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Call Us 0330 056 4467
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Latest Ofsted Report

Sedgemoor Manor School is rated ‘Good’ by Ofsted in all of the assessment categories following the latest inspection.

Please find below a selection of the direct quotes from our latest Ofsted report and to read the full report, please click here.

"Pupils thrive at this calm and nurturing school. They describe the school as unique and say it feels like a ‘home from home’. Pupils feel listened to and say that staff understand them well. They learn to value their education because staff help them to experience success without lessening ambition. Pupils reflect on how this is different to their previous experiences of education." 

"Leaders have designed an impressive personal development programme. It ensures that the personal, social and health education (PSHE) curriculum is skilfully matched to pupils’ individual needs and is age appropriate. Pupils gain an understanding of the world around them and their own place in the world." 

"Leaders have forged successful partnerships with local colleges to ensure pupils can gain the experiences and qualifications they need. They make sure that pupils achieve appropriate accredited qualifications, including vocational qualifications and GCSEs. Careers education is woven into the curriculum. It is designed to encourage pupils to increase their self belief and aspirations for the future."


Number of complaints received:

2023: 0

2022: 0

2021: 3

Quotes from our Ofsted report

“Leaders, including governors, have high expectations for pupils and a clear vision for the school. They ensure that the curriculum meets pupils’ individual needs and enables them to achieve well.”

“Leaders are uncompromising in their efforts to ensure that pupils are listened to, understood and respected. The motto of ‘Respect for ourselves, respect for each other, respect for our environment’ underpins life at the school. Leaders ensure that a culture of fairness and equality prevails.”

The close attention from staff to support pupils to overcome their barriers to learning enables pupils to become effective and successful young learners. The school plans pupils’ experiences on a three-tier system that acknowledges the amount of support that pupils need…Because of this careful support, most pupils make strong progress in their personal development and learning over time.”

“Staff plan teaching that takes account of pupils’ needs and interests. They consider pupils’ sensory needs and they adapt the environment for each pupil. They also listen to what pupils are interested in, and the curriculum is designed around these interests…Strategies such as these enable pupils to engage successfully with learning, boost their self-esteem and ensure that they enjoy their time at school.”

“Pupils achieve well across the rich range of curriculum subjects that are available. Teaching in subjects such as humanities, science, art, physical education and design and technology captures pupils’ interests effectively.”

“Pupils have good learning experiences because of the successful adaptations that staff make to ensure that they are able and ready to learn. Positive relationships based on respect and trust are key. Staff are skilled at ensuring that their conversations with pupils help to boost their self-esteem and confidence. As a result, pupils want to learn and lessons – and times between lessons – are generally calm and productive.”

Pupils’ attainment is good. By the time they leave the school, they achieve qualifications – such as GCSEs – according to their abilities. Pupils are aspirational. Because of the support offered by staff, all pupils at the end of Year 11 continue with further education, training or employment. Most stay in the school’s sixth form.”

The sixth form is led effectively and provides a stepping stone towards both independent living and future education, employment or training. Students make good progress in the sixth form.”

“The school’s work to promote pupils’ personal development and welfare is good. At the core of the work of the school is the focus on supporting pupils to become more self-aware and to understand their own emotional needs. Staff interpret skilfully what pupils say to support their understanding on how best to move them forward with their learning and development.”

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