Manor Infant School

Manor Infant School

Address: Fernhill Road, Cove, Farnborough, Hampshire, GU14 9DX Unique reference number (URN): 116150

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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 Expected standard

Pupils, including those who are disadvantaged, typically achieve well across the school. This is reflected in the increasingly stable outcomes seen in the Year 1 phonics screening check. Leaders have identified and begun addressing gaps in pupils’ handwriting, letter formation and spelling, and there are already positive signs of improvement. Pupils take pride in their work, presenting it neatly and with increasing care. Handwriting standards have improved, particularly in Year 2, where pupils demonstrate greater accuracy, fluency and consistency. Pupils with special educational needs and/or disabilities generally make suitable progress from their individual starting points.

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Achievement Expected standard

Across the curriculum, pupils are generally confident to recall and explain their learning. Pupils are increasingly able to make meaningful connections between different areas of learning, helping to deepen their understanding. For example, they apply mathematical measuring skills in science lessons when measuring animal footprints. Work in books shows that pupils build effectively on prior knowledge over time. Leaders’ clear focus on reading ensures that younger pupils can access the full curriculum.

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Attendance and behaviour Expected standard

Leaders maintain a clear focus on attendance and act promptly when absence becomes a concern. They know their families well, monitor attendance closely and provide timely support through early identification of need. The introduction of a family support worker has strengthened partnerships with parents and carers and helped reduce barriers to regular attendance. Additional funding for disadvantaged pupils is used effectively. This includes ensuring access to breakfast club and enrichment activities, helping to reduce persistent absence. Attendance for all pupils remains above the national average and continues to improve over time. This improvement is supported by leaders’ high expectations and improving communications with parents.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and orderly, and continues to improve. This supports a positive learning environment. The new behaviour policy is having a positive impact, and the school’s rules and values are increasingly embedded. While expectations are not yet applied consistently in a small number of cases, leaders are addressing this through ongoing training and feedback. Pupils understand what is expected of them and show positive attitudes to learning. They have respectful relationships with staff. Leaders know pupils and families well, enabling them to identify needs quickly and provide appropriate support. Pupils with more complex needs receive effective support and adaptations, helping them to learn successfully alongside their peers and engage positively in learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education and use this to drive ongoing improvement. The curriculum has been reviewed and refined to reflect the school’s context while remaining ambitious for all pupils. The curriculum identifies the key knowledge and skills which pupils should learn and is sequenced so that learning generally builds securely over time. Leaders continue to strengthen the provision. This includes reviewing how the early years curriculum prepares children for key stage 1 and broadening enrichment opportunities through educational visits and wider experiences. These developments are beginning to have a more positive impact. Leaders recognise that implementation is not yet consistently effective across all subjects and year groups and are actively addressing this.

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Curriculum and teaching Expected standard

Reading, phonics and handwriting are priorities across the school. Pupils learn to read appropriately, and those who need additional support receive timely intervention. Reading books are closely matched to pupils’ phonics knowledge, helping them to develop accuracy, fluency and confidence.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers use assessment appropriately to check pupils’ understanding and adapt learning to meet their needs. Pupils with special educational needs and/or disabilities receive appropriate support to access the curriculum successfully. Ongoing professional development helps staff strengthen their practice, contributing to improving engagement and outcomes for pupils.

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Early years Expected standard

Leaders prioritise the early years, recognising its importance in giving children a successful start to education and laying the foundations for future success. They have an accurate understanding of the quality of provision and are already driving improvements effectively. Their work focuses on enhancing adult interactions and extending curriculum developments to better prepare children for more complex learning in Year 1.

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Early years Expected standard

The curriculum is carefully planned and sequenced across the 7 areas of learning, with key knowledge and skills clearly identified. Staff use children's starting points effectively to identify and address gaps in learning. They adapt provision successfully for children with special educational needs and/or disabilities and for other vulnerable learners, including through the 'ladybirds room'.

