Stephenson Academy

Inspection of Stephenson Academy Crosslands, Stantonbury, Milton Keynes, Buckinghamshire MK14 6AX

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good

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The principal of this school is Lisa Patterson-Igwe. This school is part of Stephenson (MK) Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kathie Hughes, and overseen by a board of trustees, chaired by Jo-Anne Hoarty. 10 and 11 June 2025

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What is it like to attend this school?

Staff build warm, professional and trusting relationships with pupils. Staff understand pupils’ social, emotional and mental health (SEMH) needs well. This helps pupils to feel safe. The school has high expectations of pupils’ achievement. Staff use their knowledge of each pupil’s special educational needs and/or disabilities to adapt what they teach so that they can learn effectively. Consequently, pupils are well prepared for their next stages of learning. Many pupils achieve qualifications at GCSE by the end of Year 11.

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What is it like to attend this school?

Pupils’ behaviour in lessons and around the school is typically calm. Pupils are taught how to have positive friendships and typically get on well with each other. When they do fall out, the school sensitively helps pupils to understand themselves and others, including making sure that any bullying is stopped. Sometimes, pupils struggle to manage their emotions and display disorderly behaviour. When this happens, adults calmly and safely help pupils to reset themselves and understand the consequences of their actions.

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What is it like to attend this school?

Many pupils struggle to come to school regularly. Some have been out of education for significant periods of time before joining the school. The school works hard with pupils and their families to improve pupils’ attendance, with increasing success.

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

Pupils learn a broad, balanced curriculum. Reading and increasingly writing are prioritised across all subjects. Pupils who need it get extra help to embed their knowledge of phonics. At key stage 4, pupils choose subjects that lead to GCSE and other qualifications. Vocational subjects are popular. Personal, social and health education (PSHE) plays a core part of the curriculum. Pupils are taught how to keep themselves safe in a range of situations, such as online and when travelling independently. Pupils also learn life skills, for example how to clean a bathroom and how to manage money. Careers education, advice and guidance is well organised and includes opportunities for pupils to experience what it is like to be in a workplace. Pupils develop their talents and interests, such as through cycling trips, visits to a farm and playing team sports. As a result, pupils are well prepared for life outside of school and for their next stage of education.

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

Since the COVID-19 pandemic, many pupils who join the school have increasingly complex and varied needs. The school has wisely reorganised classes so that pupils now learn with others who have similar needs or starting points. Staff are skilled at helping pupils learn. They use the information from pupils’ education, health and care (EHC) plans well to adapt learning precisely to pupils’ needs and any gaps in learning. As a result, pupils learn successfully and achieve well.

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

Behaviour is typically positive, but pupils do sometimes lose control of their emotions. Staff are well trained at helping pupils to reset. They help pupils to understand the consequences of their actions, especially if they have attempted to hurt themselves or others. Over time, pupils are helped to improve their behaviour so that incidents reduce and pupils find it easier to stay calm when they become frustrated or annoyed. 10 and 11 June 2025

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Some pupils do not attend school as regularly as they could. The school has been working hard to improve pupils’ attendance. Many pupils struggle to attend school regularly because of their SEMH needs, which for some includes significant anxiety. The school identifies pupils’ barriers to attending well. The school has recently broadened the range of approaches it uses to help pupils overcome these barriers. Some pupils start by accessing education through online tutoring or with a teacher in a community space. As pupils’ confidence increases, some are able to spend more time in school in well-designed quiet and calm spaces, before moving towards attending lessons with other pupils. However, this careful use of part-time timetables is relatively new, and although showing some early signs of success, its impact is not fully evident.

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Leaders, governors and trustees have an accurate view of the school’s strengths and what they need to do to make it even better. Staff are proud to work at the school. They benefit from a range of initiatives that support their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Many pupils do not attend school regularly enough. This means that they do not fully benefit from all that the school has to offer. The school should revise its approach to how it supports the most vulnerable pupils to access education so that they attend school more often. 10 and 11 June 2025

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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). 10 and 11 June 2025

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School details

School category Academy special sponsor-led

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School details

Dates of previous inspection 4 and 5 December 2018, under section 5 of the Education Act 2005

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Information about this school

 The school caters for pupils with SEMH needs. Some pupils have additional needs including Autistic Spectrum Disorder. All pupils have an EHC plan.  The school is part of Stephenson (MK) Trust. This trust runs three schools – this school and two schools that are alternative provisions. Each school has a local governing body, which reports to the board of trustees. The trust chair has been in post since November 2022. The CEO has been in post since September 2023. Several trustees and local governors are also headteachers of other schools in Milton Keynes.  The principal has been in post since May 2024.  The school uses one registered alternative provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 10 and 11 June 2025

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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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with two trustees, including the chair of trustees, representatives from the local governing body, including the chair of governors, and the CEO.  Inspectors met with the principal and other senior leaders.  Inspectors carried out deep dives in these subjects: PSHE, physical education, early reading and English. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also explored the curriculum in some other subjects.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff, pupils and the local authority; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documentation relating to leaders’ work, governor’s oversight of the school, behaviour, attendance and the quality of education.  Inspectors considered the responses from staff to the confidential online staff survey and held discussions with several staff during the inspection.  Inspectors considered the views of parents submitted to the online survey, Ofsted Parent View.  Inspectors considered the views submitted to the online pupil survey and spoke with several pupils during the inspection.

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Inspection team

Catherine Old, lead inspector His Majesty’s Inspector

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Inspection team

Mineza Maher Ofsted Inspector 10 and 11 June 2025

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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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