Stowupland High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils like being at Stowupland High. They are safe here.

Pupils praise how staff have helped them through difficult times.

Pupils learn a well-planned curriculum. However, pupils with special educational needs and/or disabilities (SEND) do not always get the support they need to learn well.

Pupils in the specially resourced provision, the Mulberry Centre, receive a strong quality of education. They move onto positive destinations, such as training or college.

Pupils' behaviour is variable.

Pupils experience regular disruption to their learning, depending on the subject being taught. Some pupils do not behave well, both in lessons and around... the site. Many pupils do not buy into the school's expectations enough.

This is because these are not consistently applied. However, bigger incidents get resolved well. There are fewer serious incidents than there used to be.

In the sixth-form, students benefit from very small classes with specialist teachers. Consequently, the sixth form is a calmer and more stimulating learning environment.

There are many opportunities for personal development.

Pupils enjoy a range of clubs and activities, for example house competitions. They develop their sense of responsibility through roles such as peer and reading mentors. Participation in charity work helps build pupils' character.

What does the school do well and what does it need to do better?

The school has recently reviewed its work in several important areas. It has developed the vigilance of its safeguarding. However, leaders' current plans to improve provision are not fully developed.

There is still more to do to stabilise the staff body and train staff to work collectively as a team to support pupils. This is not helped by the school's buildings containing reinforced autoclaved aerated concrete (RAAC). As a result, important sections of the site are closed.

Leaders and staff have shown determination and considerable effort to keep the school open to all pupils. However, the disruption has been unsettling for staff and pupils. This has affected behaviour.

The school has put in place a well-designed and coherent curriculum. Pupils study a broad range of subjects. Subject leaders have considered the order in which pupils learn key knowledge.

There is an appropriate emphasis on learning subject vocabulary. Teachers have strong subject knowledge. They give pupils opportunities to revisit important learning.

This helps pupils to remember important knowledge over time.

Pupils with SEND receive a variable quality of education. Their needs are identified accurately.

Leaders specify how best to adapt pupils' learning, where appropriate. However, staff are not confident in putting these adaptations in place. This means that pupils with SEND do not experience a consistent level of effective support.

Consequently, they do not make the progress they should.

The school has recently prioritised reading more. Leaders identify accurately where weaker readers have gaps in their knowledge.

These pupils now get the help they require, such as phonics teaching. Some of this work is still being developed. Pupils still in the early stages of reading are increasingly building up their fluency and confidence.

The school has clarified its policy for behaviour. In some areas, this has raised standards. Attendance has improved a lot.

When behaviour incidents escalate, they get dealt with robustly. However, staff do not act consistently to implement behaviour expectations throughout the day. Many lower-level misbehaviours are not addressed effectively.

This frustrates pupils who want to learn.

Provision in the sixth form is stronger than the main school. Teachers know students well and make appropriate adjustments to learning.

This means students experience success in their subjects. Students typically complete their courses and move on to gain employment or places at university or college.

Students in the sixth form follow a coherent personal development programme that prepares them well for adult life.

For instance, they learn how to manage their finances. In the main school, leaders are strengthening the provision for personal, social and health education (PSHE). Staff who deliver this have more specialist knowledge.

This is also the case for careers education. Pupils have recently started receiving independent careers advice and guidance. However, while staff teach the school's values through PSHE education and assemblies, some pupils do not treat each other with respect.

For example, there are regular incidents of unkind language.

The trust has reviewed the way it supports the school. It has put in place a structure that is clear and rigorous.

The trust and governors ensure that they have the information they need to assess provision accurately and offer challenge where required. Leaders and the trust recognise the school is not where it should be.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variability in how well staff implement the school's aims. This means the school's plans to improve provision are not fully established. The school needs to develop a stable staff body, and train staff so they understand the need to work cohesively to improve all aspects of provision.

The school has not ensured that pupils with SEND get the support they need as frequently or effectively as should be the case. This means that these pupils do not always learn as successfully as they could. The school needs to ensure that all staff know how to implement leaders' plans for pupils with SEND well.

• Staff do not consistently address behaviour issues throughout the school day. This means that some pupils do not behave as well as they should, both in lessons and around the site. The school needs to ensure staff apply behaviour expectations consistently and effectively.

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