Manor Green Primary Academy, located in Haughton Green, Denton, Manchester, underwent an inspection on September 27 and 28, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management. The principal, Victoria Saville, leads the school, which is part of the Focus Academy Trust, overseen by CEO Helen Rowland and chaired by Paul Spencer.
Since the previous inspection, pupils' enjoyment of school has significantly increased. Most students enter the school feeling safe and confident, knowing they will interact with kind and respectful peers. The positive changes in behavior have alleviated anxiety among students, allowing them to learn without interruptions. The school’s motto of being ready, respectful, and safe is upheld by most pupils. While students are gaining a broader knowledge base than before, there are still inconsistencies in their retention of information across different subjects. Some pupils struggle with reading and writing, which affects their preparedness for future learning phases.
The school offers a variety of sporting clubs and educational trips that broaden pupils' understanding of the world beyond their local community. The morning bagel time is particularly appreciated as it allows students to socialize with friends. Leaders at all levels have worked collaboratively to address the weaknesses identified in the previous inspection, leading to improvements in personal development and overall school morale. The curriculum has been revamped to be more ambitious, enabling pupils to explore various subjects in greater depth. However, challenges remain in ensuring that students can recall previously learned material, as opportunities to revisit earlier learning are insufficient.
Reading is prioritized within the curriculum, with significant investments made in staff training for a phonics program. While some pupils benefit from this program, not all are becoming fluent readers, particularly in the early years and key stage one. Teachers' assessments are not always effective in identifying when students are falling behind, leading to inadequate support for those who need it. The school recognizes the need to enhance expectations for reading and writing skills from early years through to Year Six.
Behavior in the school is generally good, with most pupils displaying calmness and focus in classrooms. However, a small number of students struggle with behavior management, occasionally causing anxiety among their peers. The school has successfully reduced serious behavioral incidents and improved attendance rates, although some pupils, particularly those with special educational needs and disabilities, still miss valuable learning time.
The school has implemented a well-structured program for personal development, promoting respect for diversity and understanding of health and safety. The local governing body is equipped to hold the school accountable, and the trust provides necessary support while recognizing both successes and ongoing challenges. Communication with parents has improved, with many acknowledging the positive changes at the school, although some remain dissatisfied.
The safeguarding arrangements are effective, ensuring that pupils are protected and supported. To improve further, the school must focus on embedding learning, raising expectations for reading and writing, accurately identifying gaps in knowledge, and ensuring consistent attendance among all pupils.
