Manford Primary School

Manford Primary School is performing at the expected standard overall, with safeguarding standards met. This is a larger-than-average primary in an area of above-average deprivation, with above-average proportions of pupils eligible for free school meals and pupils with education, health and care plans. Pupils benefit from an ambitious, well-designed curriculum and strong early years provision, and leaders have made clear improvements since the previous inspection. Achievement is broadly in line with national averages in reading and mathematics over time, while writing attainment is above average; most pupils leave well prepared for secondary school. Notable strengths include an inclusive culture, effective support for pupils with SEND and other vulnerabilities, positive behaviour and safety, and a broad personal development offer. Pastoral care is effective, and pupils feel safe, valued and well supported. Leaders are aspirational, staff feel valued, and governors provide effective support and challenge. However, attendance requires attention: rates remain below national averages and persistent absence is above average. Some disadvantaged pupils' outcomes in combined reading, writing and mathematics, reading, and mathematics are below national averages over three years, although their writing outcomes are above average. Teaching is generally clear, but some activities do not deepen understanding as intended. Leaders' checks and follow-up are not consistently precise or systematic, including for attendance and teaching, and some staff need greater clarity about applying training in practice. The next steps focus on sharpening oversight of provision and training impact, and continuing to improve attendance.

Strengths

• Safeguarding standards are met, with an open and positive culture of safeguarding.
• The curriculum is ambitious and well designed, building deep knowledge and vocabulary across subjects.
• Early years provision is strong, with nurturing relationships and predictable routines.
• The school is inclusive, identifying barriers early and supporting SEND, disadvantaged pupils, EAL pupils and young carers well.
• Effective foundations in reading, writing and mathematics include targeted catch-up support.
• Writing attainment is above national averages, including for disadvantaged pupils.
• Pupils behave well, feel safe, and report that bullying is rare.
• Personal development is broad, with trips, sports, arts, pupil leadership and outdoor learning.
• Pastoral support is effective for pupils' emotional wellbeing and mental health.
• Leaders are aspirational, staff feel valued, and governance provides effective support and challenge.

Areas for Improvement

• Attendance remains below national averages and continues to be a high priority.
• Persistent absence is above the national average.
• Overall absence was above the national average in 2024/25.
• Disadvantaged pupils' combined reading, writing and mathematics outcomes are below national averages over three years.
• Disadvantaged pupils' reading and mathematics outcomes are below national averages over three years.
• In some lessons, teaching strategies or resources do not deepen understanding as intended.
• Leaders' checks and follow-up are not consistently precise or systematic, including for attendance and teaching.
• Some staff need greater clarity about how training should be applied in practice.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Manford Primary School attended 93.9% of sessions (the national figure for primary schools was 94.8%). 19.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.4% of pupils at Manford Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Manford Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 23.4% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.7% of pupils at Manford Primary School were on SEN support (nationally 15.4%) and 7.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Manford Primary School received £8,234 and spent £8,140 for each of its 443 pupils. It ended the year with reserves of £328,000 (£739 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Redbridge · Redbridge local authority: places and applications

What is Manford Primary School's Ofsted rating?

The latest Ofsted rating for Manford Primary School is Needs attention, from an inspection in September 2026.

When was Manford Primary School last inspected by Ofsted?

Manford Primary School was last inspected in September 2026.

How many pupils does Manford Primary School have?

Manford Primary School has 460 pupils on roll.

What age range does Manford Primary School cover?

Manford Primary School for pupils aged 3 to 11.

What are Manford Primary School's SATs (KS2) results?

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Manford Primary School?

Manford Primary School is at Manford Way, Chigwell, Essex, IG7 4BX.