The Manor CofE VC Primary School in Melksham was inspected on 11 and 12 October 2022, receiving an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and early years provision were rated as Good. This was the first inspection under section five of the Education Act 2005 since the school became an academy in 2018.
Most pupils at The Manor Primary School attend regularly and express happiness in their school environment. They demonstrate an understanding of the school's values, with younger students reminding each other to be respectful during play. Staff provide support and nurture for pupils, and most students feel they have an adult to talk to regarding any concerns. Instances of bullying are rare and are addressed promptly when they occur. However, despite increased expectations from leaders, some pupils do not consistently exhibit positive behavior or attitudes towards learning, which can disrupt their peers.
The school’s values are integrated into the daily activities of both staff and pupils, fostering character development and the importance of making good choices. Pupils appreciate the variety of clubs and trips available to them, which enhance their educational experience. The curriculum is ambitious, with key themes such as Christian values and a focus on language. However, pupils struggle to retain prior knowledge, which affects their progress in certain areas of the curriculum.
Teachers possess adequate subject knowledge and are able to explain new concepts clearly. They effectively address mistakes and misconceptions, ensuring that pupils grasp necessary skills before advancing. Nonetheless, there are occasions when staff do not accurately assess pupils' starting points, leading to mismatched work and learning objectives. Leaders are committed to supporting pupils with special educational needs and/or disabilities (SEND), ensuring they follow the same curriculum as their peers. However, some SEND pupils do not receive the necessary support to achieve their potential.
In early years, staff are well-equipped to teach phonics, and children show enthusiasm for learning new sounds. Reading is prioritized across all year groups, with a focus on vocabulary development. Despite this, some pupils struggle with reading, which hinders their ability to engage with the curriculum effectively.
Leaders acknowledge that behavior issues exist among some pupils, and they are actively working to improve this. Staff assist these pupils in making better choices and resetting their attitudes when necessary. However, many pupils remain inattentive and disrupt learning, making it difficult for others to concentrate. In contrast, children in Reception Year demonstrate eagerness to learn and cooperate well with one another.
Pupils engage in democratic processes through school groups, ensuring that all students, including those with SEND or from disadvantaged backgrounds, participate. They understand the importance of physical and mental health and the role of exercise in maintaining well-being. Staff receive support from leaders who consider their workloads, and governors and trustees are aware of the school's strengths and areas for improvement.
The safeguarding arrangements at the school are effective, with detailed records maintained to facilitate timely referrals to external agencies. Staff are trained to recognize signs of risk and know how to report concerns. Leaders ensure that all necessary checks are conducted to confirm the suitability of staff. Pupils are educated about potential risks and know whom to approach with concerns.
To improve, the school must address behavioral issues that disrupt learning and ensure that all pupils, particularly those with SEND, receive adequate support to progress through the curriculum. Additionally, leaders need to implement strategies to help pupils retain and recall learned information to build on their existing knowledge.
