Stanchester Academy

What Ofsted said

From the inspection on 19 November 2024

The school day is well organised and purposeful. Most pupils focus on their learning and behave well. Typically, lessons proceed without disruption. Pupils enjoy supportive relationships with staff. They are rewarded for reflecting the school's values of ambition, respect and community. Year 7 pupils relish the new challenges of the secondary school curriculum. Over time, however, pupils do not learn some aspects of the curriculum in enough depth. In recent years, they have not achieved well in their GCSE examinations, although there are signs that standards are improving in English and mathematics. Increasingly, pupils take confidence from the effective way that the school addresses poor behaviour, including bullying. Nonetheless, there are places around the school site where lapses in pupils' conduct are more frequent. Some pupils do not show respect for the school's high expectations of behaviour and receive repeated sanctions. Pupils read a wide range of interesting literature that helps them to understand the world and the experiences of others. Pupils find common ground by joining in with clubs, such as 'games with brains', and sports activities, such as netball. There are opportunities to travel abroad. For example, pupils studying history are looking forward to an upcoming trip to Berlin.

What the school should improve

• The work given to pupils does not help to ensure that they learn the subject curriculums in enough depth. This makes it difficult for pupils to achieve the ambitious aims of each subject over time and limits their success in examinations. The trust should ensure that pupils build up detailed knowledge in each subject so that they can fulfil their potential at the end of key stage 4.
• Recent improvements to assessment across the school have not been implemented consistently well. In some subjects, misconceptions are not addressed effectively. As a result, pupils have gaps in their knowledge which persist. The trust should ensure that teaching is responsive to any insecure knowledge identified through checks on learning.
• The school's high expectations are not yet reflected in pupils' consistently positive attitudes towards their education. Despite improvements for many, there remain groups of pupils whose behaviour and attendance require significant support. The trust should ensure that the school helps pupils to build on and sustain any improvements to their behaviour and attendance over time.
• The intended support for pupils with additional needs, including SEND, is sometimes unclear. Consequently, staff do not know the most effective ways to support some pupils, and the school struggles to identify what is working well. The trust should ensure that the purpose of any additional support is clear and check that this is having the intended impact.

Read the full Ofsted report (opens in a new tab)