The Stockwood Park Academy

Inspection of The Stockwood Park Academy Rotheram Avenue, Luton, Bedfordshire LU1 5PP

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires improvement

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The principal of this school is Mumin Humayun. The school is part of the Advantage Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by a chief executive officer (CEO), Stuart Lock, and deputy CEO, Catherine Barr. The school is overseen by a board of trustees, chaired by John Krumins. 3 and 4 December 2024

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

High-quality pastoral support helps pupils with their behaviour. 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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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 3 and 4 December 2024

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

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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.

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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 3 and 4 December 2024

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school should ensure that checks on understanding are purposeful and help all pupils to progress well with their learning.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and 4 December 2024

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provision

Number of pupils on the school roll 1,475

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form

Website www.thestockwoodparkacademy.co.uk

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form

Dates of previous inspection 29 and 30 March 2022, under section 5 of the Education Act 2005

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Information about this school

 The school was part of The Shared Learning Trust. In September 2024, this trust merged with another under the name of Advantage Schools Trust.  The school uses one unregistered alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical qualifications and apprenticeships. 3 and 4 December 2024

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with a range of leaders, including the principal, the deputy CEO, other senior leaders and the trust’s special educational needs coordinator.  The lead inspector met with the CEO and the deputy CEO.  Inspectors carried out deep dives in the following areas: English, mathematics, science, history and physical education. In each area, inspectors met with leaders, visited a sample of lessons, spoke with teachers and pupils and looked at pupils’ work.  The lead inspector held a meeting with those responsible for governance, including a range of trustees.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

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Information about this inspection

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with a range of pupils. Inspectors spent time with pupils at breaktimes to observe behaviour and to speak to pupils and sixth-form students about school life.  Inspectors spoke to a range of staff and considered the responses to Ofsted’s staff survey.  The lead inspector considered the responses made by parents to Ofsted Parent View, Ofsted’s online survey, including the free-text responses.

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Inspection team

Damian Loneragan, lead inspector His Majesty’s Inspector

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Inspection team

Duncan Kamya Ofsted Inspector 3 and 4 December 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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