School etc

Plumstead Manor School

Plumstead Manor School
Old Mill Road

phone: 020 32603333

headteacher: Ms Sue Flanagan

reveal email: sue.…


school holidays: via Greenwich council

1455 pupils aged 11—19y girls gender
1476 pupils capacity: 99% full

55 boys 4%

16y1717y2618y819 ≥3

1400 girls 96%

11y23212y20313y23614y22815y23416y14517y8718y2619 ≥10

Last updated: June 18, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 544831, Northing: 178057
GPS coordinates
Latitude: 51.483, Longitude: 0.084389
Accepting pupils
11—19 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 12, 2011
Region › Const. › Ward
London › Greenwich and Woolwich › Glyndon
Urban > 10k - less sparse
Admissions policy
Main specialism
Arts (Operational)
Humanities second specialism
Applied Learning second specialism
SEN priorities
MLD - Moderate Learning Difficulty
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Greenwich

Schools nearby

  1. Negus Sixth Form Centre SE181QF
  2. 0.1 miles Mulgrave Junior School SE187QA
  3. 0.2 miles Greenslade Primary School SE182QQ (241 pupils)
  4. 0.2 miles South Rise Primary School SE187PX (662 pupils)
  5. 0.3 miles South Rise Junior School SE187PX
  6. 0.3 miles South Rise Infant School SE187PX
  7. 0.3 miles St Margaret's Church of England Primary School SE187RL (295 pupils)
  8. 0.3 miles St Patrick's Catholic Primary School SE187QG (360 pupils)
  9. 0.3 miles Nine Acres School SE187NB
  10. 0.3 miles Waterside School SE187NB (27 pupils)
  11. 0.4 miles Conway Junior School SE181QY
  12. 0.4 miles Conway Infant School SE181QY
  13. 0.4 miles Conway Primary School SE181QY (435 pupils)
  14. 0.5 miles Foxhill Centre SE183AT
  15. 0.5 miles Bannockburn Primary School SE181HE (664 pupils)
  16. 0.5 miles Timbercroft Junior School SE182SG
  17. 0.5 miles Timbercroft Infant School SE182SG
  18. 0.5 miles Rockliffe Manor Primary School SE182NP (238 pupils)
  19. 0.5 miles Foxfield Primary School SE187EX (625 pupils)
  20. 0.5 miles Foxfield Infant School SE187EX
  21. 0.5 miles Timbercroft Primary School SE182SG (430 pupils)
  22. 0.6 miles Gallions Mount Primary School SE181JR (422 pupils)
  23. 0.6 miles Plumcroft Primary School SE183HW (661 pupils)
  24. 0.6 miles Nightingale Primary School SE187JJ (238 pupils)

List of schools in Greenwich

Age group 11–19
Inspection date(s) 12–13 October 2011
Inspection number 376366

Plumstead Manor/Negus School

Inspection report

Unique Reference Number 100183
Local Authority Greenwich
Inspection number 376366
Inspection dates 12–13 October 2011
Report ing inspector Samantha Morgan-Price HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive
School category Community
Age range of pupils 11–19
Gender of pupils Girls
Gender of pupils in the sixth form Mixed
Nu mber of pupils on the school roll 1860
Of which, number on roll in the sixth form 528
Appropriate authority The governing body
Chair Mr Frank Lerner
Headteacher Ms Sue Flanagan
Date of previous school inspection 14–15 January 2009
School address Old Mill Road
SE18 1QF
Telephone number 020 3260 3333
Fax number 020 8317 9743
Email address reveal email: i…


This inspection was carried out by one of Her Majesty’s Inspectors and five additional
inspectors. Forty-six lessons were observed; which equalled the number of teachers
seen. Meetings were held with groups of students, members of the governing body,
staff, and a representative from the local authority. Inspectors observed the school’s
work, and looked at the school's records and analyses of lesson observations, the
school improvement plan, attainment and achievement data, records of more
vulnerable students, curriculum information and leaders’ and managers' self-
evaluations. The inspection team scrutinised 316 student, 96 staff and 277 parent
and carer questionnaires.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • The achievement of students, especially the more able, those who require
    intensive school support and those in the care of the local authority, to
    determine whether teaching and assessment are sufficiently challenging and
    meeting their needs.
  • The care, guidance and support for those students whose circumstances make
    them more vulnerable, especially students with special educational needs
    and/or disabilities and those in care.
  • The quality of middle leaders and the steps that have been taken to improve
    teaching and assessment across the school particularly in weaker subjects.
  • The overall effectiveness of the sixth form.

