Manor Green Primary Academy

What Ofsted said

From the inspection on 28 April 2026

Manor Green Primary Academy is a warm and supportive community. Pupils enjoy positive relationships with staff and their peers. They feel happy, safe and well cared for. This is because staff make sure that they get to know pupils well. Pupils know that adults will help them with worries that they may have. When problems, including bullying, occur, they are dealt with promptly and effectively. Pupils are excited to contribute to school life. They enjoy taking on responsibilities, such as being members of the pupil parliament. Pupils are also encouraged to broaden their horizons. For instance, pupils take part in a range of sporting clubs such as gymnastics, athletics and dance. They learn more about the world around them through trips to theatres, museums, zoos and visits to cities such as London. Leaders have high ambition for pupils’ achievement and behaviour. Pupils work hard to ‘aspire, achieve and succeed’. Behaviour is typically positive both in lessons and at breaktimes. Pupils learn how to understand and manage their feelings and emotions. ‘Happiness heroes’ celebrate the ways pupils put this learning into practice. Pupils spoke with pride about the awards that they earn for their positive behaviour and attitudes to learning, such as pupil and class stars. Pupils who face barriers to their learning, including those with special educational needs and/or disabilities, receive the support that they need to succeed. Improvements to the curriculum and teaching have ensured that pupils who currently attend the school achieve increasingly well across a range of different subjects. They enjoy their learning. This is helping attendance rates to improve. Pupils develop both academically and socially during their time at the school. However, it is too soon to see improvements in pupils' achievement in the results of national tests. This is because, over time, pupils have not benefited from learning that builds their knowledge securely, particularly in reading, writing and mathematics.

What the school should improve

• Leaders should continue to take action to ensure that pupils, particularly those who are disadvantaged, who have not secured the necessary foundational knowledge in reading, writing and mathematics receive appropriate support to secure this knowledge, so that pupils’ achievement in national assessments is further improved.
• Leaders should ensure that they support staff to further develop their use of checks on pupils’ prior learning in subjects beyond English and mathematics, so that pupils’ new learning builds securely on what they already know.
• Leaders should continue to take action to further reduce levels of absence for pupils, including for those pupils who are persistently absent.

Read the full Ofsted report (opens in a new tab)