The Stockwood Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

The school works closely with pupils and their families to build a positive culture of belonging and mutual respect. This culture is enhanced by the various multicultural events celebrating difference and diversity. The school is a warm, welcoming community.

Pupils treat each other, and adults, with respect. Staff have high expectations of what pupils can achieve. Staff support and motivate pupils to want to do their best.

Pupils see the value in working hard. Consequently, they concentrate on their work, and in class, learning is rarely disrupted.

High-quality pastoral support helps pupils with their behaviour.
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Staff support pupils well to learn from their mistakes and get back on track. Students in the sixth form are positive role models and mentors for younger pupils.

Pupils and students access a wide range of clubs and other experiences, like sports, debating or crochet.

This supports pupils to relax, make friends or do something different.

Assemblies and tutor time support pupils well to learn about important topics such as how to keep safe or how to build successful friendships. High-quality careers advice complements the curriculum.

It gives pupils the necessary advice and knowledge for their next steps.

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

Leaders have acted with determination and drive to improve the school. Recognising that there are no quick fixes, the school's curriculum has been carefully developed and built over time.

The curriculum is ambitious for all pupils, with increasing numbers studying the English baccalaureate. In the sixth form, there is a wide and varied study programme covering a range of appropriate academic and technical qualifications.

In each subject, knowledge is logically ordered to ensure pupils build their understanding effectively as they move through the school.

Current pupils are progressing well. However, pupils' results in recent national tests and assessments do not yet match the high-quality curriculum that pupils experience day to day.

A key strength of the curriculum is how the school supports teachers to deliver the curriculum effectively.

The school outlines effective teaching strategies in its 'playbook'. High-quality training and development mean teachers use these techniques well in class to support pupils with their learning. Pupils get regular opportunities to practise what they know and build their understanding.

In mathematics, pupils ably apply their mathematical knowledge to real-life examples and problems.

Regular checks on pupils' understanding help staff to know what extra support they may need. Sometimes, teachers do not spot if a pupil needs extra help or has finished their work early.

In these instances, pupils can have gaps in their understanding or miss out on opportunities to practise and deepen their learning.

The school works closely with staff, parents and carers to accurately identify pupils' special educational needs and/or disabilities (SEND). Staff use this information to successfully adapt lessons and activities.

As a result, pupils with SEND are fully included in lessons. They make great strides with their learning from their varied starting points.

Pupils see the value in reading.

They enjoy the books they share with their form tutors. The curriculum ensures pupils build their vocabulary. They learn the meaning of new words and use them in their work.

A rigorous system is in place to support pupils who find reading difficult. As a result of this effective, targeted support, pupils catch up with their peers and improve their reading knowledge.

Improved classroom expectations and routines mean that pupils are clear in what is expected of them.

Low-level disruption in lessons rarely happens. Incidents of poor behaviour outside of the classroom have declined. In addition, pupils' attendance continues to improve.

Pupils have positive attitudes to learning and school life.

A well-designed personal, social, health and economic programme, complemented by assemblies and external visitors, has been instrumental in improving pupils' attitudes. This includes enhancing the level of respect pupils have for each other.

Pupils will identify and report any inappropriate language and behaviour. Pupils are empathetic and care about their community.

Staff have high aspirations for all pupils.

The courses students in the sixth form study prepare them well for a range of appropriate next steps. Pupils access important advice and guidance about the range of opportunities open to them. Staff give pupils the tools and confidence to be ambitious in what they want from life beyond school.

The school acted decisively to address the issues identified at the previous inspection. Working closely with the trust, staff, parents and pupils, leaders have improved the school. This is not the end of the journey.

Leaders are clear about what other work is needed to enable pupils to get the best start in life.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers' checks on pupils' understanding are not as effective as they could be.

Some teaching, for instance, does not spot if a pupil needs extra help or has finished their work early. This means some pupils can have gaps in their understanding or miss out on work to improve their fluency and deepen their understanding. The school should ensure that checks on understanding are purposeful and help all pupils to progress well with their learning.

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