Information about the school

The school is a larger-than-average secondary school. Approximately a third of
students are of White British heritage and one fifth is Black African. The remainder
are from a wide variety of ethnic backgrounds. The number of students who speak
English as an additional language is around 40%; which is significantly higher than
the national average. This demonstrates an increase since the last inspection. The
proportion of students with special educational needs and/or disabilities is similar to
that found nationally. The largest group of these have behavioural, emotional and
social difficulties. There is designated special provision for around fifteen students
who have moderate learning difficulties.
The school is currently based on two sites with an additional requirement for

temporary accommodation, due to the ‘Building Schools for the Future’ programme.

This will ultimately provide purpose-built premises that will house both the main
school and the sixth form. At present, Negus, the school’s sixth form is based in an
unused school a mile from Plumstead Manor. The school gained Performing Arts
College status in 2000, Humanities College status in 2004 and Applied Learning
status in 2007.

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

Despite the extensive building work, school leaders have ensured that the school

community knows it is ‘business as usual’. The senior leaders have put good

measures in place to ensure that middle leaders are more accountable for their
subject’s performance. There is a shared ethos to raise students’ expectations of
what they can achieve and attainment targets are challenging. This has resulted in
an increased proportion of students achieving five GCSEs at A* to C including English
and mathematics and an increase in the proportion of students gaining A* and A
Students make good progress at Plumstead Manor as the school provides a good
curriculum, good teaching and excellent, care, guidance and support. There are
extensive transition arrangements with partner primary schools that enable students
to move between schools in Year 7 extremely smoothly. Detailed tracking and
support systems result in students receiving the right support to enable them to fully
engage in their learning. The outstanding partnerships the school has forged with
outside agencies, particularly for those students who are deemed to be the most
vulnerable, effectively contribute to students’ well-being. Students feel extremely
safe at school and their attendance is above average. The school’s specialisms
contribute well to their experiences in the school, especially the performing arts
which has contributed to the rise in attainment in English. The students make an
excellent contribution to the school and the wider community. There is an effective
mentoring programme that students speak highly of, and there are many
opportunities for students to make a contribution to the school including sitting in on
interview panels for senior and other staff appointments.
Students make good progress to achieve average standards at the end of Year 11.

Students’ progress in the sixth form is satisfactory although retention rates are not as

good as they could be. The school has worked well to close the gap for particular
groups of students who were not achieving as well as their peers. Students in care
receive excellent support and are making progress that is equivalent to that of their
peers. The achievement of those students requiring extensive school support and the
more able is showing a marked improvement.
School leaders recognise that there is still more work to be done to enable more able
students to make the progress they are capable of. Teaching in the main school
provides a platform for students to make good progress, although it is not of the
highest standard to enable all students to make the best progress. The use of

assessment by teachers is improving and the quality of some marked work seen was
excellent. There is still a proportion of teaching which is satisfactory. In the many
good lessons observed, teachers planned well for students’ learning and injected
good pace and variety into lesson activities. In some lessons teachers did not provide
appropriate stretch or challenge for the more-able students. The school recognises
that not all lessons are providing appropriate opportunities for more able students to
excel in their learning as the expectations of what students can achieve are

sometimes too low.

There have been improvements in many subjects that were significantly
underperforming in 2010 and many strong initiatives have been introduced to secure
better teaching. A few middle leaders are yet to effectively scrutinise the quality of
teaching to bring about a decrease in the proportion of satisfactory lessons. The
school knows where its attention needs to be focused as self-evaluation is in the
main accurate and monitoring and evaluation of the outcomes of the action points
have improved. This enables the school to demonstrate a good capacity to improve.
The school is working hard to increase parental/carer involvement in the running of
the school; however, some parents and carers do not feel that their suggestions or
concerns are taken into account. School leaders know that students’ achievement in
some subjects including science is not good enough and that courses that some
students have been guided to take in the sixth form have not led to ultimate success
or enabled them to stay on their original programme of study.

What does the school need to do to improve further?

