Plumstead Manor School, located in London, underwent an inspection on June 14 and 15, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as Requires Improvement, while the sixth-form provision was rated as Good. The school has a welcoming environment where pupils feel safe, but there are significant concerns regarding the behavior and engagement of students, particularly in Years 7 to 9. Many pupils in these year groups do not demonstrate a strong work ethic or attentiveness during lessons, leading to a lack of enjoyment in their school experience. In contrast, students in Years 10 and 11 exhibit more positive attitudes towards their learning.
During social times, pupils have mixed experiences. Although the school does not tolerate bullying, some students express distrust in adults regarding their willingness to help with issues. The learning experiences for pupils in Years 7 to 9 are not secure, resulting in gaps in essential knowledge and skills necessary for progression. However, the sixth form is noted for its coherent curriculum, which supports students in achieving well.
Leaders are beginning to enhance the curriculum's ambition, but these changes have not yet been fully implemented across all year groups. In the sixth form, students have access to a diverse range of academic and vocational qualifications, and the curriculum is well-structured. In some subjects, such as history, the curriculum is effectively designed to revisit key concepts, while in others, particularly in Years 7 to 9, the curriculum lacks ambition and coherence, leading to gaps in subject-specific understanding.
Teachers' subject knowledge varies, resulting in inconsistent delivery of the curriculum. Teaching does not consistently ensure that pupils retain the content taught, which limits their deeper understanding. In the sixth form, teaching is more effective due to secure subject knowledge and the ability to build on prior learning. Support for pupils with special educational needs and disabilities is effective for some, but not all, students. There is a system in place to assist pupils struggling with reading, which has proven beneficial.
Expectations for behavior in Years 7 to 9 are perceived as too low, with many pupils not concentrating in lessons. Although leaders have implemented support for pupils needing help with behavior, concerns about disruptive behavior persist among staff and students. Attendance, particularly among disadvantaged pupils, remains a challenge, with persistent absence rates being too high.
The school provides education on healthy relationships and offers various extracurricular opportunities, but participation is low. While pupils receive information about future careers, they lack sufficient exposure to the world of work. Most staff enjoy working at the school and feel supported, although some express concerns about workload and well-being.
Leaders have identified appropriate priorities for improvement but need to better assess the impact of their actions. The governing body has not been rigorous enough in overseeing school improvements. Safeguarding arrangements are effective, with clear systems in place to manage concerns and ensure pupil safety. Staff are well-trained to identify risks, and pupils receive education on safety, including online safety. Overall, the school must focus on improving curriculum coherence, raising behavior expectations, enhancing attendance, and ensuring that leadership actions lead to tangible improvements.
