Stone Lodge Academy

What Ofsted said

From the inspection on 28 January 2025

While most pupils enjoy school, weaknesses in the quality of education limit many pupils' progress through the curriculum. Some pupils struggle to access the curriculum because it is not well matched to their needs. For others, expectations are too low, and many pupils do not achieve as highly as they should. Too many pupils regularly miss school, and the school does not take effective action to help these pupils attend school as often as they should. Pupils' behaviour in lessons and social times is generally calm, and they form positive relationships with their peers. They are polite and show respect for each other. Pupils appreciate the strong relationships they build with the adults in school. They feel well cared for and know they have someone to talk to if they are worried. Many pupils enjoy opportunities to take part in enrichment activities, such as sports, which help to build their confidence. Safeguarding is not effective. Some pupils are at risk of not being properly protected. This is because the school has not made sure that staff follow government guidance on dealing with harmful sexual behaviour between pupils and providing timely support.

What the school should improve

• Safeguarding is not effective. The school has failed to ensure that there are robust systems to keep pupils safe. Weak oversight means the school does not always identify risks or support vulnerable pupils quickly enough. Staff are not equipped to fulfil their safeguarding responsibilities, and concerns are not always addressed appropriately. The school should strengthen safeguarding procedures and ensure that staff are supported to protect pupils effectively.
• The curriculum is not consistently well planned. In too many subjects, it lacks clarity and detail, meaning pupils do not secure the essential knowledge and skills they need. Weak links between the primary and secondary phases create gaps in pupils' learning. Activities are not always well matched to pupils' needs, so many struggle to achieve well. The school should ensure that the curriculum is well sequenced, clearly defined and that teachers know how to adapt learning, so all pupils achieve well.
• The school has not ensured that all staff have the expertise to provide effective support for pupils who need to catch up with their reading. Inconsistencies in phonics teaching prevent some pupils from developing fluency in reading as quickly or securely as they should. The school should ensure that all staff develop their knowledge and expertise so that pupils are taught to read consistently well.
• Assessment is not used effectively across the school. Often, teachers do not have a clear understanding of what pupils know and can do. This results in work that is too easy or too difficult. The school has not established effective assessment strategies to check pupils' understanding or to inform teaching. As a result, too many pupils do not make the progress they should from their starting points. The school should develop a coherent and consistent approach to assessment that enables teachers to accurately identify pupils' starting points, assess their progress through the curriculum and adapt teaching accordingly.
• The school does not have a clear strategy to improve attendance for pupils who are persistently absent. Too many pupils miss significant learning, which negatively affects their achievement and well-being. The school does not analyse attendance patterns closely or intervene quickly when concerns arise. The school should take action to improve attendance so that more pupils attend school regularly and benefit from their education.
• The trust has failed to provide the necessary oversight, challenge and support to ensure that the school meets its core responsibilities. The trust needs to strengthen its strategic oversight and ensure that the school implements the necessary improvements.

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