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  • Manor School Sports College
    Mountbatten Way
    Raunds
    Wellingborough
    Northamptonshire
    NN9 6PA
  • Head: Mr Jay Davenport
  • T 01933 623921
  • F 01933 460818
  • E [email protected]…l.northants.sch.uk
  • W www.manorschoo…orthants.sch.uk
  • A state school for boys and girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Northamptonshire
  • Pupils: 885
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 29th May 2012
  • Previous Ofsted grade: Good on 13th May 2009
  • Ofsted report: View the Ofsted report

What the school says...

Manor School serves the town of Raunds and Hargrave, Stanwick, Ringstead, Denford and Chelveston villages.
The school has excellent facilities including a new sports complex funded with help from the lottery.
It is open all year for community activities and many clubs have access to the buildings, Vacation activities take place on a regular basis including summer schools for numeracy, literacy and gifted students.

Converted to an academy 2011.
...Read more

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The school promotes full integration of all pupils into the mainstream setting. The school sees its responsibility to identify and meet individual need and to provide a caring environment. The school wishes to maintain students in accordance with the Government policy of Inclusion and has many initiatives in place. Currently 3.5% of the school population has a statement of Special Educational Need. The school has recongnised expertise with physical difficulties and aims to integrate such pupils into a mainstream curriculum. The school will work with parents and individual pupils to maintain pupils in the mainstream setting unless a joint decision is made that the special needs of the individual dictate alternative provision. Responsibility for the well-being of students with special education needs is shared between the subject teachers, the form tutors, the Inclusive Education Team, the governing body and the parents. Parental partnership is vital for students with special education needs. The school is committed to developing a partnership with parents because the school believes that children with special educational needs have the right to work successfully alongside their peers. The school is committed to welcome pupils with learning difficulities and physical and sensory impairments. By working together we can reinforce the students positive self-image and improve learning and behaviour skills.

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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