Stanstead Flying High Academy

What Ofsted said

From the inspection on 7 July 2026

Pupils at Stanstead Flying High Academy arrive calmly and settle quickly. Staff know pupils well and help them feel safe. Pupils trust adults. They know who to speak to if they feel worried. Pupils say bullying rarely happens. They understand what bullying means and believe adults would sort it out quickly. Pupils behave well in lessons and at social times. The ‘Stanstead way’ shapes how everyone here behaves. Its 3 values, to be responsible, be respectful and be kind, give the school a clear identity. Pupils play well together at breaktimes and lunchtimes. Sports coaches and pupil leaders help all to enjoy games and manage small disagreements. Pupils listen, answer questions and try hard. Pupils enjoy learning and generally achieve well. They talk about reading, history, mathematics and the wider curriculum. Teachers help pupils build vocabulary and remember important knowledge. Pupils say reading has improved this year. They have more time to read and better access to books. This work needs time to raise reading achievement for pupils. Children in early years make a confident start to their education. They learn through language, books, writing, number work and purposeful play. Adults help them talk, think and explain ideas. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils take part in school life. Staff adapt learning and provide calm spaces when pupils need extra help. This helps many pupils regulate their emotions and return to learning. Pupils with complex needs make clear progress from their starting points. Pupils benefit from trips, clubs and leadership roles. Pupils can explain what fundamental British values mean and give examples. They learn about equality, respect and online safety. Most pupils attend regularly. Leaders have improved attendance, but some pupils, including some disadvantaged pupils and pupils with SEND, still miss too much school.

What the school should improve

• Leaders should continue to embed recent improvements in reading so that all pupils, including disadvantaged pupils and weaker readers, develop fluency, vocabulary and comprehension securely over time.
• Leaders should continue to strengthen attendance work so that pupils who are persistently absent, including disadvantaged pupils and pupils with special educational needs and/or disabilities, attend more regularly.
• Leaders should continue to ensure that teaching helps pupils, including higher-attaining pupils, deepen their knowledge and produce work that reflects the full ambition of the curriculum.

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