Clayton-le-Woods Manor Road Primary School has been recognized as a good school following its inspection on June 28 and 29, 2023. The school is characterized by a caring, inclusive, and supportive environment where all pupils thrive. Students expressed that one of the standout features of their school is the quality of their teachers. The school fosters a sense of happiness and safety among pupils, including those in the early years.
The leadership and staff maintain high expectations for pupil behavior and academic achievement, including for those with special educational needs and disabilities. Pupils consistently meet these expectations and demonstrate excellent progress across the curriculum. The staff's deep understanding of their students helps to inspire confidence, encouraging them to strive for their best.
The school environment is calm, with well-behaved pupils actively engaged in lessons. Classrooms are vibrant spaces where students enjoy participating. Pupils are aware of what bullying is and report that it is infrequent at the school. When incidents do occur, school leaders take them seriously and address them appropriately.
The outdoor spaces are a significant attraction for pupils, with younger children enjoying activities like planting seeds and playing in a mud kitchen, while older students appreciate the outdoor chill-out zone. The school offers a wide range of extracurricular activities, including judo, cookery, and sports competitions, which pupils enthusiastically discuss.
The curriculum is ambitious and well-structured, with clear expectations for the knowledge and skills pupils should acquire. Teachers effectively implement the curriculum, adapting it to meet the diverse needs of their students. This thoughtful approach leads to high levels of achievement. Teachers engage pupils through stimulating activities that align with curriculum goals, regularly challenging them to deepen their understanding.
While teachers frequently check for understanding during lessons, there are areas for improvement in assessing what pupils have learned over time. This gap can hinder the ability to build on prior knowledge effectively.
Reading is highly valued at the school, with younger pupils, staff, and families frequently visiting the library, fostering a love for reading from an early age. Older pupils express enthusiasm for their favorite books and participate in reading-related activities. The school has prioritized the development of its reading curriculum, ensuring a consistent and rigorous approach to phonics instruction.
Leaders have established effective strategies to support pupils with special educational needs, ensuring they receive appropriate assistance and access to the same curriculum as their peers. The school promotes a culture of politeness and good manners, with pupils managing their behavior well and learning to work independently.
The curriculum extends beyond academics, addressing personal, social, and health education through various initiatives, including assemblies and themed weeks. Staff promote understanding of equality and diversity, emphasizing the importance of physical and mental health.
Staff morale is high, with teachers feeling valued and supported in managing their workload. The governing body provides clear oversight and supports leaders in making decisions that benefit pupils.
The safeguarding arrangements are effective, with clear policies in place to protect pupils. Leaders are aware of local risks and ensure staff are trained to recognize and respond to safeguarding concerns. Pupils feel safe and know whom to approach if they have worries.
To enhance the school further, leaders should refine assessment strategies to better identify and build on pupils' prior learning, ensuring that all students know and remember more effectively.