  • Raise attainment across all key stages, especially in science by:
    ensuring all middle leaders effectively support improvements by
    monitoring lessons to ensure satisfactory teaching is raised to good or
    making sure teachers increase the level of expectation of what all students
    are capable of to provide effective opportunities for more-able students to
    excel in their learning.
  • Improve students’ achievement and retention rates in the sixth form by:
    ensuring that the guidance to all students prior to them starting in the
    sixth form takes fully into account their capabilities and prior attainment
    effectively monitoring students’ attainment.
    Students enter the school in Year 7 with levels of attainment that are below average.
    The good progress they make enables them to achieve average standards in their
    GCSEs in Year 11. More-able students are being monitored to ensure that the
    improvements made in their achievement in 2011 are built upon in 2012. The
    extensive support for students in care enables them to make outstanding progress.
    Students with special educational needs and/or disabilities achieve as well as their
    peers. Students who speak English as an additional language make good progress in
    their learning. In most lessons students are motivated and engaged by their learning
    activities. The opportunities provided for them to work independently were well used.
    Many students know their levels of attainment and their ability to self-evaluate their
    performance was quite developed in some lessons. Peer discussions are developing
    students’ skills of oracy and working in a team.
    Students’ attendance is above average and they behave well. They understand what
    factors constitute a healthy lifestyle but some are reluctant to pursue this in practice.
    For example, there are many opportunities to maintain a healthy diet at school, but
    some choose not to. The school has begun to increase its promotion of healthy
    eating to improve this situation. There is a strong sense of community in the school
    and students respect and celebrate being part of a diverse school community. They
    also appreciate the opportunities to attend the many cultural events that the school
    organises. Students have good opportunities to develop their literacy and numeracy
    skills across subjects, although opportunities to develop skills in information and
    communication technology are not as strong. There are increasing opportunities for
    students to organise enterprise activities which they welcome.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils’ behav iour 2
The extent to which pupils adopt healthy lifesty les 3
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

How effective is the provision?

In the majority of lessons seen, the effective use of assessment by teachers enabled
them to make good adjustments to learning activities to quicken the pace of

students’ progress. Some good use of questioning techniques provided students with

extensive opportunities to assess and develop their own learning. However, when
teachers asked closed questions it resulted in limited responses by students which
did not enable them to improve or accelerate their learning. The good contribution of
learning support assistants in lessons enabled students who are struggling or
requiring more intensive support to make good progress. Some teachers’ marking of
work was excellent and provided clear explanations of how well students had
performed, the National Curriculum level achieved and precise next steps in order for
students to improve their performance. Not all marked work seen was of this quality.
The curriculum provides imaginative and effective opportunities for students to learn

well. Good pathways are provided at the end of Key Stage 3 that target students’

needs. The wide selection of enrichment activities ranging from dance clubs, rock

bands, yoga to homework clubs provide well for students’ interests. There is

increasing provision for more-able students.
The school offers a wide range of facilities and resources which help students
develop and thrive extremely well. For students who are part of the designated
provision, focused care related to their needs enables them to flourish and develop
the skills they need to learn effectively. Students who speak English as an additional
language are effectively supported through a range of strategies that enable them to
make good progress.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

Despite the extensive building work, students’ attainment at Plumstead Manor has
risen and above average attendance has been maintained. The headteacher and her
leadership team are embedding an ethos of high expectations and are more robustly
monitoring and scrutinising the work of departments to ensure the culture of
continuous improvement is embedded. Senior leaders have undertaken a clear
evaluation of how to improve the quality of teaching. The work on increasing the
number of outstanding lessons has had a good impact. However, the impact of the

work to decrease the level of satisfactory teaching is yet to be realised. The
members of the governing body, particularly the Chair, have maintained a good level
of challenge and are monitoring the school’s work. School leaders are regularly asked
pertinent questions regarding the school’s performance. There are robust systems to
secure the safeguarding and well-being of students in the school. There has been
success in narrowing the gap between all groups that were underperforming and
there is a continued drive to tackle discrimination; the school demonstrates that it
promotes equality of opportunity well. Many successful strategies have ensured that
students work extremely well together and celebrate the cultural and ethnic diversity
in the school. Partnerships that promote cohesion in the local and wider community
are working well and have enabled the school to work with many community

