Lea Manor High School

Lea Manor High School

Address: Northwell Drive, Luton, Bedfordshire, LU3 3TL Unique reference number (URN): 149208

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have established and sustained a highly effective approach to improving attendance, underpinned by clear expectations. Staff consistently promote these expectations. Attendance is treated as a shared responsibility. Staff receive high-quality training that enables them to hold supportive, purposeful conversations with pupils and families. This ensures that concerns are identified early and addressed constructively. Robust systems, clear lines of accountability and strengthened engagement with parents and carers have had a strong impact. From a low starting point, overall attendance has improved year on year and is now broadly in line with national figures. The number of pupils who attend less than 90% of the time has reduced significantly, reflecting the success of leaders’ sustained focus.

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Attendance and behaviour Strong standard

Leaders’ high expectations for behaviour are firmly embedded across the school. Pupils are punctual, calm and ready to learn. They line up silently at the start of the day and after lunch, creating an orderly environment that supports learning. In lessons, pupils are highly focused and show determination to achieve well. They are kind towards one another and are confident that any concerns will be dealt with fairly. Staff understand pupils’ individual circumstances well, particularly those of vulnerable pupils, and provide timely, appropriate support where needed. This ensures that high standards of behaviour are maintained.

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Curriculum and teaching Strong standard

The curriculum is ambitious for all pupils. Leaders have established an ongoing, high-quality programme of professional learning so that teachers are highly skilled in delivering the curriculum effectively. Teachers consistently demonstrate strong subject knowledge, and their teaching is clear and purposeful. Through frequent and carefully targeted questioning, teachers regularly check what pupils know and understand. When introducing new learning, teachers routinely build on pupils’ prior knowledge, helping them to make secure connections and deepen their understanding. Teachers use modelling effectively to show pupils what success looks like and to support them to complete independent work confidently. This strong teaching benefits all pupils, including those with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

In the past, pupils did not experience an ambitious or consistently well-taught curriculum. High staff turnover and reliance on supply teachers led to uneven learning experiences over time. As a result, some older pupils have notable gaps in their knowledge, particularly in English and mathematics. Leaders have acted decisively to address this. The strengthened curriculum, combined with consistently strong teaching, is helping pupils to catch up securely. Where needed, additional support is sharply focused and carefully matched to pupils’ specific needs. This ensures that gaps in learning are addressed effectively. As a result, pupils are now better supported to achieve well.

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Inclusion Strong standard

Inclusion is a clear strength of the school and is at the heart of pupils’ experiences. Leaders took swift, decisive action to address previous weaknesses in how well pupils were supported. There is now a highly effective system that supports pupils exceptionally well. Pupils with special educational needs and/or disabilities (SEND) are identified accurately and quickly. The support they receive is carefully planned and precisely matched to their needs, enabling them to thrive. The school’s specially resourced provision for pupils with SEND, Maple, provides high-quality support for pupils with autism. These pupils are fully included in lessons and wider school life. They benefit from the same high expectations as their peers.

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Inclusion Strong standard

Staff have an excellent understanding of pupils as individuals. This includes disadvantaged pupils, those known to social care and other vulnerable pupils. Training for staff is sharply focused. This ensures that staff have the knowledge and confidence to meet a wide range of needs effectively. When pupils require additional academic or pastoral support, this is put in place without delay. Leaders closely monitor pupils’ progress and wellbeing and evaluate the impact of support with precision. Leaders work very well with families and external professionals, ensuring pupils receive timely, coordinated support. This strong, inclusive culture means pupils feel safe, valued and supported, enabling them to engage fully in learning and school life.

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Leadership and governance Strong standard

The trust formally took over the school in August 2023, having already begun improvement work a year earlier. At the time, the predecessor school had been judged to be inadequate and placed in special measures. Leaders have acted with urgency and determination to address these weaknesses. Their priorities are sharply focused and well chosen, ensuring that improvement work has maximum impact. Leaders have invested time in building strong relationships with the local community, including parents and carers. This has strengthened trust and communication and has significantly improved pupils’ experiences. Parents value the care and support the school provides.

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Leadership and governance Strong standard

Leaders know their pupils exceptionally well and place pupils’ needs at the centre of their decision-making. They ensure actions are carefully tailored so that vulnerable pupils, disadvantaged pupils and those with special educational needs and/or disabilities thrive. High-quality staff training is a key strength. All staff are well equipped to provide strong support and care for pupils. In addition to whole-school training, leaders provide bespoke professional learning that responds precisely to specific needs. Early career teachers also feel very well supported by leaders.

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Leadership and governance Strong standard

Those responsible for governance carry out their statutory duties with rigour and clarity. They have a strong and accurate understanding of the school’s strengths and priorities for further improvement, including pupils’ achievement. Governors provide effective support and challenge, using additional measures such as audits to ensure compliance and maintain high standards. As a result, leaders and governors work cohesively to secure sustained improvement and better outcomes for pupils.