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Early years Expected standard

Children benefit from a nurturing, language-rich environment where they feel safe, secure and valued. Warm relationships, well-established routines and high-quality interactions support their personal, social and emotional development. Staff promote communication through purposeful conversation, ambitious vocabulary and effective questioning. Phonics teaching begins promptly and supports the development of early reading skills.

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Early years Expected standard

Children cooperate well, share resources and engage confidently in learning. Leaders ensure that effective transition arrangements into Year 1 are in place through the careful sharing of information about children's achievements and next steps. As a result, children are generally well prepared for the next stage of their education.

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Inclusion Expected standard

Leaders have created an inclusive school where pupils’ needs are understood and supported well. Staff know pupils very well and are vigilant in identifying emerging needs. Where additional expertise is required, leaders seek specialist advice to strengthen support. Individual plans for pupils with special educational needs and/or disabilities (SEND) are developed in partnership with staff, parents and carers. These plans are reviewed regularly and help ensure that teaching is adapted appropriately to meet pupils’ needs.

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Inclusion Expected standard

Leaders have invested in professional development so that staff are equipped to support a wide range of needs. As a result, teachers and support staff make effective adaptations in lessons, helping pupils with SEND to access learning successfully. Pupils with social, emotional and mental health needs receive support from trained staff who help them develop resilience, self-regulation and strategies for learning. Staff speak confidently about their roles in supporting pupils with additional needs, including those who access the hearing impaired provision. Consequently, pupils make secure progress towards their individual targets through carefully planned small steps.

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Inclusion Expected standard

Leaders monitor provision and outcomes closely to ensure that support remains effective. Pupil premium funding is used strategically to help disadvantaged pupils achieve well. Staff understand the needs of disadvantaged pupils, including those known to social care, and provide effective support.

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Leadership and governance Expected standard

Following a period of significant turbulence, leaders and governors have worked effectively to bring greater stability to the school. They understand the school’s strengths and areas for development and have identified appropriate priorities for improvement. These include strengthening systems, enriching the curriculum and improving consistency in teaching and learning.

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Leadership and governance Expected standard

Leaders have established an ambitious vision for the school’s next stage of development, reflecting pupils’ needs and their aspirations. They act promptly when improvements are required and work collaboratively across the federation to strengthen practice.

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Leadership and governance Expected standard

Governors understand the school’s context and priorities. They fulfil their statutory responsibilities effectively and provide both support and challenge. They are also working to strengthen their evaluation of leaders’ work further. Governors remain focused on securing the best possible outcomes for pupils while recognising the importance of building capacity and maintaining manageable staff workloads.

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Leadership and governance Expected standard

Professional development is a strength. Leaders provide high-quality, evidence-informed training, coaching and opportunities for collaboration. Staff value this support and report that leaders take their wellbeing into account, creating a culture in which they feel respected, involved and supported.

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Leadership and governance Expected standard

Leaders and governors maintain positive relationships with parents, carers and external partners and act in the best interests of pupils. Most parents value the school’s friendly and nurturing environment, where their children are cared for well. However, some views are mixed. Some parents feel that communication from the school could be improved, especially regarding curriculum and learning.

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Personal development and wellbeing Expected standard

Leaders place pupils’ personal development and wellbeing at the heart of the school’s work. They have designed a carefully planned programme that is increasingly embedded across the curriculum and wider school life. As a result, pupils typically develop into thoughtful, respectful and responsible young people. Staff know pupils well and build positive relationships that help them feel safe, valued and ready to learn.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum is well sequenced and taught effectively. Pupils gain the knowledge and skills they need for life beyond school. They learn how to stay safe in school, within the community and online. Learning reflects local needs, including train safety. Pupils also learn about friendships, healthy relationships, bullying, online safety and physical safety, including risks associated with water and hot weather.

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Personal development and wellbeing Expected standard

Pastoral care is a valued aspect of the school’s provision. Leaders ensure that pupils can access additional support through dedicated pastoral teams. Pupils are confident in seeking help and trust adults to deal with concerns promptly. Staff make appropriate adaptations so that pupils requiring additional support can access the full personal development programme. This helps to remove barriers and promote inclusion.

