Manor Infant School

Manor Infant School is a small, inclusive infant school that is performing at the expected standard. Following a period of significant turbulence and the recent formation of a federation with Manor Junior School, leaders and governors have brought greater stability, and safeguarding requirements are met. Pupils, including disadvantaged pupils and those with SEND, typically achieve well; reading and phonics are priorities, early years provision gives children a strong start, and pupils feel safe and happy. The school’s inclusive ethos is a notable strength: staff know pupils and families well, SEND support is effective, and the hearing impairment resourced provision is well managed. Personal development, pastoral care and enrichment are strong, and staff value high-quality professional development. Leaders have accurately identified priorities for improvement. However, recent curriculum developments are not yet implemented consistently in all subjects and year groups, and writing remains an area to strengthen. Behaviour expectations are not always applied consistently in a small number of cases, some parents would welcome better communication about curriculum and learning, and governors are still developing their strategic evaluation of leaders’ impact. Overall absence is close to national averages and leaders act promptly on attendance, though persistent absence has been above the national average. The next steps are to embed curriculum changes consistently, sustain improvements in writing, and sharpen governance oversight so that all pupils build secure knowledge and skills over time.

Strengths

• Inclusive and nurturing school where pupils feel safe, valued and part of a caring community.
• Effective SEND support, including a well-managed resourced provision for hearing impairment.
• Strong early years provision that prepares children well for Year 1.
• Clear focus on reading and phonics, with timely intervention and well-matched books.
• Pupils typically achieve well, including disadvantaged pupils and those with SEND.
• Attendance is monitored closely and supported, with effective work to reduce barriers.
• Calm and respectful behaviour, with pupils positive about learning and relationships.
• High-quality professional development and a supportive leadership culture.
• Personal development and pastoral care are strengths, helping pupils develop resilience and responsibility.
• Pupils benefit from enrichment, leadership roles and practical learning experiences.
• Leaders and governors have stabilised the school after turbulence and identified appropriate priorities.
• Governors fulfil statutory responsibilities and provide support and challenge.

Areas for Improvement

• Curriculum developments are not implemented consistently across all subjects and year groups.
• Writing achievement needs continued strengthening, including spelling and letter formation.
• Behaviour expectations are not applied consistently in a small number of cases.
• Some parents feel communication about curriculum and learning could be improved.
• Governors need to develop strategic oversight and evaluation of leaders' impact further.
• Persistent absence remains above the national average.

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 Manor Infant School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 16.9% 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, 0.0% of pupils at Manor Infant 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 Manor Infant School had 26.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 65.3% 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, 18.6% of pupils at Manor Infant School were on SEN support (nationally 15.4%) and 2.5% 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 Manor Infant School received £8,495 and spent £7,623 for each of its 161 pupils. It ended the year with reserves of £12,000 (£76 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 Farnborough · Hampshire local authority: places and applications

What is Manor Infant School's Ofsted rating?

The latest Ofsted rating for Manor Infant School is Expected standard, from an inspection in September 2026.

When was Manor Infant School last inspected by Ofsted?

Manor Infant School was last inspected in September 2026.

How many pupils does Manor Infant School have?

Manor Infant School has 161 pupils on roll.

What age range does Manor Infant School cover?

Manor Infant School for pupils aged 5 to 7.

Where is Manor Infant School?

Manor Infant School is at Fernhill Road, Cove, Farnborough, Hampshire, GU14 9DX.