Stafford Manor High School

Stafford Manor High School

Address: Wolverhampton Road, Stafford, Staffordshire, ST17 9DJ Unique reference number (URN): 124467

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Monitoring inspection: 17 June 2026

Urgent improvement This school had a full inspection on 20 January 2026 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 17 June 2026.

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Monitoring inspection: 17 June 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Achievement, Curriculum and teaching, Leadership and governance. To find out more read our monitoring inspection guidance.

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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 Expected standard

Leaders monitor pupils' attendance rigorously. Daily checks, contact with families and work with external organisations all help to make a positive difference. As a result of leaders' actions, from a low base, attendance is improving over time, including for specific pupil groups. Pupils in Year 11 and pupils with special educational needs and/or disabilities (SEND) now come to school more often than previously. While attendance still remains below national averages, it is on an upward trend.

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Attendance and behaviour Expected standard

The school has clear systems in place to manage pupils' behaviour. Pupils know how they are expected to conduct themselves, including pupils with SEND. They enjoy positive relationships with each other and with staff. High expectations create a calm environment during lessons and social times. However, some low ‑ level disruption remains. Leaders know which pupils need help to improve their conduct and ensure that they get close support. Restorative approaches give pupils the chance to modify their behaviour.

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Attendance and behaviour Expected standard

Pupils report that if bullying occurs, staff deal with it effectively. A recent rise in suspensions reflects the school's ambition for higher standards. In contrast, pupils are also being rewarded more, and this reflects how positive behaviour is becoming a routine part of everyday school life.

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Personal development and wellbeing Expected standard

The school personal development programme is well sequenced and reflects the school values of community, aspiration, resilience and endeavour. Personal, social and health education is delivered by specialist staff through social and emotional lessons. Key themes are reinforced through assemblies and tutor-time activities. External speakers teach pupils

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Needs attention

about being safe and promote debate and discussion about staying safe online and in the community.

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Needs attention

Pupils know about fundamental British values and the protected characteristics. Pupils' spiritual, moral, social and cultural development is mapped out clearly across the curriculum. For example, pupils in Year 7 learn about healthy lifestyles, before they explore the consumption of energy drinks in Year 8 and substance abuse in Year 9. Relationships and sex education is taught sensitively and age ‑ appropriately. Pupils have a clear understanding of consent and healthy relationships. Pupils demonstrate how to treat others respectfully and are well prepared for life in modern Britain.

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Needs attention

The recently strengthened pastoral team works closely with the special educational needs and/or disabilities team (SEND) to ensure that vulnerable pupils get the support that they need.

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Needs attention

The enrichment offer is broad and participation is rising. Activities including drama, yarn, tennis and football enhance pupils' experiences and strengthen the school community. Pupil leadership is strong. 'Student leaders' contribute to many of the school's priorities, including the school environment, rewards and pupil wellbeing. Tracking shows that disadvantaged pupils and pupils with SEND engage well with enrichment activities and their participation continues to rise.

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Needs attention

Careers education is effective and impartial. Pupils access independent careers information, advice and guidance. There are opportunities for all pupils to engage with employers, colleges and universities to prepare them for their next steps.

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Curriculum and teaching Updated Needs attention

Since the previous full inspection, leaders have worked quickly to strengthen provision for pupils at the early stages of reading and writing. They have put in place a literacy strategy that identifies pupils who need support to learn to read and write well. This strategy includes assessments that help staff identify pupils' specific gaps in learning. Pupils receive targeted and bespoke intervention to close gaps in reading or handwriting. This work is beginning to improve pupils' reading fluency. More pupils now receive effective support. However, leaders have not yet developed a system to help pupils to improve their numeracy skills.

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Curriculum and teaching Updated Needs attention

Leaders have introduced a lesson structure that they expect all staff to implement. This sets out clear expectations for how lessons should be structured, including opportunities for pupils to revisit previous learning. Leaders have developed a robust system for checking how well staff teach the intended curriculum. This means that they now have an accurate view of what works well and who may need additional help. This is beginning to have a positive impact on pupils' learning and the quality of their work. However, there is more work to do to ensure that teaching is consistently effective across the school.

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Curriculum and teaching Updated Needs attention

The support teachers provide in lessons for pupils with special educational needs and/or disabilities and those who are disadvantaged continues to be a focus for the school.

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Urgent improvement

However, it is too soon to see the impact of this work in lessons.

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Inclusion Needs attention

The school accurately assesses and identifies needs that pupils may have. Staff receive helpful information about how to support disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) with their learning. However, this is not implemented consistently across the school. For example, teachers do not routinely make adaptations to learning to meet the needs of pupils with SEND. When this happens, some of these pupils do not learn new curriculum content as well as they should. Additionally, leaders' monitoring of the effectiveness of the provision is not precise enough to allow them to intervene quickly.

