|Name||Stowupland High School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 March 2019|
|Address||Church Road, Stowupland, Stowmarket, Suffolk, IP14 4BQ|
|Religious Character||Does Not Apply|
|Number of Pupils||994 (51% boys 49% girls)|
|Number of Pupils per Teacher||16.3|
|Academy Sponsor||John Milton Academy Trust|
|Percentage Free School Meals||9.9%|
|Percentage English is Not First Language||2%|
Information about this school
The school is a larger-than-average secondary school serving a rural part of Suffolk. Most pupils are White British. Very few are from minority ethnic backgrounds. The proportion of pupils eligible for the pupil premium is broadly average. The proportion of pupils with SEND, including those with an education, health and care plan, is below average. The school converted to an academy in 2016. At its last inspection in 2015, its predecessor school was judged to be good. A new headteacher joined the school in January 2018. The school uses a range of alternative providers, including Albany Pupil Referral Unit, Centre Academy, East Anglia, Olive Alternative Provision, Suffolk and Ipsum, Suffolk.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has experienced turbulence during its recent change to a school for 11- to 18-year-olds, and during its conversion to an academy. Changes in leadership and staffing have led to some instability. Experienced leaders have not done enough to secure improvements. Other leaders are new to the school. During this time, pupils have not made good progress. Overall progress improved in 2018, but weaknesses in some subjects have not been fully resolved. Teaching is inconsistent within and across subjects. Assessment information is not used well enough to challenge the most able pupils. Good practice in some subjects is not spread across all areas. The behaviour of a minority of pupils is not always managed well enough. Not all pupils or parents are confident that staff will resolve bullying incidents. The curriculum suits most but not all learners. Changes made to broaden pupils’ choices are leading to improvement. Until recently, the performance of the sixth form has not been good enough. Leaders need more time to show that they can make improvements. Leaders and the trust have not done enough to ensure that teaching leads to good outcomes for pupils, or that pupils’ behaviour is managed consistently. Safeguarding records have not been maintained systematically in the past. The school has the following strengths The recently appointed headteacher, supported by other senior leaders, her governors and the trust, is leading improvements. All pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), are making improved progress. Good teaching is evident in a range of subjects, particularly humanities, English and mathematics. A small but experienced local governing body knows the school well and increasingly provides challenge for the school leaders.