Manor Wood School

What Ofsted said

From the inspection on 30 June 2026

At Manor Wood, pupils quickly find a place where they feel safe, happy and have a sense of belonging. Most pupils have previously experienced disruptions to their education. Pupils build warm, supportive relationships with staff, who get to know them well. These connections help staff reduce barriers to learning. The longer pupils attend the school, the more confident they become. Leaders have prioritised pupils’ personal development and growth, alongside their academic achievement. Staff support pupils to reflect on their decisions and the impact of these on themselves and others. This is starting to help pupils improve both their attendance and conduct. Disagreements between pupils and incidents of bullying are rare. Where these do happen, staff provide timely support that helps pupils to resolve these effectively. All pupils have an education, health and care plan due to their special educational needs and/or disabilities. The school carefully tailors its broad and ambitious curriculum for each individual pupil to reflect their starting points and meet their needs. This ensures that pupils make progress and enjoy learning. Pupils enjoy the thoughtfully chosen wider opportunities that the school provides. They go on frequent educational visits and welcome visitors to the school. For example, a recent experience at a local racing circuit helped pupils to challenge gender stereotypes and learn about careers in motorsport. Pupils learn about cycle safety and bike maintenance. This helps them have greater independence outside of school, including access to affordable transport. Dance and gymnastics sessions help pupils to build positive body image and reinforce key learning about the importance of healthy eating and physical activity for positive mental health.

What the school should improve

• Leaders should ensure that the curriculum is taught consistently well, including through more precise modelling of new learning, so that pupils develop deeper knowledge and skills across the curriculum.
• Leaders should continue to improve the attendance of the minority of pupils whose absence remains too high so that they benefit from the wider personal development the school offers and can achieve well academically.
• Leaders should establish a consistent approach to setting targets for pupils so that these effectively support pupils to make progress.

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