Stockland Green School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and her dedicated leadership team know their school very well.

They have an accurate view of the school's strengths and weaknesses. Their self-evaluation is robust and accurate. Outcomes for pupils are good because : teaching is strong.

Leaders track pupils' performance rigorously, so that they can put effective support in place when pupils fall behind and need to catch up. Disadvantaged pupils' outcomes are improving from low starting points. Although diminishing, there is still a difference in the performance of disadvantaged pupils in a small number of subjects.

Leaders have put plans in place to tackle this un...derperformance. Senior leaders evaluate rigorously the quality of teaching. They support teachers to continuously improve their practice.

Staff training effectively supports leaders' drive for excellence. The school plays an active part in the Arthur Terry Learning Partnership. Regular subject leader meetings and the sharing of best practice within the partnership have been pivotal in the school's continued improvement.

Behaviour in lessons and at social times is good. Pupils are courteous, friendly and mature in discussions about sensitive issues. Pupils feel safe at school and are complimentary about the pastoral support they receive when they need it.

They are confident that they know who to talk to if they have a concern. Governors hold leaders to account effectively. They are a dedicated group of professionals who know the strengths of the school and what actions need to be taken to improve further.

Parents, staff and pupils are supportive of school leaders and feel that the school has improved markedly since the last inspection. As a result, the school is oversubscribed. In a small minority of lessons, teachers do not take account of what pupils already know or can do.

In these cases, pupils can become disengaged in their learning or display off-task behaviour. Fixed-term exclusions are above national averages. Leaders are aware of this and have robust action plans in place to reduce exclusions.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is smaller than the average secondary school.

It is oversubscribed. The school is a founding member of the Arthur Terry Learning Partnership. The school meets the government's current floor standards, which are the minimum expectations set for pupils' attainment and progress.

The proportion of disadvantaged pupils is above average. The proportion of pupils who have SEN and/or disabilities is above average. The school has an on-site autistic spectrum disorder base, where 11 pupils are currently educated.

The proportion of students who are from minority ethnic backgrounds is above average, the largest group being of Pakistani heritage. The proportion of pupils who speak English as an additional language is above average. Full-time off-site alternative provision is currently provided for five pupils in Year 11 at Lighthouse Group, Oscott Academy, James Brindley School and Premier Training.