Carr Manor Community School Review 2026: Relational Practice in Action

In the Moortown suburb of Leeds, Carr Manor Community School operates on a philosophy that sets it apart from the typical state comprehensive: "relational practice". While many schools claim to know every child, Carr Manor structures its entire existence around this promise through a unique coaching model that replaces traditional form tutors. This all-through school serves children from age 4 to 19, offering a seamless journey from Reception through to Sixth Form.

The campus houses over 1,500 students but retains a small-school atmosphere through its house and coaching structures. The March 2024 Ofsted inspection validated this distinctive approach, awarding the school an Outstanding rating in all categories and noting that pupils "flourish" in the supportive environment.

Mr Simon Flowers, the Executive Principal, has led the school for nearly two decades, establishing a culture where relationships are prioritised. He is supported by Mrs Lucie Lakin (Principal), ensuring the "restorative" ethos is deeply embedded. The result is a calm, disciplined environment where behaviour is managed through conversation and repair rather than simple sanction.

The atmosphere at Carr Manor is distinct. The frantic energy often associated with large schools is replaced by a deliberate calmness, a result of the Restorative Practice model. You will not hear shouting; instead, staff and students engage in "restorative conversations" to resolve conflicts.

The Coaching system is the heartbeat of the school. Every child, from the youngest in the primary phase to the Sixth Form students, belongs to a vertically integrated coaching group. These groups meet regularly, mixing ages to foster peer mentorship. A Year 7 student might sit alongside a Year 10 student, discussing their week or reading together. This breaks down the territorial silos often found in secondary education and creates a genuine family feel.

Visually, the school blends functional modern architecture with vibrant displays of student work. The "Flexible Learning Spaces" allow different styles of teaching, moving away from rows of desks to more collaborative setups. The primary phase has its own dedicated areas but shares the ethos and some facilities with the secondary phase, smoothing the transition at Year 7.

Academic performance is a clear strength, particularly in the value the school adds to its students' achievements.

Primary Phase

In 2024, the primary phase delivered exceptional outcomes. Eighty-one per cent of pupils met the expected standard in reading, writing, and mathematics combined. This figure is significantly above the England average of 62%.

The quality of teaching is evident in the detailed breakdown:

• Reading: 78% met the expected standard (England average: 74%).
• Mathematics: 82% met the expected standard (England average: 73%).
• Science: 82% met the expected standard.

At the higher standard, 31% of pupils achieved greater depth in reading, writing, and mathematics, compared to the England average of 8%. These results rank the primary phase 75th among schools in Leeds, placing it in the top tier locally for attainment.

Secondary Phase

The secondary phase continues this trajectory of success. The school ranks 13th out of all secondary schools in Leeds (FindMySchool ranking), a position that reflects both high attainment and exceptional progress.

The headline Progress 8 score of +0.56 is particularly telling. This metric indicates that, on average, students at Carr Manor achieve over half a grade higher in every subject compared to peers with similar starting points across England. For parents, this is the crucial statistic; it suggests the school adds significant value regardless of a child's academic baseline.

The curriculum at Carr Manor is designed to be "knowledge-rich" but is delivered through the lens of character development. The school calls this the "Character for Learning" curriculum, which assesses students not just on academic output but on traits such as resilience, communication, and resourcefulness.

In the primary phase, the approach is investigative. Mathematics is taught using mastery principles, ensuring secure understanding before moving on. The transition to secondary is managed carefully; the "Bridging Curriculum" in Year 7 allows students to adapt to specialist subject teaching without losing the security of the primary model.

In the secondary phase, teaching is rigorous. The strong Progress 8 score suggests that core subjects—English, Maths, and Science—are taught effectively. Teachers use the "Big Picture" planning model, which helps students understand where a specific lesson fits into the wider subject narrative.

Support for Special Educational Needs (SEN) is fully integrated. The restorative approach naturally supports neurodiverse students by focusing on individual needs and communication. The school's "Base" provision offers a haven for those who need time away from the mainstream classroom, but the goal is always inclusion.

Carr Manor Sixth Form is smaller than some local tertiary colleges, which allows it to maintain the personalised coaching model that defines the lower school. It offers a range of A-levels and vocational BTEC Level 3 qualifications.

