Harrow (Parliament Politics Magazine) – Cedars Manor School in Harrow Weald was issued an Ofsted report citing multiple areas requiring improvement, based on its April 2025 inspection findings.
The school in Harrow was previously rated ‘Good’ but now falls short in several key areas. The quality of education, behaviour and attitudes, personal development, and leadership and management were all judged to require improvement.
Early years provision was found to be stronger and remains ‘Good’.
Inspectors noted that,
“The school has faced some significant challenges over the last few years. This has disrupted pupils’ learning.”
They added,
“There have recently been several new leadership appointments, and the school has drawn up action plans with clear priorities for development. Staff are committed to driving improvements.”
The report said that some improvements are emerging in mathematics and English and results are rising. In other subjects, the curriculum is not being delivered effectively. Some pupils do not learn to read quickly enough.
Pupils with special educational needs and/or disabilities (SEND) sometimes have poor experiences in the classroom.
On behaviour, Ofsted stated,
“High expectations for pupils’ behaviour and conduct are not embedded across the school. The current day-to-day experiences of some pupils are variable. While most pupils work hard during lessons, sometimes pupils do not behave as they should at social times and bullying can occur.
Staff do not routinely use a consistent approach to address poor behaviour and ensure pupils act with respect and empathy.”
Inspectors observed that children in the early years have a better experience. At times, they benefit from strong interactions with caring adults. In the Nursery and Reception, the curriculum is both well designed and thoughtfully delivered.
However the report also noted that the ambition for what pupils with SEND can achieve is not consistently high.
Pupils with SEND are identified and their needs are shared with staff. However, some are not given the tools and adaptations they need to participate in lessons and access the curriculum. This leads to gaps in their knowledge.
On reading, the report said,
“The school is making reading a priority and is increasing the range of high-quality texts studied. The phonics programme is set out and sequenced in a logical way to build knowledge gradually and securely. Reading results are steadily increasing. However, there are still some inconsistencies in how effectively this programme is delivered.”
Regarding school attendance, inspectors said that there are a few pupils on part-time timetables that are not reviewed frequently enough to ensure they are effective and in the best interests of the child.
As a result, some pupils remain on part-time timetables for a long time. This means they do not have access to a full education and develop significant gaps in their knowledge.
However, safeguarding was judged to be effective.
“Pupils are generally respectful and polite. They are kept safe at school and have a member of staff they can go to if they are worried.”
A spokesperson for the school said that they are pleased that Cedars Manor School received a ‘Good’ rating for our Early Years Foundation Stage in the recent OFSTED inspection. They acknowledge that other areas require improvement and are grateful that the inspection team agreed with us on the areas we are developing.
They take this feedback seriously and have been committed to addressing these areas with urgency which Ofsted recognised. This judgement presents an opportunity for continued rapid improvement and we are determined to work collaboratively with our staff, parents, and community to ensure every pupil receives the high-quality education they deserve.
How might these Ofsted findings affect the school’s future development plans?
The school’s development plan will give priority to the areas that have been recognized as needing improvement, including curriculum design, teacher consistency, student behavior, personal development, and leadership. Using the Ofsted report as a guide for change, the school must establish specific, attainable goals and deadlines to resolve these problems.
The school will probably examine and improve its curriculum to make sure that it is comprehensive, balanced, and fulfills the needs of all students in light of Ofsted’s heightened emphasis on curriculum quality and sequencing. Topic leaders may be expected to report on developments and future plans as well as assess the influence of their topic areas.
More regular and thorough self-evaluation will be required of the school, which will use Ofsted’s input to track its progress and make necessary strategy adjustments.