01904 798722 (#5) hello@mce.hslt.academy
01904 798722 (#5) hello@mce.hslt.academy

MANOR CE ACADEMY IS PART OF

School Curriculum Intent Statement

Intent

Manor is a place for all to thrive – our curriculum is broad and balanced, personalised where appropriate and ensures that all students have access a wide range of learning opportunities. It promotes positive behaviour and a good understanding of the wider world. It develops students spiritually, morally, socially and culturally. All students have access to a wide range of extracurricular activities ranging from charity work in Romania and Malawi, to the Yorkshire schools pilgrimage to Taize, to the Duke of Edinburgh award and many, many more.

——-

The curriculum at Manor is split into two key stages, both of which follow the programmes of study of the National Curriculum. Students study a wide range of subjects (16) throughout Key Stage 3 and are able to maintain a good breadth of subjects as options for Key Stage 4 as well (almost all students complete 10 GCSEs).  As Manor is a church school, all students take Religious Studies as a GCSE.

Key Stage 3 runs from Year 7 to Year 9. We are clear that KS3 should consolidate and develop skills learned in primary school as well as introducing them to a broader range of subjects taught by specialists. All pupils are taught English, Maths, Science, Religious Studies and Citizenship and Social studies, History, Geography, a suite of Technology subjects including Computing, a suite of Performing Arts subjects and Physical Education. In the Spring term of Year 9, parents and students are informed about the option choices available in Year 10 and are offered advice from subject teachers and an independent Careers Adviser.

Key Stage 4 runs from Year 10 to Year 11. Our intention at KS4 is to maintain a broad and balanced curriculum for all students retaining a strong suite of core subjects and allowing some choice over the take up of new, appropriate and specialist subjects. All students study English (Language and Literature), Mathematics, Science (with 25-35% of students opting to take Triple Science and or Computing), Religious Studies with additional time for personal, social and health education and citizenship, Humanities (Geography and/or History) and core PE. 50-75% of students are entered for the EBacc.

In addition, 45-50% of all students opt to study a Performing Art (Dance, Drama, Music and or Music production), significantly higher than the national average.

Around 80% opt to study a Technology subject (Art and Design, Food Technology, Product Design, Textiles, Hospitality and Catering) whilst 20-30% opt to take a new subject at KS4 (Child Development, Business Studies, Psychology, Interactive Media, Travel & Tourism) some of which are shared options with Vale of York Academy, another school within Hope Sentamu Learning Trust.

There is also a comprehensive Foundation Learning strand of courses which are offered to students with specific requirements; these courses change as appropriate for the needs of the students and are also in tune with the local labour market.

As a result of the broad, balanced and appropriate curriculum offer an exceptionally low number of students end up as NEET (Not in Education, Employment or Training). Over 99% of our students sustain post 16 courses, apprenticeships or employment.

The formal curriculum is supported by an outstanding range of extra-curricular groups which meet throughout the year, that can be seen here. These include a huge number of sports teams for boys and girls who compete across the City and North Yorkshire. Music groups are also extensive and meet regularly contributing to key events in the calendar, the most notable being our annual school carol service in York Minster each December. We also have a Combined Cadet Force unit, a Politics and Debating society, a Feminist Society and many others. The Duke of Edinburgh Award programme at Manor is outstanding in enabling community cohesion and personal development.

You can see the Curriculum Plan for 2021-22 here.

Implementation

We believe our curriculum is ambitious and made up of a high-quality experience for all students through outstanding teaching, learning and assessment. Excellent teaching is sustained through the academy’s drive for the highest standards. As a result of this outstanding teaching attainment and progress is significantly above the national average.  

Overall, students’ books across the whole school demonstrate an outstanding standard of work with excellent marking and it is abundantly clear that students are positively engaged with a genuine thirst for learning. We are confident of sustaining this quality because of our effective monitoring systems including subject department monitoring reports and regular support meetings between Directors of Learning and senior leaders.

Through the staff’s expertise, Manor develops students’ knowledge, skills and understanding well through a carefully planned and monitored creative and personalised curriculum, building in opportunities for independence and enterprise. As a result of this students are able to make well informed decisions about curriculum options choices and the school places a strong emphasis on getting students onto the right academic learning pathway. Analysis of lesson observation outcomes shows that the outstanding and good teachers at Manor have a deep understanding of students’ needs, enabling them to provide a challenging environment where risks can be freely taken, resulting in resilient, confident and outgoing learners. All teachers place a very high emphasis on developing communication, reading, writing and mathematics skills.