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Inclusion Needs attention

Leaders' ambition for inclusion is beginning to be realised. Pupils develop a sense of belonging through pastoral and house systems, while 'thrive' and 'time ‑ out' passes support their wellbeing. The school has well-planned transition processes in place for pupils with SEND when they move into Year 7. It liaises effectively with parents and carers of vulnerable pupils to seek their views. While pupils' experiences in lessons are mixed, the school works well with external partners to support pupils' wellbeing.

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Inclusion Needs attention

Leaders make effective use of additional funding to support those pupils who are eligible. They use alternative provision in the interests of pupils who attend it and keep a close oversight on whether these pupils are safe.

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Leadership and governance Updated Needs attention

Since the previous full inspection, leaders have prioritised the right things in the right order. For example, there now exists a clear and effective system to ensure that pupils gain the foundational knowledge they need in literacy. Governors continue to receive help from more experienced governors from other schools. This is helping them to strengthen their oversight of the school. Senior leaders have introduced clearer systems to check that the new improvement strategies have the desired impact on all pupils and their achievement. While green shoots are clearly evident, more work needs to be done to see the full impact.

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Achievement Updated Urgent improvement

Since the last full inspection the school has worked well to address the identified shortcomings relating to pupils' achievement. Some aspects of leaders' work, such as the reading programme, are beginning to make a difference to pupils' learning. However, it is too soon to see the impact of this work on pupils' achievement, including disadvantaged pupils and those who face barriers to their learning and/or wellbeing.

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Monitoring inspection : 17 June 2026

Since the previous full inspection, leaders have introduced new strategies to improve how well the curriculum is taught across the school. Pupils experience lessons that have a clearer structure. Pupils who need help with literacy development are beginning to benefit from a new system that supports their learning. While the reading programme is beginning to have a positive impact, it is too soon to see the full impact of all strategies on pupils' learning.

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Full inspection : 20 January 2026

Pupils do not achieve as well as their peers nationally. Academic expectations have been reset following a period of underachievement. Pupils understand what is expected of them. A clear whole ‑ school lesson model helps most pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, learn well in some subjects. However, some pupils struggle because the curriculum is not adapted well enough to meet their particular needs. When this happens, these pupils do not achieve as well as they could. Pupils value reading and talk positively about the books they encounter. They benefit from regular tutor ‑ time reading and targeted support, which help pupils make progress.

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Full inspection : 20 January 2026

Pupils are safe, happy and known as individuals. An improved pastoral system creates a sense of care. Relationships between pupils and staff are polite and respectful. Lessons are generally calm and purposeful. Pupils are friendly towards one another.

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Full inspection : 20 January 2026

Pupils' attendance at school has been prioritised. Staff support pupils who need extra help in coming to school, and a widening range of strategies is making a positive difference. Although attendance remains below the national average, more pupils now attend school more often than was previously the case.

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Full inspection : 20 January 2026

Pupils experience an increasingly positive atmosphere in school. Clear routines and an encouraging rewards system help them to feel motivated. Pupils say that bullying rarely happens and, when it does, staff take it seriously. Some pupils still encounter low ‑ level disruption in a few lessons.

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Full inspection : 20 January 2026

The school supports pupils' personal development well. Pupils enjoy a range of clubs. They contribute positively to the school community through a variety of leadership teams. Through 'Social and Emotional Learning' lessons and tutor time, pupils explore British values and gain a respectful understanding of different religions. Pupils benefit from an aspirational careers education that supports their next steps in education, employment and training.

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Next steps

Leaders need to ensure that all pupils, including disadvantaged pupils, have the support they need to achieve their full potential and achieve the qualifications they need to move on to ambitious next steps.

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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 20 January 2026

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School and pupil context

Leaders and governors need to focus their actions tightly on the key priorities and evaluate the impact of their work rigorously so improvements are sustained across the school. Leaders need to ensure that the curriculum is adapted consistently well in all subjects and across all key stages to meet the needs of pupils, including those with special educational needs and/or disabilities, so that all pupils can be successful. Leaders need to strengthen pupils' foundational literacy by ensuring that teachers across the curriculum systematically identify and address weaknesses in pupils' handwriting, spelling and grammar. Leaders need to ensure that the curriculum is delivered effectively in each subject and across all key stages so that pupils know more and remember more over time. Leaders need to ensure that work to improve pupils' attendance is maintained so that the improving trend is sustained.

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About this inspection

The inspector conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation area graded as ‘Urgent improvement’ and ‘Needs attention’ at the previous full inspection.

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About this inspection

This was the first monitoring inspection since the school was judged to require significant improvement following the full inspection that took place in January 2026.

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About this inspection

The purpose of this monitoring inspection was to identify and report on the school’s progress in addressing the priorities for improvement set out in the report card from the full inspection. Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

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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 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. National average: 3.09%

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What does this mean?

The proportion of pupils with reported special educational needs support 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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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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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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Destinations after 16

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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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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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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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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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