Manorbrook Primary School

Manorbrook Primary School Inspection report

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130978 Unique Reference Number South Gloucestershire Local Authority 328537 Inspection number 7–8 July 2009 Inspection dates Michael Sutherland-Harper Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Community School category 4–11 Age range of pupils Mixed Gender of pupils Number on roll 180 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Sheila Ellis Chair Angela Evans Headteacher 23 May 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Park Road School address Thornbury Bristol BS35 1JW 01454 867225 Telephone number 01454 867226 Fax number

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4–11 Age group 7–8 July 2009 Inspection dates 328537 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. 2 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

This is a smaller than average sized primary school. Nearly all pupils are of White British heritage. The proportion of pupils with learning difficulties and/or disabilities is below the national average, with most having behavioural, emotional and social difficulties. Provision in the Early Years Foundation Stage is in the Reception class. Over the last two years, there have been a significant number of maternity leaves and some prolonged staff illness. There is a privately run after-school club which uses the school building. On the school site, there is a privately run pre-school group.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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Grade: 2

This is a good school. There are strengths in pastoral care and relationships and in the sense of community, which ensures that everyone is prepared to contribute to school improvement. Behaviour is good and pupils enjoy their lessons, as demonstrated by good attendance and the high quality work on display. Pupils have a good understanding of healthy lifestyles, with many taking part in a variety of activities at lunchtime or after school. Pupils feel safe in school and watch out for each other. Instances of bullying are rare. Staff take great care to ensure pupil safety at all times. Pupils benefit from a range of opportunities to contribute to school life, not least in the school council, which is an effective voice for pupils. Children start the Early Years Foundation Stage with skills below those expected for their age, especially in communication, language and literacy. They make good progress in all areas of

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Grade: 2

learning except in knowledge and understanding of the world, where it is satisfactory and standards are below average. In the other five areas of learning, standards are average at the end of Reception. Children have a wonderful learning resource in the woodland walk which has been developed in conjunction with the hard work and dedication of parents. In Years 1 to 6, achievement is good so that pupils leave Year 6 with above average standards. Results at the end of Year 2 in reading and writing have improved this year thanks to effective support from leadership and management, especially through improved tracking and monitoring of pupils' progress. Leadership and management are good. The headteacher and senior managers have an increased focus on raising standards and achievement which is filtering through to all levels. Staff are increasingly being developed as subject leaders. The role of teaching assistants has increased

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Grade: 2

in importance in the school, especially in the light of some significant staffing issues. The school has a good capacity for further improvement. Teaching and learning are good. Good teaching helps to drive up standards, especially in Year 6 mathematics, where the most able have managed to do Level 6 mathematics papers, representing a level of achievement usually seen in 11 to 14-year-olds. Relationships with pupils are good and teachers manage behaviour very effectively to ensure good learning. Increasing use of mentoring and assessment data enables the school to take learning forward by providing a more precise focus on pupils' learning. The curriculum is good and there is a full range of extra-curricular clubs and enrichment which impact positively on strengths in pupils' personal development. The quality of academic guidance is improving. Marking is good in some classes but needs to be more consistent to ensure that pupils are clear how to improve their work.

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Grade: 2

The school benefits from good parental support and welcomes parents into school for events such as commendation assemblies, which are well attended. As one parent put it, 'Manorbrook School has been and continues to be a welcoming family environment which children enjoy attending.'

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Grade: 2

Effective systems and regular pre-school visits ensure children settle quickly into school routines. Good teaching and varied practical activities effectively engage children's interests and ensure good progress in learning, especially in early reading and writing skills. However, there is insufficient focus on developing children's knowledge and understanding of the world, especially 4 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009 through their use of information and communication technology. Children thoroughly enjoy their learning, as seen in their enthusiasm to use their own binoculars to find jungle animals in the woodland area and to make animal puppets. The outdoor area is used appropriately but the school recognises the need to develop this setting to extend children's learning experiences. Good emphasis is placed on developing children's speaking and listening skills through effective

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Grade: 2

questioning and discussion. Most children are confident and articulate. Children quickly gain in independence and respond well when given responsibility, such as organising activities for visiting pre-school children. Relationships are good. Children work and play well together. Leadership and management are good. Staff work well as a team. Planning and assessment systems are thorough. Children's progress is carefully recorded and information used effectively to plan learning. Parents find staff friendly and approachable and supportive of their children's learning. Most children are working within the expected goals as they enter Year 1, especially in communication, language and literacy, problem solving, reasoning and numeracy, and in personal, social and emotional development.

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What the school should do to improve further

■ Ensure consistency of marking across the school so that children are clear how to improve their work. ■ In the Early Years Foundation Stage, improve pupils' knowledge and understanding of the world, particularly through the use of information and communication technology.

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Grade: 2

There is clear evidence that the school is reversing the recent downward trend in standards and achievement in Years 1 and 2. In the Reception Year, good progress is made in all areas of learning except knowledge and understanding of the world, where it is satisfactory. As a result, except in this area, children are entering Year 1 with average standards. In Years 1 and 2, good planning and work carefully matched to individual needs ensure that pupils make good progress in relation to their starting points and capabilities. Increasing emphasis on pace, questioning and independent work skills helps to ensure that pupils continue to make good progress at the start of Year 3. Pupils' progress is carefully tracked. Pupils know their targets and these are regularly reviewed to ensure that achievement is continuous. In the national assessments at the end of Year 2 in 2009, the school's preliminary results were

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Grade: 2

average and improving in all areas following a recent downward trend. The provisional results of pupils at the end of Year 6 in 2009 indicate that standards are likely to be above average, with further improvement at Level 5. This is confirmed by inspection evidence of pupils' current work. Gifted and talented pupils are well supported, as are pupils with learning difficulties and/or disabilities, and both groups make good progress.

