Manby Lodge Infant School

Manby Lodge Infant School is performing well overall. Inspectors found strong practice in attendance and behaviour, curriculum and teaching, inclusion, leadership and governance, and personal development and wellbeing, with safeguarding standards met. Pupils attend regularly, behave well and feel safe in a calm, inclusive school. The curriculum is broad and ambitious, phonics is taught effectively, and pupils with SEND are supported particularly well. Achievement and early years are meeting expected standards rather than the stronger practice seen elsewhere. Pupils generally achieve in line with expectations in reading, writing and mathematics, and disadvantaged pupils and those with SEND usually keep pace. However, work in wider curriculum subjects is not consistently of the same high quality, and the wider curriculum does not yet consistently give all pupils the knowledge, skills and understanding they need for the next stage. In early years, provision is well organised and children get a good start, but staff interactions are not consistently high-quality across all areas, so some children occasionally lose focus. The school serves a relatively small infant community with low levels of disadvantage, and its inclusive ethos is a clear strength. Leaders, governors and staff know the school well, monitor provision closely and are well regarded by parents. The next steps are focused and specific: sharpen the wider curriculum so it consistently builds pupils' knowledge and skills, and make early years interactions consistently strong across all provision.

Strengths

• Attendance is above national averages and improving, with early intervention and strong partnership work.
• Pupils behave very well and benefit from a purposeful, calm and welcoming learning culture.
• Bullying is very rare and pupils are confident that staff act quickly on concerns.
• The curriculum is broad, ambitious and well sequenced, with effective phonics teaching and strong subject knowledge.
• Support for pupils with SEND is a strength, with rapid identification, personalised provision and strong work with families and agencies.
• Leaders and governors have a precise understanding of the school and monitor the impact of actions closely.
• Personal development is extensive and inclusive, preparing pupils well for life beyond school.
• Pupils, including disadvantaged pupils and those with SEND, achieve well in reading, writing and mathematics and access wider opportunities.
• Early years provides a well-organised, safe and engaging start, with clear routines and prompt SEND identification.
• Staff morale is high and parents are very positive about the school's inclusive ethos.

Areas for Improvement

• Work in wider curriculum subjects is not consistently of high quality.
• The wider curriculum does not consistently equip all pupils with the knowledge, skills and understanding needed for the next stage.
• Early years staff interactions are not consistently high quality across all areas of provision, so some children occasionally lose focus.

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 Manby Lodge Infant School attended 96.2% of sessions (the national figure for primary schools was 94.8%). 7.6% 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, 1.9% of pupils at Manby Lodge 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 Manby Lodge Infant School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.3% 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, 7.8% of pupils at Manby Lodge Infant School were on SEN support (nationally 15.4%) and 2.2% 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 Manby Lodge Infant School received £7,274 and spent £7,377 for each of its 269 pupils. It ended the year with reserves of £73,000 (£273 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 Weybridge · Surrey local authority: places and applications

What is Manby Lodge Infant School's Ofsted rating?

The latest Ofsted rating for Manby Lodge Infant School is Expected standard, from an inspection in June 2026.

When was Manby Lodge Infant School last inspected by Ofsted?

Manby Lodge Infant School was last inspected in June 2026.

How many pupils does Manby Lodge Infant School have?

Manby Lodge Infant School has 269 pupils on roll.

What age range does Manby Lodge Infant School cover?

Manby Lodge Infant School for pupils aged 5 to 7.

Where is Manby Lodge Infant School?

Manby Lodge Infant School is at Princes Road, Weybridge, Surrey, KT13 9DA.