Abbey Manor College

Abbey Manor College

Address: 40 Falmouth Close, London, SE12 8JP Unique reference number (URN): 130856

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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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Achievement Exceptional

Leaders have secured sustained and significant improvement in outcomes since the last inspection, with performance well above that in similar settings nationally. The proportion of pupils achieving a standard pass or above in English and mathematics has risen sharply, with GCSE mathematics outcomes close to national averages. Success in level 2 vocational qualifications is high, and the majority of pupils achieve 5 or more qualifications at level 1 or 2, including English and mathematics. Outcomes for pupils with special educational needs and/or disabilities, and those who are disadvantaged are equally impressive. All pupils are entered for examinations and gain a meaningful suite of qualifications.

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Achievement Exceptional

Over time, pupils rapidly secure essential knowledge and apply it confidently to increasingly complex tasks. They routinely produce high-quality work and show pride and independence in their learning. A range of accredited awards and certificates enhances wider achievement. This prepares pupils exceptionally well for the next stage, with almost all progressing into education, employment or training.

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Leadership and governance Exceptional

Since the last inspection, leaders and those responsible for governance have acted decisively to bring about meaningful and sustained improvements to the provision at Abbey Manor College. This work is underpinned by an uncompromising commitment to improving the life chances of every pupil. Staff are united in their determination that pupils’ backgrounds and circumstances will not limit their future success. Leaders ensure that this ambition is consistently translated into highly effective practice, characterised by high expectations, consistency and care. This work is having a transformational impact on outcomes for pupils.

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Leadership and governance Exceptional

Leaders and staff have deep knowledge of the complex barriers pupils and their families face. They work closely with external agencies to ensure that pupils get the support they need. The ambitious curriculum integrates academic, personal and therapeutic support, enabling pupils to build knowledge as well as personal skills and attributes. Leaders have successfully created a school where staff want to work and pupils want to attend. As a result, most pupils show marked gains in attendance, behaviour and attitudes to learning.

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Leadership and governance Exceptional

Leaders’ rigorous self-evaluation ensures that improvement priorities are sharply focused and responsive to the needs of pupils. This includes the successful introduction of the ‘Reset’ provision which provides a safe and nurturing learning environment for pupils with disrupted education. Governors carry out their duties effectively. They ensure staff benefit from high-quality professional development and feel valued in their work. Staff are very proud to work at the school and take great pride in the achievements of pupils here.

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Attendance and behaviour Strong standard

Attendance is above the national average for similar settings. Leaders, working closely with the local authority, have secured sustained and notable improvements over time. This reflects the care, persistence and tenacity of leaders and staff in identifying and addressing barriers to attendance, including where these are deeply entrenched. Staff demonstrate a precise understanding of the complex challenges pupils face, such as mental health needs and disrupted education. While a small minority of pupils do not attend due to significant and often acute circumstances, leaders and staff respond with creativity and determination, adapting provision to meet individual needs. As a result, they are increasingly successful in creating a safe, supportive environment where pupils feel valued and are motivated to attend.

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Attendance and behaviour Strong standard

Leaders have high expectations for behaviour. The code of conduct is known to all pupils and applied consistently by staff. Well-structured routines and clear systems, including entry procedures, create a calm and safe environment. Pupils respond positively to these expectations and peer modelling supports new pupils to settle quickly. Leaders take a firm yet supportive approach, including holding challenging conversations when needed. As a result, pupils feel safe and value the supportive culture. Incentives and personalised approaches further encourage positive behaviour.

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Curriculum and teaching Strong standard

Leaders have established a broad curriculum which is aligned with the national curriculum. The academic and vocational offer has grown significantly since the last inspection, reflecting leaders’ high ambitions for pupils. The flexible programme ensures that pupils can continue their studies during their time at the school. This helps pupils remain on appropriate pathways and improves their chances of successful reintegration into mainstream education. An extensive programme of awards and certificates supports pupils to develop key life skills and prepares them very well for their next steps.

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Curriculum and teaching Strong standard

There is a carefully tailored programme to support pupils who need additional support with their reading, writing and/or mathematics. This ensures that pupils with gaps in their foundational knowledge get the support they need. In the ‘Reset’ programme, leaders have established the right environment to enable pupils with significant periods out of education to re-engage.

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Curriculum and teaching Strong standard

Staff receive highly effective training. As a result, the quality of teaching is consistently high. Teachers check pupils’ understanding systematically and sensitively. They are highly skilled in adapting their teaching to respond to individual need. This significantly improves pupils’ engagement. Pupils are taught how to discuss and debate and are encouraged to talk about their work. Over time, pupils are increasingly confident to share their knowledge out loud.

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Inclusion Strong standard

Leaders provide highly effective support for pupils who have had negative experiences of education. Leaders and staff consistently live out their values of ‘determination, hope, achievement’, ensuring that every pupil feels welcome and included, regardless of their previous experiences. The calm, purposeful environment helps pupils settle quickly, and, over time, be ready to learn. Leaders have made thoughtful adaptations to the school site which enable pupils with a wide range of needs, including those with long periods out of education, to re-engage successfully. This is reflected in improved attendance and pupils’ increasing readiness to participate in learning.