While published performance data for the Sixth Form is currently limited due to cohort sizes, the offer is broad. Students can study traditional facilitators like English Literature, History, and Mathematics, alongside vocational options such as Health and Social Care or Sport.

The key differentiator here is the continuation of pastoral care. Sixth formers are not just students; they are leaders. They take active roles in coaching younger pupils, running clubs, and acting as ambassadors. This leadership responsibility prepares them well for university personal statements and employment interviews.

Admission to Carr Manor is highly competitive. The school is heavily oversubscribed in both phases, reflecting its strong reputation in the local community.

Primary Entry (Reception)

For the 60 places in Reception, the school received 219 applications in 2024. This resulted in a subscription ratio of 3.6 applications for every place. Leeds City Council coordinates admissions, and places are allocated primarily on distance after priority groups (looked-after children, siblings) are satisfied.

Secondary Entry (Year 7)

The pressure on Year 7 places is even more intense. In 2024, 679 families applied for the 147 available places, a ratio of 4.6 applications per seat. This makes it one of the most sought-after state schools in Leeds.

Families living in the immediate vicinity of Moortown have the best chance of securing a place. The school does not use a catchment map; instead, the "cut-off" distance moves annually based on who applies. Parents should verify their distance using the FindMySchoolMap Search tool to understand their realistic chances.

Pastoral care is not a separate department at Carr Manor; it is the operating system of the school. The coaching group replaces the form class, and the coach is the primary point of contact for the family. Because coaches often stay with their group for multiple years, they develop a deep understanding of each child's context.

The "Restorative Practice" model means that when things go wrong, the focus is on repairing harm. This requires students to take responsibility for their actions in a mature way. It is a high-challenge, high-support environment. Bullying is dealt with swiftly, not just through punishment, but through mediated conversations that address the root causes of conflict.

The extracurricular programme is extensive, driven by the belief that "school is more than just lessons". The school day extends naturally into the "Flexible Learning" programme, which offers clubs ranging from the academic to the recreational.

Sport

Facilities include a large sports hall, a dance studio, and a floodlit 3G pitch. Competitive fixtures are played regularly against other Leeds schools. The PE department runs clubs in football, netball, rugby, and athletics. The "Active Schools" ethos ensures that participation is encouraged for all, not just the elite teams.

The Arts

The performing arts are a pillar of school life. The purpose-built theatre hosts annual productions that involve students from primary through to sixth form. Music tuition is available for a variety of instruments, and the school choir performs at local community events.

Leadership

Student leadership is formalised through the "Student Parliament" and the "Restorative Ambassador" roles. These are not token positions; students receive training in restorative skills and play a genuine role in maintaining the school's culture.

The school operates on a standard day, typically starting at 8:30am and finishing at 3:00pm, though extracurricular activities extend this significantly.

Transport links are good, with the school located just off the A61 Scott Hall Road. Several public bus routes serve the Moortown area. There is no dedicated school bus service, so most students walk or use public transport.

Uniform is strictly enforced as a sign of belonging to the community. It consists of a black blazer with the school badge, white shirt, and house tie. The primary phase has a slightly modified version, practical for younger children.

Oversubscription risks. With nearly five applicants for every secondary place, entry is far from guaranteed. Families living outside the immediate Moortown walking radius should have a realistic backup plan. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The coaching model works both ways. The intense focus on relationships and restorative conversations suits most children brilliantly, helping them develop emotional intelligence. However, for a child who prefers to be anonymous or simply "get on with work" without engaging in the wider community aspect, the constant emphasis on interaction and reflection might feel intrusive.

All-through dynamics. While the primary and secondary phases are distinct, they share a site. Parents of very young children should be comfortable with them being part of a large campus that includes teenagers, although safeguarding protocols ensure appropriate separation.

Carr Manor Community School is a standout example of how a large state school can feel small and personal. The restorative culture is not a gimmick; it is a lived reality that produces articulate, confident, and empathetic young people. Combined with outstanding primary results and exceptional secondary progress, it offers a complete education. Best suited to families who value character development as highly as grades and want their child to be known, not just taught. The main challenge is securing a place.