Sir Roger Manwood's School

What Ofsted said

From the inspection on 27 September 2022

Pupils at Sir Roger Manwood's enjoy their learning and want to come to school. They look forward to their lessons and seeing their friends and teachers. Because of this, pupils attend regularly. They work hard to meet the high expectations set for them to 'engage, explore, and excel'. Pupils are positive role models for each other. They pick up litter in the picturesque school grounds, without prompting, and are respectful when interacting with adults. Pupils value the support that teachers give them. They know that there is always a member of staff available to share their worries with. Although bullying is infrequent, there are effective systems in place to deal with it if it occurs. Pupils are considerate of each other's views and backgrounds. There is a range of clubs on offer and many pupils develop leadership skills by taking part in the Duke of Edinburgh's Award scheme. Trips and visits are well planned to enrich the curriculum. Pupils develop an understanding of the Cold War by visiting Berlin, for example. The school ensures that trips are accessible for all, including those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). Students, including those in the sixth form, benefit from high quality and independent careers advice. They feel well prepared to make informed choices about their next steps.

What the school should improve

• Leaders have moved to a new system for recording safeguarding concerns. As a result, some record-keeping is not as well organised and effective as it could be. Leaders need to streamline systems for recording safeguarding concerns and updates, and ensure that all safeguarding records are centralised.
• Leaders have been slow to implement a comprehensive and well-sequenced PSHE programme in the sixth form. As a result, some students have not yet received sufficient education around harmful sexual behaviours. Leaders need to ensure that newly implemented plans have sufficient and immediate impact, so that students are fully prepared for managing and maintaining healthy relationships.
• Curriculum sequencing in some foundation subjects is not as well considered as it could be. This means that pupils do not always build on their knowledge in a logical way. Senior leaders need to ensure that they increase their oversight of subject leadership, so that there is a consistent approach to curriculum design in all subjects.

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