Ofsted & Performance Data

Ofsted

Norbury Manor Primary School has been rated Good with an Outstanding Early years provision by Ofsted.

Between 19-20 October 2017 we underwent an Section 5 Ofsted Inspection headed by Jeanie Jovanova (Her Majesty's Inspector).

Summary of key findings for parents and pupils:

The focused and effective leadership of the new headteacher, governors and senior leaders has led to improvements across the school.

The quality of teaching has improved and is now good. Teachers use what they know about pupils to plan work that meets their needs well..

Children get off to an exceptionally good start in the early years. Adults provide stimulating activities that engage and interest children. As a result, children make rapid progress across all areas of learning.

Behaviour is now good. Pupils are kind and courteous. They have positive attitudes to learning. They say they feel safe and enjoy coming to school.

Attendance has improved. Pupils are motivated to come to school. They feel safe because they trust adults to deal with any concerns they have.

Teachers give pupils advice which is effective and ensures that they make good progress in reading, writing and mathematics.

Planning in reading, writing and mathematics is detailed and leads to pupils developing key skills securely.

To see the Ofsted report please click here.

You can view the school’s most recent results on our performance tables.

Parent's are encouraged to share their views on our school via Parent View. This tool asks for parents opinions on 12 aspects of the school. The information is then used to help make decisions during an Ofsted inspection. Visit the website to complete your survey.

 February 2023 Ungraded Inspection

Between 22nd - 23rd  February 2023  we underwent an ungraded Ofsted inspection by Gary Phillips (His Majesty's Inspector).

Summary key findings for parents and pupils:

Leaders and staff ensure that the school motto of ‘make every moment count’ is part of the everyday culture of the school. Parents and carers typically agree, expressing the view that ‘the diversity of topics, trips, speakers and projects is amazing. It gives children access to a range of places, people and ideas.’

Pupils are happy and safe. Pupils’ behaviour is exemplary. They have positive attitudes to learning and pay attention in lessons. In the early years children follow routines and share resources. Bullying is not tolerated and leaders deal with it quickly when it occurs.

Leaders have ensured that pupils study a broad range of subjects. They have detailed what they want pupils to learn in each year group, including the early years. Leaders have ensured that the curriculum is sequenced logically. Lessons build on previous lessons

In lessons low level disruption is very rare. When it occurs staff deal with it calmly and quickly. Pupils are keen to receive the rewards for good behaviour. These include the ‘Rainbow Award’ and ‘Golden Tickets’ for the weekly raffle.

At the end of each half term, pupils take part in a ‘challenge week’. This extends their knowledge about the topic they are studying. As part of this, pupils learn presentation skills and how to work in a team. They use these skills to complete the challenge and explain it to others in a presentation.

 Archived Performance Data

EYFS Good Level of Development (GLD) Achieved:

Year 1 Phonics Screening:

KS2 Attainment

Working at or above the Expected Standard (Scaled Score of 100+)

 2023 data may change after the DfE have reviewed discounted pupils.

R= Reading   W = Writing   M = Maths  

Working at Greater Depth Within the Expected Standard

R= Reading   W = Writing   M = Maths 

Average Scaled Score

R= Reading     M = Maths 

Final average scale scores will be published in December 2024. 

Average Progress

R= Reading   W = Writing   M = Maths 

2024 - 2025 Results 

Year 6 Results 

Understanding Our Children's Achievements and Progress

At Norbury Manor Primary School, we believe every child deserves the opportunity to succeed, regardless of their starting point, background or additional learning needs.

Our 2025 Year 6 SATs results highlighted particular strengths in mathematics and grammar, punctuation and spelling, where our school achieved above the national averages.

As an inclusive and diverse school, we also recognise that children join Norbury Manor at different stages of their education. Some start in Reception and remain until Year 6, while others join later, sometimes from overseas or after attending several schools.

To understand our results more fully, we have looked at when children joined Norbury Manor and how different groups of pupils achieved.

We are especially pleased with our mathematics and grammar, punctuation and spelling results, which exceeded national averages.

We also recognise that reading and writing outcomes were below national expectations. These remain priorities for improvement.

Does the Length of Time at Norbury Manor Make a Difference?

We examined our school assessment records to compare children who started in Reception with those who joined in later year groups.

Combined means achieving the expected standard in reading, writing and mathematics together.

What does this tell us?

Our results show encouraging achievements among children who began their education at Norbury Manor in Reception.

• 91% achieved the expected standard in grammar, punctuation and spelling.

• 85% achieved the expected standard in mathematics.

• 71% achieved the expected standard in writing.

Children who joined during Years 2–4 generally had lower outcomes in reading and writing than those who started in Reception.

These differences show why it is important to understand each child's educational journey rather than looking only at the overall SATs results.

However, the time spent at a school is not the only factor affecting achievement. Individual starting points, previous schooling, attendance and additional learning needs must also be considered.

Supporting Children with Special Educational Needs and Disabilities (SEND)

Norbury Manor is committed to ensuring children with SEND receive an ambitious, inclusive education that recognises their individual strengths and needs.

Our analysis identified differences between SEND children who began in Reception and those who joined later.

Among the eight SEND pupils who started at Norbury Manor in Reception, five achieved the expected standard in reading and four achieved the combined standard in reading, writing and mathematics.

Although the difference between the two groups is notable, children with SEND have a wide range of needs. Their results cannot be explained by admission dates alone.

We recognise that national SATs do not capture every aspect of a child's progress. Some children make substantial improvements in communication, reading, mathematical understanding or independence without reaching the national expected standard.

We therefore consider both academic outcomes and children's progress from their individual starting points when planning support and evaluating our provision.

Improving outcomes for pupils with SEND remains an important school priority.

Celebrating Our Children Who Speak English as an Additional Language (EAL)

Norbury Manor is proud of its multilingual school community. Many children speak another language at home, bringing valuable knowledge and experiences to our classrooms.

Our school analysis showed particularly encouraging outcomes for EAL pupils.

Among EAL children who started in Reception, 73% achieved the expected standard in writing and 82% in mathematics.

Across the whole EAL group, writing attainment was 70%, compared with 58% for pupils not recorded as EAL.

These results are encouraging and demonstrate that speaking another language is not, in itself, a barrier to academic achievement.

We recognise that EAL pupils have very different starting points. Some children are fluent English speakers, while others join the school with limited English.

Understanding each child's English proficiency helps us identify the teaching and language support they need to access the curriculum successfully.

Supporting Disadvantaged Children

Pupil Premium is additional funding provided to schools to support eligible children.

Our 2025 analysis showed that 83% of Pupil Premium children achieved the expected standard in mathematics, compared with 79% of non-Pupil Premium pupils.

This is a positive achievement. However, 44% of Pupil Premium pupils reached the combined reading, writing and mathematics standard, compared with 59% of their peers.

We recognise that these differences require continued attention, particularly in reading and writing.

We are committed to identifying barriers to learning, providing appropriate teaching and additional support, and ensuring that disadvantaged children have every opportunity to succeed.

Performance Data 

For more information about how we compare with other schools, click here.