Cedars Manor School

What Ofsted said

From the inspection on 23 April 2025

The school has faced some significant challenges over the last few years. This has disrupted pupils' learning. There have recently been several new leadership appointments, and the school has drawn up action plans with clear priorities for development. Staff are committed to driving improvements. The school has high expectations of what pupils can learn to do, but these expectations are not realised. Pupils do not achieve as well as they should across the range of subjects. Some improvements are emerging in mathematics and English and results are rising. In other subjects, the curriculum is not being delivered effectively. Some pupils do not learn to read quickly enough. Pupils with special educational needs and/or disabilities (SEND) sometimes have poor experiences in the classroom. High expectations for pupils' behaviour and conduct are not embedded across the school. The current day-to-day experiences of some pupils are variable. While most pupils work hard during lessons, sometimes pupils do not behave as they should at social times and bullying can occur. Staff do not routinely use a consistent approach to address poor behaviour and ensure pupils act with respect and empathy. A range of clubs and workshops are on offer and the school is increasing the enrichment opportunities provided to pupils. Pupils take some leadership responsibilities and have some understanding of British values. Pupils are safe and enjoy some of the activities on offer.

What the school should improve

• Pupils with SEND are not consistently receiving an ambitious or high-quality education. This means that they do not learn as well as they should be able to, including in their ability to read. The school should ensure that the needs of pupils with SEND are met and that they get the support they require to have full access to the curriculum and do well.
• The professional development provided by the school has been insufficient in ensuring that teachers possess strong subject expertise across the curriculum. This means that teachers do not frequently identify and correct misconceptions. Therefore, pupils do not build their learning securely. The school should ensure that teachers have the subject knowledge and skills they need to deliver the curriculum confidently and check pupils' understanding effectively.
• Expectations and approaches to behaviour management are not commonly understood or clearly communicated. This means pupils do not consistently meet expectations and unkind behaviour can occur, particularly at social times. The school should ensure that expectations for pupils' conduct are consistently upheld, and that bullying is not tolerated. They should support pupils in adopting a responsible and respectful attitude to each other, especially those who are more vulnerable.
• The school does not have a consistent system of oversight, review or quality assurance that delivers an ambitious education for its pupils. This means that curriculum development is not as secure as it could be, and the values of the school are not fully enacted. Those new to leadership roles need the professional development required to drive improvement strategically and governors must hold leaders to account effectively.

Read the full Ofsted report (opens in a new tab)