Manland Primary School: Read the full Ofsted report

Manland Primary School was rated 'good' by inspectors at a visit last month.

The school was praised for it's extra-curricular activities, positive culture and approach to working with children with special educational needs (SEND).

Manland's pupil parliament and house captain elections were also praised for giving students a strong knowledge of democracy from a a young age.

You can read the full report below.

What is it like to attend this school? 

The school values of ‘inspiration, aspiration, responsibility’ are embedded in day-to-day school life.

Pupils, including those with special educational needs and/or disabilities (SEND), demonstrate highly positive attitudes towards their learning.

They remember and build on what they learn. Pupils achieve high standards across the curriculum.

The strong culture of learning is exemplified through the weekly celebration assemblies. These motivate pupils to work hard and celebrate others’ achievements.  

Pupils are happy and thrive in the school. This is the result of the high expectations and clear routines that are in place.

Children in Reception listen carefully and share equipment in harmony with others.

 Pupils behave exceptionally well in lessons and during social times. They support each other, demonstrate kindness, and form strong, trusting relationships with adults.  

Pupils have a strong understanding of democracy and link this to the election of house captains and members of the pupil parliament.

The pupil parliament takes an active role in improving the environment for pupils. They organise events and raise money for charities.

The pupil parliament members visit the Houses of Parliament and speak with the local MP.

Pupils talk knowledgeably about their understanding of equality and diversity.  

What does the school do well and what does it need to do better? 

The curriculum is ambitious and well designed. The school uses a range of programmes of study from a number of providers.

These are carefully adapted to the school’s context. 

The curriculum clearly and logically sets out the knowledge and vocabulary that pupils need to know from Reception to Year 6. 

The school prioritises high-quality professional and subject-specific training for staff. This equips them with strong subject knowledge and helps them to plan and teach lessons with confidence.

They regularly check and identify any gaps in pupils’ knowledge.

When identified, staff adapt their teaching to close the gaps quickly.

As a result, pupils, including those with SEND, confidently remember what they have learned.  

Reading forms the backbone of the school’s curriculum. Children begin to learn phonics as soon as they join Reception.

Well-trained staff consistently implement the programme. The books pupils read match the sounds they are learning. Those pupils who fall behind in their reading receive extra support.

Once pupils decode with confidence, they follow a structured daily reading programme. This develops pupils’ comprehension and emotional engagement with stories.

Pupils read a range of high-quality texts. This fosters their love of reading and helps develop their cultural capital. 

The school is determined that pupils with SEND achieve well.

Staff quickly and accurately identify individual pupils’ needs. They ensure that adaptations to lessons are well considered and are effective in supporting pupils’ learning.

This includes using visual aids and well-considered practical resources. The school proactively works with parents and external agencies to ensure that pupils receive the right help.  

The school’s early years curriculum is comprehensive. Staff prepare activities which help pupils to apply and practise their learning.

Children are keen to learn new things and share their own experiences. For example, children talked enthusiastically about their locality and places in the world that they had visited.

Children are supported in their learning by high-quality interactions with adults. These interactions, along with ongoing assessment, ensure that children develop the knowledge and skills needed to make a successful transition to Year 1. 

The school provides an extensive range of opportunities to enhance pupils’ wider development.

This includes trips and visitors to school that enrich the curriculum and contribute to the development of pupils’ understanding of the world.

Pupils talk with excitement about their residential trip and workshop visits linked to World War 2 and the ancient Egyptians.

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Parent-led assemblies develop pupils’ awareness of aspirational careers, such as anaesthetists and solicitors. An extensive range of extra-curricular clubs, such as sports, music, science and baking, are well attended by pupils, including those with SEND, and help nurture new interests.  

Governors adopt a systematic approach to check the effectiveness of the school. They have an accurate oversight of the school.

There is a shared understanding of the school’s strengths and areas that are a focus for further development.

When making decisions, the school is highly considerate of any potential impact on the workload of staff. Staff are very proud to work at the school and feel extremely well supported to develop their expertise. 

Parents express highly positive views about the school. They praise the care provided to their children by adults in the school. 

The arrangements for safeguarding are effective.