees, chaired by Mohammed Sharif.

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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

This inspection took place on 9 and 10 September 2026.

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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 headteacher, members of the senior leadership team, associate headteacher, director of education, governance professional, chair of the trust board and vice chair of the trust board, directors, interim CEO, senior improvement advisers, school business manager, family support worker, subject leaders, staff, pupils and parents during the inspection.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Sam Cosgrove, Ofsted Inspector Jess Chambers, His Majesty's Inspector Antony Bradshaw, His Majesty's Inspector Matt Fletcher, His Majesty's 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 9 September 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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630

Well above average The school currently uses no alternative provision.

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630

The school has undergone a significant change since the last inspection. The headteacher, named on the previous inspection report, was reappointed in September 2026 after having a short period of time out of the role.

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 13.0% 13.0% Close to average

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national average

2023/24 (3 term) 12.8% 14.6% Close to average

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national average

2022/23 (3 term) 13.8% 16.2% Close to average

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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

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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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