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Inclusion Strong standard

Leaders have established a thorough and effective assessment process. This ensures that pupils’ needs are identified quickly and that appropriate support and interventions are put in place. This includes a high number of pupils who are disadvantaged and those with special educational needs and/or disabilities. Staff take a holistic approach, underpinned by effective training in identifying social and emotional barriers, including trauma. Positive relationships with pupils and families are prioritised from the outset, contributing to high levels of trust and engagement.

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Inclusion Strong standard

Teaching is consistently inclusive and responsive. Staff know pupils well and adapt learning effectively to maintain engagement. Leaders monitor progress carefully, ensuring timely adjustments where needed. Additional funding is used strategically to improve attendance and engagement. Leaders demonstrate a precise understanding of what works, resulting in highly positive outcomes and sustained re-engagement.

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Personal development and wellbeing Strong standard

Leaders have established a comprehensive and highly effective programme to support pupils’ personal development and wellbeing. This is closely aligned to the school’s values and code of conduct, embodied in ‘ready, respectful, safe’. Staff and pupils share a firm commitment to these expectations, which are applied fairly and consistently. Over time, pupils internalise these principles and increasingly model them for others.

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Personal development and wellbeing Strong standard

The impact of this work is evident in pupils’ growing confidence and self-awareness. Pupils speak thoughtfully about their aspirations and demonstrate respect when interacting with adults, including visitors to the school. They understand and apply the importance of courtesy and positive conduct, skills that leaders deliberately teach to support pupils’ future success in education, employment or training.

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Personal development and wellbeing Strong standard

A broad and thoughtfully designed enrichment programme enhances pupils’ wider development. Opportunities such as robotics, drama, cooking and educational visits, including international trips, broaden pupils’ horizons. Leaders regularly review this offer to ensure that it remains relevant and impactful.

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Personal development and wellbeing Strong standard

Staff know pupils exceptionally well and identify concerns swiftly. Pupils value the comprehensive pastoral support and know who to turn to for help. This is strengthened by access to specialist services, including counselling. A well-established careers programme, including personalised guidance and meaningful work experience, prepares pupils effectively for the next stage. The curriculum for personal, social and health education and citizenship is well planned and sequenced, enabling pupils to develop secure knowledge of the issues that are most relevant to their lives. Pupils learn about managing relationships, staying safe and recognising risks such as exploitation and grooming. They are taught how to seek help confidently, including from external agencies. In citizenship, pupils gain a secure understanding of democratic processes, the role of government and their rights and responsibilities as citizens. Opportunities to explore and discuss social issues enable pupils

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Personal development and wellbeing Strong standard

to develop informed views and reflect on different perspectives.

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

A place at Abbey Manor College offers a chance for a fresh start. Many pupils arrive having had negative experiences of education. Whatever their circumstances, pupils are welcomed and supported to achieve and thrive. There is an ambitious curriculum and, with support, pupils make rapid progress in their learning, even where they have significant gaps in their education. Pupils take pride in their work and are motivated to succeed.

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

Leaders set high expectations for behaviour and attendance. Pupils know the code of conduct, ‘Ready, respectful, safe’, very well. Existing pupils model these behaviours for new pupils. This helps them to settle in quickly. Poor behaviour is not tolerated. As a result, the environment in lessons and around the school is calm and productive. Pupils say that staff are supportive and caring, and that there is always someone they can speak to. Bullying is very rare.

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

Social spaces are relaxed and welcoming. Pupils quickly learn routines. During social times, staff are on hand to join in games and manage behaviour if needed. This helps pupils feel safe. Many pupils attend breakfast club and a range of after-school clubs, including drama and robotics. Older pupils and those who have been at the school longer are excellent role models. The student ambassador programme sets a high bar for what pupils can achieve here.

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

Alongside academic studies, pupils enjoy many enrichment activities, including gym sessions, cultural trips and cookery lessons. These help to develop pupils' confidence as well as important life skills. Each year, pupils have the chance to become published authors, and some attend creative writing courses at Cambridge University. Many gain awards, including in sports science, first aid and the Duke of Edinburgh’s Award. The international trips on offer provide life-changing experiences for some pupils. Pupils are rightly proud of the portfolios they take with them to college.

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Next steps

Leaders should define precisely the essential knowledge they intend all pupils to secure through the personal development curriculum. They should ensure that teachers routinely check pupils’ understanding, so that any gaps are identified and addressed promptly,

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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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Destinations after 16

enabling pupils to acquire the knowledge they need to keep themselves safe and make informed decisions about their health and wellbeing.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with school leaders including the headteacher, the deputy headteachers, representatives from the local authority and 3 members of the management committee during the inspection. Inspectors also spoke with members of staff and pupils in meetings and around the school.

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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 currently uses no alternative provision.

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About this inspection

At the time of inspection, there were 145 pupils on roll.

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About this inspection

Headteacher : Heather Johnston Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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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