The academy makes the development of teaching and learning its core purpose as it knows that its ambitious and personalised curriculum can only be brought to fruition if its teaching is equally ambitious and effective. Consequently it has strong leadership from a dedicated Vice Principal overseeing it and two Teaching and Learning champions to lead on and enthuse about Teaching and Learning development across the school. There is also a Teaching and Learning voluntary group of staff who implement new ideas and initiatives out and share with colleagues at staff meetings and INSET days. The leadership’s evaluation of its teaching is based on a rigorous and systematic cycle of monitoring incorporating learning walks, classroom observations, work scrutiny and moderation by the Principal, SLT, subject leaders, Diocese and external consultants. The impact of this monitoring is that areas of development are identified and prioritised and a programme of CPD developed.

Teachers’ skills are developed through extensive CPD and internal coaching and mentoring, with Directors of Learning in each faculty leading Teaching and Learning action research projects, identifying an area for development, using research to plan strategies for improvement and trying different approaches and sharing findings. Staff willingly share ideas, expertise and best practice with each other, aiming to continually raise the quality of teaching and learning. There is a supportive ethos throughout school which enables staff to become reflective practitioners.

Manor’s Christian ethos and strong focus on Religious Education supports students in being reflective about their beliefs and values and extends curiosity in their learning across the curriculum. They develop a very good awareness of diversity in all its forms and are able to form an opinion and debate it with others, so helping them develop the skills and attitudes required to participate in a democratic modern Britain.

There is a very consistent approach to the teaching of reading throughout all phases of the school that continues to impact positively on both attainment and progress. In Key Stage 3 the quality of English teaching is particularly good and progress data indicates that the standard of reading continues to improve, and those students who are below the expected level in Year 7 are given additional support as shown by the use of our Catch up grant.

Impact

Students of all abilities achieve very well, some exceptionally well. They make excellent progress and attain the highest standards that they are capable of. We believe that through excellent teaching of a demanding curriculum, students enjoy learning, make good progress, are effectively engaged and motivated and behave very well, displaying positive attitudes. We know this because of the outcome of learning walks, lesson observations and work scrutiny. We know this because of stakeholder feedback.

The Progress 8 and Attainment 8 trend has been positive for three consecutive years and clearly the academy aims to sustain that picture in 2020.

 

2017

2018

2019

Progress

+0.46

+0.28

+0.42

Attainment

54.1

53.9

54.5

Crucially, students leave Manor ready and equipped with the skills needed for the next stage of their lives. We know this because over the last 3 years, the number of pupils who either stayed in education or went into employment after finishing key stage 4 was consistently at 97%. This is significantly above the national average of 94%.

 

 

Equality Act 2010 and SEND Regulations

Under the Equality Act, schools are required to make ‘reasonable adjustments’ so that all children can access their facilities and services.

The Equality Act 2010 replaced a number of different pieces of discrimination legislation, including the Disability Discrimination Act 1995 (‘DDA’). It provides people with legal protection from discrimination in a variety of circumstances. Part 6, Chapter 1 of the Act addresses education specifically and talks about the protections offered to children in schools.

Under the Act, schools must not discriminate, harass or victimise a person seeking to be admitted as a pupil. This includes the terms on which a person is offered a place or is not offered a place.

We also ensure that no pupil is discriminated against in the manner in which education is provided, the way that pupils are able to access facilities/services, or through excluding a pupil or subjecting them to any other detriment.

With regard to disabled pupils in particular, in order to meet this duty, the ‘responsible body’ of a school (such as the governing body) has an ‘accessibility plan’, after having regard to the resources required to implement the plan.

The accessibility plan is designed to do a number of things:

  • To increase the extent to which disabled pupils can participate in the school’s curriculum
  • To improve the physical environment of the school in order to help disabled pupils to take advantage of education and benefits, facilities or services provided or offered by the school; and
  • To improve the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled

Our plan can be viewed here.

In addition, we ensure that disabled pupils receive the same quality of education as their peers. The school has a duty to make ‘reasonable adjustments’, where typical provision might put a disabled pupil at a ‘substantial disadvantage’.

An example of a ‘reasonable adjustment’ might simply be arranging for a student who uses a wheelchair to have classes on the ground floor of the building or ensuring that a teacher faces a deaf student to enable them to lip-read.

Our SEND policy can be read here.

 

Latest from Twitter

RT @ManorPerfArts New Tuesday Lunch Dance opportunity @manorceacademy for all students in Year 7 and 8. Sign-up tomorrow in the Hive Dance Studio pic.twitter.com/xNAz…

About 2 days ago from Manor CE Academy's Twitter