Manford Primary School

What Ofsted said

From the inspection on 30 June 2026

Manford Primary School's motto of ‘believe in yourself’ is lived out through pupils’ daily experiences. Whether speaking confidently in assembly or contributing to the lunchtime action group to share their views on school meals, pupils are encouraged to use their voices to influence change. The school's 'behaviour framework' supports pupils to understand and articulate their feelings and emotions. Pupils, including the youngest children in early years, speak with growing assurance about their wellbeing and what constitutes positive behaviour. The school’s commitment to championing inclusion and diversity helps to ensure pupils and their families benefit from high expectations and a deep sense of belonging. Pupils know how to keep themselves safe in and beyond school. They learn about peer pressure, avoiding involvement in crime, and the value of nature through visits such as to Brocket Wood. Behaviour is calm and considerate. Pupils behave well in lessons and around the school. They say they feel safe, that bullying is rare, and that staff respond quickly and effectively to any concerns. Leaders promote values such as resilience, responsibility and respect, and pupils describe how these shape their relationships. For example, pupils talk about supporting one another when things 'go wrong', taking responsibility for their actions, and showing respect by listening carefully to different viewpoints. These values are visible in the way pupils interact in lessons and around the school, contributing to a calm, considerate and inclusive culture. Pupils enjoy coming to school and take pride in their work. Leaders are rightly prioritising improving attendance so that pupils can benefit fully from what the school has to offer. By the end of Year 6, most pupils are well prepared for the next stage of their education.

What the school should improve

• Leaders should sharpen their oversight of aspects of the school's provision, including the impact of training on the quality of teaching. This will better support leaders in identifying and addressing any variations in practice in a more systematic way.
• Leaders should continue to prioritise their work to improve pupils' attendance so that rates of attendance improve overall and for groups and are better sustained over time.

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