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Sixth form

The school’s focus and priority have been to maintain an inclusive sixth form. Many

students enter Negus with GCSE grades that are significantly lower than those seen
nationally. They make satisfactory progress to achieve levels of attainment which are
low. Up until 2011, the vast majority of students were guided to take programmes of
AS and A levels, as aspirations for these students are high. For some, the challenge
was too great which resulted in a significant proportion of students leaving after AS
or having to re-take elements of their programme. The vast majority of students who
leave Negus progress to education, training or employment. Students behave well
and are keen to take on the numerous roles of responsibility available to them.
Many new and positive measures have been implemented by the new head of the

sixth form to improve students’ achievement. These include raising the entry

qualification requirements and reviewing the quality of teaching and initial advice and
guidance. The quality of teaching is improving and the vast majority of lessons seen
were good or outstanding. However, due to the legacy of satisfactory achievement
this improvement is yet to have an impact on students’ rates of progress. The
curriculum is broad and varied and there are good opportunities for students to take
vocational qualifications. The quality of guidance has significantly improved. The
much- improved counselling is now enabling students to make more informed and
realistic choices as to their most appropriate programme of study.

These are the grades for the sixth form

Overall effectiveness of the sixth form
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form



Views of parents and carers

A very large majority of parents and carers who responded to the inspection
questionnaire are of the view that their child enjoys school and is kept safe there.
Most parents and carers are happy with their child’s experience at school. A few
parents and carers were not in agreement that the school informs them of their

child’s progress or takes account of their suggestions. The inspection team did find

that the school has many structures in place to keep parents and carers informed of

their child’s progress, although the school recognises that more work needs to be

undertaken to elicit the views of parents and carers more regularly.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Plumstead Manor/Negus
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 277 completed questionnaires by the end of the on-site inspection. In
total, there are 1860 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 114 41 151 55 9 3 2 1
The school keeps my child
97 35 161 58 13 5 1 0
The school informs me about
my child’s progress
87 31 131 47 38 14 2 1
My child is making enough
progress at this school
87 31 149 54 21 8 2 1
The teaching is good at this
86 31 162 58 15 5 15 0
The school helps me to
support my child’s learning
70 25 161 58 30 11 3 1
The school helps my child to
have a healthy lifestyle
52 19 168 61 39 14 4 1
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
63 23 164 59 18 6 1 0
The school meets my child’s
particular needs
72 26 157 57 30 11 3 1
The school deals effectively
with unacceptable behaviour
58 21 159 57 28 10 14 5
The school takes account of
my suggestions and
45 16 153 55 33 12 9 3
The school is led and
managed effectively
69 25 170 61 16 6 3 1
Overall, I am happy with my
child’s experience at this
106 38 146 53 15 5 3 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made pre viously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

14 October 2011
Dear Students

Inspection of Plumstead Manor/Negus School, London SE18 1QF

Thank you for welcoming us to your school. We enjoyed talking to some of you and
hearing your views. The inspection team were particularly impressed with your
confident and articulate responses to our questions. We judge your school to be
good in most respects. The school provides you with excellent care, guidance and
support, particularly for those of you requiring more intensive school support and
those who are in care. You feel the school provides you with a very safe
environment. You make good progress in your learning to achieve standards in your
GCSEs which are average. The good quality of teaching and a curriculum that
provides good pathways for you in Years 10 and 11 contribute well to your
achievement. Although students in the sixth form achieve well below average
standards in their AS- and A-level examinations, they make satisfactory progress.
We know that you enjoy attending school and your attendance is above average. We
judge your behaviour to be good.
The headteacher and senior managers lead and manage the school well. Managers
have clear plans of how they want to improve the work of the school to make it even
better. The inspection team has asked the school to:

  • Raise your attainment across all key stages, especially in science by:
    ensuring all heads of department effectively support improvements and
    monitor the quality of your lessons to ensure satisfactory teaching is
    raised to good or outstanding
    making sure teachers increase the level of expectation of what you are
    capable of, to provide effective opportunities for those who are more able
    to excel in your learning.
  • Improve your achievement and retention rates in the sixth form by:
    ensuring that the guidance you receive prior to you starting in the sixth
    form takes fully into account your capabilities and prior attainment
    effectively monitoring your levels of attainment.

Yours sincerely
Samantha Morgan-Price
Her Majesty's Inspector


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