Stafford Manor High School

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About Stafford Manor High School

Name Stafford Manor High School
Ofsted Inspections
Acting Headteacher Mr Rhys Adams
Address Wolverhampton Road, Stafford, ST17 9DJ
Phone Number 01785258383
Phase Secondary
Type Foundation school
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 472
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a caring, inclusive school at the heart of its community. Staff know pupils and their families well.

They want the best for every pupil. The majority of pupils feel happy and safe in the school. They are clear that there are strong support systems in place if they have a problem.

Most pupils say that bullying is rare. They feel that staff resolve issues well. However, some pupils feel that bullying could be dealt with more swiftly on occasions.

Following the COVID-19 pandemic, the school faced significant challenges. Leaders saw a downturn in academic progress, behaviour and attendance. Leaders are determined to address this downturn.

They significantly increased their levels of support for pupils. At the same time, they have raised expectations in all areas. Most pupils increasingly live up to these expectations.

However, the behaviour and attendance of some pupils still need to improve.

The school offers a range of extra-curricular opportunities. These include clubs for sports, singing, art, coding and computer-aided design.

There are also an increasing number of trips on offer, such as the recent textiles trip to a local marine life attraction. Pupils appreciate and enjoy participating in these additional opportunities.

What does the school do well and what does it need to do better?

The headteacher has inspired significant improvement in the school since arriving at the start of the academic year.

Alongside senior leaders and governors, he has quickly established an accurate view of the school's strengths and areas for improvement. Leaders are working determinedly on the areas identified. As a result, improvements in several areas are well underway.

The intended curriculum is suitable for all pupils, including pupils with special educational needs and/or disabilities (SEND). Key stage 3 is broad and balanced. At key stage 4, pupils study an academic core of subjects alongside a range of GCSEs and vocational qualifications.

Improved language provision is leading to increasing uptake of the English Baccalaureate.

Teachers have strong subject knowledge. Leaders give careful thought to the sequencing of the curriculum in some subjects.

They pinpoint the knowledge and skills that pupils need to learn and they use assessment to check pupils' understanding. However, this approach is not consistent. In some subjects, curriculum planning and assessment processes are underdeveloped.

Where this is the case, pupils have gaps in their knowledge. This limits their progress.

Sixth-form provision gives students access to a well-rounded experience in Years 12 and 13.

Academic studies are supplemented by a range of personal development and enrichment activities. Students receive support when considering their next steps in education or employment.Leaders ensure that the needs of pupils with SEND are identified swiftly.

Information on how best to support pupils in lessons is shared with staff. Staff make use of this information to adapt lessons effectively. This enables pupils with SEND to access the full curriculum.

Most pupils enjoy the opportunity to read regularly during tutor-time reading sessions. Leaders are aware that the low reading age of some pupils is limiting their progress in a range of subjects. They have introduced a support programme for these pupils.

This programme is well planned and delivered. As a result, pupils are developing a wider vocabulary and reading with increasing fluency.

Leaders have recognised the need to re-establish positive behaviour routines across the school.

They introduced a new behaviour policy in September 2022. This focuses on 'The 4 Rs', encouraging pupils to be ready, respectful, responsible and resilient. The policy has worked well for many pupils, who are polite, open and honest.

Behaviour is improving, evidenced by the reducing number of behaviour incidents and suspensions. However, the behaviour policy is not applied consistently by all staff, and some pupils are still adjusting to raised expectations. As a result, occasional poor behaviour interrupts learning and has an impact on wider school life.

Absence rates are reducing but remain high for some pupils. This limits pupils' progress and their access to the wider opportunities offered by the school.

Staff deliver the school's personal development curriculum through social and emotional learning and philosophy and ethics lessons.

These are supplemented by work done during tutor periods and assemblies. The curriculum plan covers an appropriate range of issues, such as healthy relationships, British values, keeping safe, understanding other cultures and careers education. However, not all teachers give the same priority to the delivery of these lessons.

This has resulted in gaps in knowledge for some pupils.

Staff are proud to work here. They feel that the school is well led and managed.

They say that leaders trust them and take their workload into account when planning improvements.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding throughout the school.

Staff receive regular safeguarding training and updates. They know how to recognise when a pupil may be at risk of harm and how to report concerns.

Leaders ensure that any concerns are followed up promptly.

They work closely with a range of agencies to ensure that pupils and families receive additional support when it is needed.

Pupils are taught how to keep safe. They know who to talk to if they have a concern and are confident that they will get support if it is needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not clearly identified the knowledge that pupils will learn and the order this will be taught in. This prevents pupils from building effectively on what they already know. Leaders should ensure that all subjects clearly identify the key knowledge that pupils should learn and how this will be sequenced.

• Some subjects do not plan the use of assessment effectively to check pupils' learning. As a result, gaps in pupils' knowledge are not always identified. Leaders should ensure that all subject leaders plan the use of assessment effectively to ensure pupils are learning the planned curriculum.

• The new behaviour policy is not applied consistently by all staff, and not all pupils adhere to the raised expectations. As a result, the behaviour of a small number of pupils has a negative impact on learning and wider school life. Leaders should ensure that their high expectations for pupils' behaviour are implemented fully and consistently.

• Although attendance is improving, too many pupils still miss too much school time. This has a negative impact on their achievement and personal development. Leaders should intensify their efforts to reduce levels of absence further.

• The personal development curriculum is planned to include an appropriate range of topics. However, inconsistent delivery means that not all pupils access the full programme. Leaders should ensure that the programme is delivered consistently to ensure that all pupils get full access.

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