Ash Manor School

Ash Manor School

Address: Manor Road, Ash, Surrey, GU12 6QH Unique reference number (URN): 125271

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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 Strong standard

Pupils achieve very well in national tests and examinations such as GCSEs. The school's individualised support successfully minimises barriers to pupils' learning, meaning that pupils with special educational needs and/or disabilities, looked after children, young carers, and others achieve as well as their peers.

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Achievement Strong standard

Pupils’ achievement in lessons prepares them well for future learning and to move through the school’s well-planned curriculum. Staff make sure that pupils' knowledge is complete, and they carefully check that pupils remember what they have learned previously. Because of this, pupils' knowledge builds steadily over time. They remember what they have learned previously and can apply this knowledge to new ideas and concepts.

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Achievement Strong standard

Pupils' wider achievement is bolstered by the school's wide range of clubs and activities, which also support pupils' achievement and development of talents and interests.

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Curriculum and teaching Strong standard

The school’s bespoke curriculum ensures that pupils are well prepared for their next steps and that their knowledge and skills build steadily over time.

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Curriculum and teaching Strong standard

Pupils learn a wide range of range of subjects. The school ensures that pupils are readied for their GCSE study by helping them gain additional subject experience before they start Year 10. As a result, pupils are ready for the extra demands of GCSE and vocational learning, meaning they flourish and achieve well.

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Curriculum and teaching Strong standard

The school carefully checks pupils’ foundational knowledge, such as their reading, oracy and writing ability. A range of individualised support is available to help any pupils who need it to catch up. Reading is an important part of all pupils' curriculums, where pupils develop subject-specific vocabulary and read technical texts to boost confidence.

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Curriculum and teaching Strong standard

Teachers are highly skilled. They frequently check what pupils know and diligently help pupils fill any knowledge gaps that they may have. This gives pupils confidence in their learning, because they know they will be helped to achieve as well as they can.

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Curriculum and teaching Strong standard

Pupils with additional barriers to their learning receive individualised support and are helped to develop the skills that they need to strengthen their own agency as they move up through the school.

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Attendance and behaviour Expected standard

The school is proactive in seeking ways to help all pupils to attend as frequently as possible. As a result, most pupils attend well, although some more vulnerable pupils still do not attend as frequently as they should. The school is committed to continuing to prioritise development of attendance practices that support all pupils to attend frequently.

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Attendance and behaviour Expected standard

Pupils behave very well at school and have excellent attitudes to their learning. They are proud to rise to the school's high expectations for behaviour, and they recognise how this contributes to positive lessons and an enjoyable school experience.

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Attendance and behaviour Expected standard

Many pupils like the clarity of the new behaviour systems, because it means they know exactly what they should and should not do. Similarly, the school values are frequently referenced and reinforce pupils' understanding of how they should behave. Should any pupils find meeting the school's high expectations more difficult, they receive comprehensive and individualised support to improve.

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Attendance and behaviour Expected standard

Pupils are respectful of each other. Incidents of discrimination or derogatory behaviour are rare, and pupils are clear about how seriously any incident would be taken. Similarly, should bullying occur, pupils know it would also be dealt with swiftly.

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Inclusion Expected standard

Leaders ensure that all pupils can access the education to which they are entitled. Staff are diligent in understanding pupils' individual needs or possible barriers to education. Because they know pupils so well, support is accurately targeted, meaning pupils gain the maximum benefit from the help provided.

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Inclusion Expected standard

The school’s Bridge provision and wider pastoral arrangements positively impact the way that the school supports pupils. Pupils rightly consider The Bridge to be one of the most important parts of the school because of the wide range of help and assistance on offer. As a result, even the most vulnerable pupils feel reassured and can thrive at school.

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Inclusion Expected standard

Pupil premium funding is used appropriately. It helps the school provide initiatives such as the impactful mentoring that some more vulnerable pupils receive. A small number of these pupils have lower attendance than the school would like, which raises a barrier to their achievement. Improving their attendance remains an important focus for school leaders.

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Inclusion Expected standard

The school uses a range of alternative provision and always with the best interests of pupils in mind. Placements are carefully tailored to individual needs and bolster the support that the school can offer in-house.

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Leadership and governance Expected standard

Leaders across the school share a deeply held commitment to providing every pupil with an education that will enrich their lives, prepare them for their next steps and help them to thrive and flourish in life. As a result, the school has developed systems and processes that benefit all pupils and are flexible enough to meet individual needs.

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Leadership and governance Expected standard

Leaders, including governors and the local authority, have an accurate and detailed understanding of the school. Governors use their wide range of experience and expertise to ensure the strategic leadership of the school best serves its community. Leaders have focused on the development of the school’s teaching and learning, which has resulted in very high standards being achieved. Pupils know and remember what they have learned of the school’s well-planned curriculums. Leaders know which other aspects should be prioritised going forward for continued school improvement.

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Leadership and governance Expected standard

Staff training and development are nuanced and help individual staff to develop many aspects of their work and those which they have a particular interest in. This contributes to staff having a positive experience and feeling valued. Staff workload is appropriately prioritised by leaders, which allows staff to focus on developing their frequently impressive classroom practice.

