Marton Manor Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

The Derby
Marton Manor
3 - 11
Academy converter
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are ambitious for the achievement of every pupil in your care. Since the previous inspection, supported well by the deputy headteacher and subject leaders, you have strengthened the quality of teaching across key stage 2. Consequently, the standards attained by pupils by the time they leave the school have risen. In 2017, the proportion of Year 6 pupils reaching the expected standard for their age in reading, writing and mathematics was above the national average. You and the governing body are clear about what is working well in the school and know precisely what needs to be developed further. Staff are encouraged to look beyond the school for examples of good practice and to draw on established research to provide the best possible curriculum for the pupils. Subject leaders feel empowered to suggest new strategies and to make decisions for themselves. There is a shared commitment among staff to work towards your clear vision for the school. Pupils are full of praise for Marton Manor. They value the many opportunities to have a say in the life of the school and to take responsibility through leadership roles such as school captain, play leader and school councillor. Pupils were eager to tell me that they experience a varied curriculum, especially enjoying art, science, history and geography. They appreciate staff’s efforts to make learning fun. Staff have high expectations of pupils’ conduct. Consequently, pupils behave well and are polite to each other and to adults in school. Leaders are passionate about the importance of reading. You have invested heavily in training and resources so that staff are well equipped to teach reading effectively. This has paid off. Pupils are making strong progress in reading across the school and standards of attainment have risen. For example, the proportion of pupils meeting the expected standard in the Year 1 phonics screening check has increased and was well above the national average in 2017. Historically, the progress of the most able pupils has not been consistently strong. This has been a focus of your work. In 2017, the proportion of pupils reaching the higher standard at the end of Year 2 in reading and writing increased and was in line with the national average. More children are exceeding the expected standard for their age by the end of the Reception Year. You were disappointed in the proportion of pupils who reached the higher standard by the end of Year 6 in 2017 and have refocused your attention in this area. Current pupils’ assessment information shows that the vast majority of the most able pupils are now making strong progress across the school. Your careful tracking of the progress of each pupil shows that most make strong progress, including those with lower starting points, in a wide range of subjects. However, you are aware that the teaching of mathematics in early years and key stage 1 needs to improve so that pupils achieve consistently well. You have already begun to take action to address this, but recognise that there is more to do so that pupils achieve as well as they can. Safeguarding is effective. Leaders have ensured that arrangements to safeguard pupils are effective. Checks are conducted to make sure adults are suitable to work with children. Staff receive the training they need so that they are clear about their roles and responsibilities. You engage with external agencies to secure the right support when pupils are at risk of significant harm. You recognise, however, that at times your records do not fully reflect all of the actions you take and decisions you make to help and protect pupils. Pupils feel safe in this school. The strong curriculum for personal, social and emotional development helps pupils to have a good understanding of how to keep themselves safe. Pupils could confidently explain to me the importance of an active and healthy lifestyle. They also demonstrated an excellent knowledge of how to stay safe online. Pupils are tolerant and have a mature awareness of the types of discrimination that they and others may encounter. They were proud to tell me that their school welcomes pupils from different backgrounds and that bullying is not an issue. You and the governing body know that absence and persistence absence remain too high in the school. While you have taken steps to address this, including legal action where it has been deemed appropriate, you know that attendance is not improving quickly enough. This is especially the case for disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities.

Marton Manor Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01642 201890, 201891, 201889

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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