Mangotsfield School

What Ofsted said

From the inspection on 9 June 2026

Pupils are welcomed to Mangotsfield School. They describe the school as feeling like they belong to a caring community. Pupils are happy, safe and cared for. Clear expectations and routines prepare pupils for their learning, and for the day ahead. In lessons, pupils follow the school’s expectations for learning. Lessons are calm. Staff know the pupils well. They understand the barriers some pupils face to their wellbeing or their learning. Staff generally remove barriers well so that pupils have the support they need. At the start of the day, pupils routinely revisit the essential knowledge they need to know for each subject. This helps pupils to become more confident in recalling and remembering their learning. At the end of key stage 4, not enough pupils have achieved well across their examination subjects. However, changes to the teaching of the curriculum and evidence of pupils’ work in key stages 3 and 4 show that pupils are making better progress through the curriculum now. Pupils say they feel comfortable to be themselves at school. Bullying or derogatory behaviours are not common. When it does happen, staff respond quickly to address it. It is not tolerated. There is a high level of pastoral care and support for pupils. Although pupils’ attendance to school has got better, some groups of pupils do not attend school well enough. Leaders work closely with pupils and their families to increase attendance. Leaders plan a wide range of broader experiences for pupils through clubs, speakers visiting the school and trips. For example, pupils enjoy a range of sports and arts clubs. Some pupils complete the Duke of Edinburgh’s Award. Leaders shape these opportunities around pupils’ interests and talents. ‘Challenge Days’ means all pupils take part in a wide range of planned events.

What the school should improve

• Leaders should continue to develop staff expertise in using the planned pedagogical strategies to teach the curriculum, so that the curriculum is effectively and consistently implemented across all parts of the curriculum.
• Leaders should make sure the planned actions to improve pupils’ outcomes are reviewed and prioritised, so that pupils achieve well from their starting points.
• Leaders should ensure that their work to improve the attendance of pupils continues to be robust and well evaluated, so that pupils attend school well, especially pupils with special educational needs and/or disabilities.

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