Manea Primary School has been rated as still 'Good' following an inspection by Ofsted
A Fenland village school has been praised for its good quality of teaching and for its 'bright welcoming environment'.
Manea Primary School was inspected last month by Ofsted inspector John Lucas, it was the first short inspection carried out since the school was judged to be good in October 2015 and he found it continues to be 'Good'.
In his report Mr Lucas said the leadership team has maintained the good quality of education in the school
since the previous inspection.
And told headteacher Nicola Froggatt: "The care you and your staff have taken to establish a bright, welcoming
environment in which pupils feel secure and inspired to learn is evident throughout the school.
"The many interesting, informative displays showcase pupils’ pride in their work and school. They also bear witness to the wide variety of topics and cultures which pupils study.
"Pupils are keen learners who listen respectfully to each other and to adults. In lessons, pupils willingly suggest answers, knowing that even if they are wrong, their classmates and teachers will be supportive of their efforts. Pupils move between learning activities purposefully, so little time is wasted. The ease with which pupils mix with each other and with staff is representative of the respectful, harmonious ethos of which leaders are justifiably proud. Almost all parents who responded to Ofsted’s online questionnaire, Parent View, agree that the school ensures that pupils are well behaved."
Mr Lucas also pointed out: "Adults are rightly delighted with the recent rainbow flag award for the effective
whole-school approach to positive inclusion. Leaders have ensured that pupils gain an increasingly mature understanding of the diverse society in which they live. One pupil summed up the sentiments of her friends when
she told me it is ‘important to respect everyone, no matter what their background, interests or loves’."
Miss Froggatt was also praised for developing effective partnerships with other schools and external agencies.
Mr Lucas said: "For example, as a result of your guidance and that of an experienced adviser, subject leaders play their full part in checking and making improvements to the curriculum. You invite external scrutiny of the school’s work and take heed of any recommendations that are made.
"Consequently, your leaders make appropriate adjustments to the school’s practice even where the quality of education is already first rate, such as in the early years. Children continue to make strong progress
throughout the early years. You have also brought about improvements in the quality of teaching, learning and assessment in mathematics. As a result, in 2018 the proportion of pupils reaching the expected standard by the end of key stage 2 was higher than was the case nationally."
The chairman of governors was also highlighted for strong leadership and teacher told Mr Lucas the governors share ‘our passion for each subject’. Teachers also explained they welcome the ‘fresh pair of eyes’ and additional scrutiny that governors provide.
Mr Lucas found parents are overwhelmingly supportive of the school and almost all agreed they are well informed about their children’s education.
All staff who responded to the online survey agree that: they enjoy working at the school; it is well led and managed; and they are well supported in their work.
However Mr Lucas found by the end of key stage 2 last year, disadvantaged pupils made less progress
than their classmates in reading, writing and mathematics. Leaders have made improving disadvantaged
pupils’ progress a priority in their development plans.
Mr Lucas said: "Where it is needed, teachers provide disadvantaged pupils with additional reading, writing and mathematics support, often focused on improving pupils’ knowledge and use of vocabulary. This results in disadvantaged pupils typically catching up with their classmates and making good progress, often from low
starting points. However, some pupils, especially those who are most vulnerable, are not yet reaching the standards of which they are capable.
He highlighted next steps for the school which included ensuring higher proportions of disadvantaged pupils achieve the standards of which they are capable and that all teachers provide learning activities in subjects other than English and mathematics that bring the best out of pupils with the potential to be high achievers.