Stafford Manor High School

What Ofsted said

From the inspection on 20 January 2026

Pupils do not achieve as well as their peers nationally. Academic expectations have been reset following a period of underachievement. Pupils understand what is expected of them. A clear whole-school lesson model helps most pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, learn well in some subjects. However, some pupils struggle because the curriculum is not adapted well enough to meet their particular needs. When this happens, these pupils do not achieve as well as they could. Pupils value reading and talk positively about the books they encounter. They benefit from regular tutor-time reading and targeted support, which help pupils make progress. Pupils are safe, happy and known as individuals. An improved pastoral system creates a sense of care. Relationships between pupils and staff are polite and respectful. Lessons are generally calm and purposeful. Pupils are friendly towards one another. Pupils' attendance at school has been prioritised. Staff support pupils who need extra help in coming to school, and a widening range of strategies is making a positive difference. Although attendance remains below the national average, more pupils now attend school more often than was previously the case. Pupils experience an increasingly positive atmosphere in school. Clear routines and an encouraging rewards system help them to feel motivated. Pupils say that bullying rarely happens and, when it does, staff take it seriously. Some pupils still encounter low-level disruption in a few lessons. The school supports pupils' personal development well. Pupils enjoy a range of clubs. They contribute positively to the school community through a variety of leadership teams. Through 'Social and Emotional Learning' lessons and tutor time, pupils explore British values and gain a respectful understanding of different religions. Pupils benefit from an aspirational careers education that supports their next steps in education, employment and training.

What the school should improve

• Leaders need to ensure that all pupils, including disadvantaged pupils, have the support they need to achieve their full potential and achieve the qualifications they need to move on to ambitious next steps. • Leaders and governors need to focus their actions tightly on the key priorities and evaluate the impact of their work rigorously so improvements are sustained across the school. • Leaders need to ensure that the curriculum is adapted consistently well in all subjects and across all key stages to meet the needs of pupils, including those with special educational needs and/or disabilities, so that all pupils can be successful. • Leaders need to strengthen pupils' foundational literacy by ensuring that teachers across the curriculum systematically identify and address weaknesses in pupils' handwriting, spelling and grammar. • Leaders need to ensure that the curriculum is delivered effectively in each subject and across all key stages so that pupils know more and remember more over time. • Leaders need to ensure that work to improve pupils' attendance is maintained so that the improving trend is sustained.

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