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Personal development and wellbeing Expected standard

Pupils develop an age-appropriate understanding of equality, fairness and respect. Through lessons, assemblies and discussions, they learn about protected characteristics, cultural diversity and life in modern Britain. They understand that families can be different from one another and show respect towards people from a range of backgrounds and experiences. They also deepen their understanding of fundamental British values through student council elections, school routines and everyday experiences.

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Personal development and wellbeing Expected standard

Pupils contribute positively to school life. Opportunities for pupils to develop leadership and responsibility are increasing and having a positive impact on their confidence and contribution to the school community. Roles such as reading ambassadors and play detectives enable them to take responsibility, support others and develop leadership skills.

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

Pupils enjoy attending this inclusive school. They feel safe, valued and part of a caring community. Pupils are greeted warmly by staff who know them well and build positive, trusting relationships. Pupils say they always have someone to talk to if they are worried and are confident that adults will listen and help. As a result, pupils feel happy, secure and ready to learn.

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

Behaviour across the school is calm and respectful. Pupils understand the school’s expectations and follow routines confidently. They treat one another with kindness and show respect for differences. Pupils speak positively about recent learning about respect and how this has helped improve behaviour and relationships. Bullying is rare. Pupils understand the difference between bullying and friendship disagreements and trust adults to deal with any concerns quickly and effectively. This helps pupils feel safe and relaxed in school. Pupils appreciate learning and engage enthusiastically in lessons. They take pride in their work and are keen to share what they have learned. Pupils talk confidently about strategies that help them manage their emotions and support their wellbeing. Learning is brought to life through practical activities and educational visits. For example, pupils enthusiastically recall

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

their visit to Windsor Castle. Reward systems and celebration assemblies encourage pupils to try their best and celebrate their achievements.

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

Pupils with special educational needs and/or disabilities are fully included in school life. Staff understand their needs well and provide carefully tailored support. Effective pastoral care helps pupils develop confidence, social skills and emotional resilience, enabling them to learn successfully alongside their peers.

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

Pupils benefit from a wide range of enrichment opportunities, including clubs, visits, performances and leadership roles. These experiences broaden their horizons and help them develop confidence and independence. Overall, pupils are happy, feel cared for and develop the knowledge, skills and character needed for the next stage of their education.

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Next steps

Leaders should ensure that recent curriculum developments are implemented consistently across all subjects and year groups, so that all pupils build secure knowledge and skills over time. Leaders should continue to strengthen achievement in writing and sustain recent improvements across the curriculum, so that all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, achieve consistently well. Governors should continue to develop their knowledge and strategic oversight of impact, strengthening their evaluation of leaders’ work so that challenge is focused sharply on securing the best possible outcomes for pupils.

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About this inspection

The school is part of The Federation of Manor Infant and Manor Junior Schools. The chair of the governing body is Stacey Parsons.

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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 interim headteacher, acting deputy headteacher, interim special educational needs coordinator and other staff. The lead inspector spoke to representatives of the governing body, including the chair of governors, and a representative from the local authority.

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Lead inspector:

Gareth Flemington, His Majesty's Inspector

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Team inspectors:

Jason Philipsz, Ofsted Inspector Emma Clark, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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?

National average: 272 The inspectors confirmed the following information about the school:

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What does this mean?

The federation was formed on 1 June 2026.

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What does this mean?

The school has experienced turbulence and significant changes to leadership, staffing and governance since the previous inspection. The interim headteacher, who is also the substantive headteacher of Manor Junior School, was appointed to lead the infant school in September 2025. The chair of the governing body had previously been the longstanding chair of the infant school prior to the federation.

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What does this mean?

The school manages a before- and after-school club.

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What does this mean?

The school currently uses no alternative provision.

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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 6 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 needs support at the school. National average: 15%

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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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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 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 5.9% 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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national average

2022/23 (3 term) 18.2% 16.2% Close to average

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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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