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Personal development and wellbeing Expected standard

Leaders have established a well-planned personal development and wellbeing programme that supports pupils to grow into confident, respectful and responsible young people. Personal, social and health education sessions allow pupils to revisit important themes as they move through the school. For example, pupils develop their understanding of money and the cost of living. They learn how to open a bank account and manage finances. Leaders adapt the programme to reflect local priorities, such as youth crime and violence, so that what pupils learn is relevant to their lives. Pupils learn that some of the things that make people different are protected by law. They study relationships and sex education up to GCSE. This helps pupils build healthy relationships and learn how to keep themselves safe, both online and offline. The programme also supports pupils’ emotional wellbeing. For example, pupils learn practical strategies for managing stress and regulating their emotions.

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Personal development and wellbeing Expected standard

Leaders place a strong emphasis on inclusion and participation. Many pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, take part in clubs, trips and sporting activities. This helps them to build confidence, teamwork and a sense of belonging. Leaders respond to pupils’ views, for example by introducing new clubs to widen access.

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Personal development and wellbeing Expected standard

Most pupils show positive attitudes towards others. They understand the importance of respect and tolerance. However, a small number of pupils do not always demonstrate this consistently, particularly in relation to characteristics such as gender and ethnicity. Leaders address this through targeted education. They help pupils to reflect on their actions and resolve issues. This approach is having a positive impact for many, with a clear reduction in discriminatory behaviour over time.

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Personal development and wellbeing Expected standard

Careers education is a strength. All key stage 4 pupils complete work experience and receive personalised careers guidance. This prepares them well for their next steps. Pupils speak positively about the support they receive. All school leavers move on to further education, training or employment.

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Achievement Needs attention

Historic weaknesses meant that pupils’ achievement was significantly below the national average. Leaders have acted swiftly and effectively to address these issues. Their work is having a positive impact, particularly for disadvantaged pupils, whose outcomes are now close to those of disadvantaged pupils nationally. However, many pupils are still affected by past weaknesses. As a result, outcomes in national examinations do not reflect the stronger quality of education pupils now receive.

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Achievement Needs attention

Leaders' actions mean that teaching is now consistently strong across the school, and the curriculum is ambitious. Leaders have improved pupils' attendance so that it is now in line with national figures. They have reduced staff turnover and the reliance on supply teachers. This has brought much greater stability and consistency to pupils’ learning. As a result, pupils benefit from high-quality teaching and are progressing well through the curriculum from their individual starting points. Leaders are working at pace to ensure improvements translate fully into stronger examination outcomes for pupils.

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What it's like to be a pupil at this school

Pupils are proud of what they know and can do. The high quality of their work reflects how much they enjoy learning. Pupils benefit from strong, trusting relationships with their teachers. They show high levels of motivation in lessons. In the past, pupils did not experience a high-quality curriculum or consistently strong teaching. As a result, some older pupils have gaps in their learning, which has led to weaker outcomes in national examinations for many pupils. Pupils now experience a broad, balanced and engaging curriculum that includes subjects such as music and languages. Teaching is consistently strong, and pupils appreciate how this helps them make secure progress from their individual starting points.

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What it's like to be a pupil at this school

Many pupils face significant barriers to learning. A large proportion are disadvantaged. Pupil movement in and out of the school is high, with many joining at different points in the year. There are also a high number of pupils who speak English as an additional language, each at a different stage of learning English. The school takes careful account of these individual circumstances. It matches support well to pupils’ needs and helps them succeed across the curriculum. For example, some pupils receive extra help to improve their reading and writing, while others benefit from strong pastoral support that helps them manage their wellbeing and feel ready to learn.

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What it's like to be a pupil at this school

The school has a strong sense of community that pupils feel proud to be part of. Pupils speak very positively about their teachers and are well cared for. Relationships between pupils are positive. Pupils enjoy taking part in clubs, including newer activities such as baking and gardening. Pupils feel safe and secure in school. They behave extremely well in lessons and around the site. As a result of these improvements, attendance has risen quickly and is now in line with national averages.

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Next steps

• Leaders should sustain their improvements around curriculum and teaching to ensure that pupils achieve improved outcomes in national examinations. • Leaders should more rigorously evaluate the impact of teaching about protected characteristics to ensure all pupils develop a secure understanding of, and respect for, difference.

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Team inspectors:

Cindy Impey, Ofsted Inspector Peter Petrou, Ofsted Inspector Louise Cooper, His Majesty's Inspector Ian Cooksey, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of Chiltern Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Adrian Rogers, and overseen by a board of trustees, chaired by Graham Pryor.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the CEO, the deputy CEO, trust staff, governors, the headteacher, the deputy headteacher, senior leaders and a representative from the virtual school during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes specially resourced provision for pupils with special educational needs and/or disabilities. The provision has capacity for 10 pupils with autism.

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About this inspection

The school makes use of 7 alternative provisions, including 6 that are unregistered.

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About this inspection

Headteacher: Jess Pather This data is from 20 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 17.6% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 9.2% 8.1% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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