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Grade: 2

Pupils' spiritual, moral, social and cultural development is good, as exemplified by a high quality multicultural celebration of achievement assembly with more than 30 parents attending. Pupils' understanding of life in multicultural Britain is less well developed. Pupils show concern for those who are less fortunate than themselves. They raise money for a host of deserving causes and displays reflect the use of the resources provided to other communities. They take their responsibilities to each other very seriously, for example, in allowing full discussion in class 5 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009 councils and on the school council prior to decision making. Learners adopt healthy lifestyles and are very conscious of the physical and emotional welfare of others as they play and learn. They adopt safe practices. Attendance is good and behaviour is well managed. No evidence of

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Grade: 2

bullying was observed during the inspection. Learners develop skills which will contribute to their future well-being as a result of the improving standards and achievement in the school. Learners' outstanding contribution to the community contributes to full enjoyment of their education.

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Grade: 2

In the best lessons expectations are high, the pace of learning is brisk and teachers provide pupils with high levels of challenge to make them think. For example, in a Year 6 mathematics lesson, pupils were buzzing to get on with tasks that had a time limit and discussed enthusiastically with each other how to get on with the problems posed. Pupils with learning difficulties and/or disabilities make the same progress as others because of the effective support and reinforcement they receive from teachers and teaching assistants. Teachers have secure subject knowledge. They make good use of questioning, to develop pupils' thinking skills, and of resources, including the interactive whiteboard, to provide a full range of learning opportunities. Pupils work well with each other and are developing independent learning skills. Girls perform as well as boys. On a few occasions, pace is slower and pupils are not sufficiently

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Grade: 2

The varied and stimulating curriculum effectively meets the interests and needs of all pupils and contributes well to their good progress. Appropriate initiatives in English and mathematics have been put in place to address pupils' needs. These are having a positive impact on progress. Subjects are being linked together to make learning more relevant and exciting for the pupils. For example, World War II work in Years 3 and 4 builds on a study of S.S. Great Britain in Year 2. The excellent woodland area is used very effectively to support learning across all subjects, especially in creative activities, using a range of media and natural resources whilst teaching pupils about care for the environment. The visual and performing arts are a strength of the school, with many vibrant displays celebrating pupil successes and much confident participation in music and drama. Pupils speak enthusiastically about the variety of clubs after school. The

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Grade: 2

extensive range of visits and visitors to the school enriches children's learning and contributes well to their personal development.

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Grade: 2

Pupils are well cared for in a friendly welcoming environment. Relationships are very good. Pupils say that they feel safe in school, always have someone to share concerns with and feel valued as individuals. Praise and rewards are used well to boost confidence and self-esteem. Instances of bullying are very rare and pupils are confident that these are quickly resolved. All systems for safeguarding are robust and meet current requirements. Pupils with learning difficulties and/or disabilities are well supported by skilled teachers and teaching assistants to 6 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009 ensure that they are fully involved in all that the school has to offer. This enables them to make the same good progress as their classmates. Pupils' progress is carefully tracked and information is used well to identify those pupils needing extra support or challenge. Pupils know their

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Grade: 2

learning targets which, together with some effective marking, provide good guidance on how pupils can improve their work. However, not all marking does this. Pupils' assessment of their own learning is not consistent in all classes.

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Grade: 2

Leaders and managers set increasingly clear targets based on improved use of assessment data. This work is leading to whole-school improvement and ensuring quality care and education. However, inconsistencies remain in the way teachers support pupils in their learning in terms of giving them their next steps. The efforts of the leadership team have been aided by effective support from the local authority and governors. Self-evaluation is accurate. Opportunities are open to all in the school and there is no evidence of discrimination. The school has developed its work on community cohesion, especially at local and global level, and is in the process of refining this at the level of national outreach. Despite recent uncertainties of staffing, the school deploys its resources effectively to achieve value for money. Governors and other supervisory boards discharge their responsibilities well. All safeguarding procedures are in place.

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Grade: 2

7 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 2 How well are learners cared for, guided and supported?

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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Text from letter to pupils explaining the findings of the inspection

9 July 2009 Dear Pupils Inspection of Manorbrook Primary School, Bristol BS35 1JW Thank you all for making us so welcome and helping us when we visited your school. It was a very special treat for all of us to see your wonderful woodland walk and the pleasure that it gives you. We were impressed to hear about the effort that many of your parents had made to provide you with this fantastic resource. I would like to thank the School Council for letting me attend their meeting and watch them at work. It was a treat to see so many of you being rewarded at your celebration assembly and I have to thank you for letting me join in with your singing. It is clear that you and your parents appreciate the way everyone can join in your learning community. Your school is a good school. You look after each other well and make good progress as you move through the school. Your behaviour is good and you clearly enjoy the after-school clubs

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Text from letter to pupils explaining the findings of the inspection

that you can join. Teachers help you to understand what you will be learning and how to get even better. The headteacher and her team are determined to help you make good progress and achieve even higher standards in your work. There are a few areas that need improving so we have asked the headteacher, teachers and governors to do the following:

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Text from letter to pupils explaining the findings of the inspection

■ Make sure that marking is always able to show you clearly how to improve your work.

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Text from letter to pupils explaining the findings of the inspection

■ Improve your knowledge and understanding of the world, particularly through the use of information and communication technology, especially if you are in the Early Years Foundation Stage. Once again, many thanks for being so welcoming and cheerful. I know that you will continue to work hard and become even better at all the things you do. Yours faithfully Michael Sutherland-Harper Lead inspector 11 of 11 Inspection Report: Manorbrook Primary School, 7–8 July 2009

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