Manor Primary Academy

What Ofsted said

From the inspection on 11 March 2025

Manor Primary Academy is a place pupils want to be. Pupils say the school is 'one big family'. They feel happy and safe and enjoy their learning. Staff have high expectations and strong relationships with all pupils. There is a real sense of community. Staff know the pupils and their families well. The school's values of manners, aspiration, nurture, open-mindedness and resilience shine through the care given to pupils. Parents and carers are highly supportive and positive about the school. Pupils are polite, well mannered and respectful to visitors. At social times, pupils eat and play sensibly with their friends. There is a wide range of opportunities for pupils' personal development. These include extra-curricular activities, such as multi-sports, netball, gymnastics, dance and book club. Pupils can take on roles and responsibilities in school. For example, they become school councillors, house captains, reading ambassadors and lunchtime monitors. Pupils value the active role they have in school. The school's wider curriculum includes a range of additional experiences. Pupils in Year 5, for instance, benefit from an annual safety workshop hosted by various uniformed services where they learn how to stay safe. Trips out include visits to the zoo, chocolate factory, golf course and an overnight residential for older pupils. Pupils value these opportunities.

What the school should improve

• Not all pupils with SEND receive timely support. As a result, some struggle to engage fully in school life and to access learning. The school should work quickly to ensure that appropriate staff support and training are in place.
• The school does not always have high expectations for pupils' attitudes to learning. This means that a small number of pupils can occasionally become distracted and work that pupils produce is not always finished or of high quality. The school should ensure that expectations for all learners are reinforced, understood and consistently applied.
• In early years, the school has not identified the key knowledge, skills and vocabulary it wants children to learn and remember. This means that children do not always benefit from purposeful and meaningful learning activities. The school should ensure that the early years curriculum is coherently designed and sequenced.

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