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Leadership and governance Expected standard

A large majority of parents are very positive about the school. They value the clear behaviour systems and communication. New Year 7 parents met by inspectors were universally positive. The school has developed links with agencies and organisations to help with any aspect should pupils need additional support.

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Personal development and wellbeing Expected standard

The school provides a comprehensive and responsive personal development curriculum, which helps pupils to broaden their experience and knowledge of society and different cultures. The curriculum is adaptable, including for pupils with additional barriers to their learning, meaning that leaders respond quickly to national or local events and emphasise any element that pupils need reminding of.

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Personal development and wellbeing Expected standard

Pupils value the way that they are taught to stay safe. They know who to report concerns to and welcome their relationships education because it is relevant and timely. Pupils are also taught about other faiths and cultures and fundamental British values such as democracy and the rule of law, although they find some of these aspects harder to recount. The school is continuing to develop pupils' learning in these areas to ensure that it is as consistently impactful as pupils' other learning.

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Personal development and wellbeing Expected standard

Pastoral support is effective and caters to a wide range of pupils' needs. As a result, pupils are reassured knowing that The Bridge and other structures are there if they need them.

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Personal development and wellbeing Expected standard

The school offers a wide range of clubs and activities, which are a highlight of many pupils’ experiences. The school’s student leadership offer is a particular strength. Student leaders are active and highly engaged within their roles. Similarly, the school’s cadet force provides a wide range of opportunities for pupils to develop and share their skills, such as through providing first-aid training to the school community. The school’s 2 annual drama performances are also highly anticipated. Pupils across the year-groups join the cast, which helps to build their confidence and the school community.

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Personal development and wellbeing Expected standard

The school's careers education is impactful and helps to ensure that pupils have a well- developed understanding of their future options and are well prepared for their next steps.

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

Pupils are very happy at school. They feel safe and appreciate how well staff know them and the warm welcome they receive in the morning. Pupils enjoy the mix of subjects that they study and wider opportunities such as sport and the school’s annual shows.

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

Pupils value the support that the school provides, such as The Bridge provision. They know that should they have concerns or need help, staff will provide what they need. Even those who have not needed extra care are reassured by systems that they know are in place and that they have seen help their friends.

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

Behaviour is calm throughout the school. In lessons, pupils are attentive and respectful. During lesson change-overs or at break and lunchtime, pupils are calm and enjoy socialising with each other. The school sets out clear expectations for pupils' behaviour, and pupils rise to these expectations. Any pupil who finds this difficult is supported to improve.

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

Most pupils attend well. However, a small number do not attend as frequently as they should. The school is diligent in supporting these pupils to attend more.

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

Pupils are not worried about bullying. Should it occur, they know it will be quickly and effectively dealt with. Similarly, pupils are respectful of each other’s differences and are confident that if there were any sexist or racist behaviour, it would also be swiftly dealt with.

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

Pupils enjoy their learning and they achieve very well. Teachers systematically check what pupils know. They are skilled in filling any gaps that they find. Similarly, staff understand pupils’ additional needs, meaning that pupils with special educational needs and/or disabilities or other barriers to their learning are well supported. As a result, pupils thrive in class, make good progress from their starting points and are ready for their next steps.

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Next steps

The school should further develop the way that it supports the most vulnerable pupils to attend school frequently and therefore reduce potential barriers to their achievement. The school must ensure that the personal development curriculum is highly impactful, leading to all pupils being able to apply what they have learned to their life both in and out of school.

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About this inspection

The chair of the board of governors in this school is Lee Callow.

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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

This inspection took place on 9 and 10 September 2026.

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Team inspectors:

Elizabeth Jeanes, Ofsted Inspector Alan Blount, Ofsted Inspector Chris Anders, Ofsted Inspector James Whelan, 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 9 September 2026

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1,252

Close to average 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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1,252

Inspectors spoke with the headteacher, designated safeguarding lead, special educational needs coordinator and other senior and middle leaders and governors, including the chair of governors, during the inspection.

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1,252

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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1,252

The inspectors confirmed the following information about the school:

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1,252

The school currently makes use of 10 alternative provisions, including 8 that are unregistered.

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1,252

The headteacher and other senior leaders were in post at the last inspection.

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1,252

The school has continued to expand since the last 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.

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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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national average

2024/25 (final) 53.8% 45.4% Close to average

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national average

2022/23 (final) 51.7% 45.3% Close to average

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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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national average

2024/25 (final) 49.7 46.1 Close to average

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national average

2022/23 (final) 48.6 46.3 Close to average

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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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national average

2022/23 (final) 0.17 -0.03 Close to average

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national average

2021/22 (final) 0.11 -0.03 Close to average

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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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national average

2022/23 (final) 24.4% 25.2% 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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national average

2024/25 (final) 39.5 34.9 Close to average

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national average

2022/23 (final) 33.5 35.0 Close to average

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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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national average

2022/23 (final) -0.82 -0.57 Close to average

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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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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) 8.1% 8.4% Close to average

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national average

2023/24 (3 term) 8.4% 8.9% Close to average

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national average

2022/23 (3 term) 7.9% 9.0% 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

2024/25 (3 term) 20.3% 23.4% Close to average

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national average

2023/24 (3 term) 22.7% 25.6% Close to average

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national average

2022/23 (3 term) 22.1% 26.5% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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