|Name||Plumstead Manor School|
|Address||Old Mill Road, London, SE18 1QF|
|Religious Character||Does Not Apply|
|Number of Pupils||1486 (23.7% boys 76.3% girls)|
|Number of Pupils per Teacher||14.5|
|Percentage Free School Meals||28.8%|
|Percentage English is Not First Language||59.6%|
|Pupils with SEN Support||12.5%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Plumstead Manor School is a much larger than average 11–19 comprehensive school for girls, with a mixed sixth form. From September 2018, the school will admit a mixed intake of boys and girls into Year 7.
The proportion of disadvantaged pupils known to be eligible for the pupil premium is well above average. The school has an on-site resourced provision for pupils with SEN who have moderate learning difficulties. There are five places per year group.
Admissions are made via the local authority admissions panel. The proportion of pupils who receive SEN and/or disabilities support is below average and the proportion of those who have education, health and care plans is above average. The proportion of pupils who speak English as an additional language is well above the national average.
The school uses four alternative providers for a very small number of pupils who have complex needs. They are Wizeup, Pulse and Water and Full Circle in Greenwich, and Horizon Academy in Bexley. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
Since the previous inspection, there has been a restructure of staffing and the leadership team. New deputy headteachers, some subject leaders, inclusion leaders and the sixth form leadership team took up their posts between April and September 2017.
Summary of key findings for parents and pupils
This is a good school Since the previous inspection, school leaders and governors have secured improvements in all aspects of the school’s work.
The school now provides its pupils with a good education. Leaders have robust systems for evaluating the strengths and weaknesses of the school. They implement well-planned actions to address weaknesses.
They provide members of staff with quality training and support and hold them to account for their performance. As a result, leaders at all levels ensure that the quality of teaching, the curriculum and pupils’ outcomes are good. Teaching is good and improving.
Leaders have trained teachers to use pupils’ progress information to prepare activities that are engaging, challenging and that meet pupils’ needs. As a result, pupils make good progress. Current pupils are making overall good progress across a range of subjects.
This includes those with special educational needs (SEN) and/or disabilities in the special resource provision or in the main school, as well as all other groups. This is because leaders give effective, well-tailored and timely support to pupils who need extra help. The curriculum and enrichment opportunities make a strong contribution to pupils’ personal development.
Pupils cultivate a sense of communal responsibility and an understanding of life in modern Britain. They leave the school well prepared for the next stages of their lives. Leaders pay much attention to ensuring pupils’ safety and welfare.
Pupils feel safe and learn how to stay safe in different situations. They behave well and most have positive attitudes to learning. The new post-16 leadership team is making a raft of improvements to the sixth form.
As a result, teaching and pastoral support have markedly improved and the curriculum offer is increasing from next September. Students work diligently and are making good progress in their academic and vocational studies. Students are able to make informed choices about their future careers as they benefit from good impartial guidance.
Attendance, although showing signs of improvement, remains below the national average. In a few cases, teachers do not consistently comply with leaders’ high expectations of how they should teach. In these instances, pupils do not learn or make the same progress as they do in other lessons.