Stocklake Park Community School

Stocklake Park Community School

Address: Stocklake, Aylesbury, Buckinghamshire, HP20 1DP Unique reference number (URN): 110581

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, pupils achieve well from their starting points and succeed in meeting their personal targets. Their achievement in foundational learning is evident in their developing communication skills, including speech and language, as well as their growing use of phonics and writing skills. The school's life skills programme builds pupils’ confidence and independence so they are well prepared for their next steps in education and employment, including gaining accreditation in a range of courses.

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Achievement Expected standard

Foundational skills and knowledge in English and mathematics are developed effectively, particularly in phonics. Pupils develop an enjoyment of reading and listening to stories. They increase their subject-specific vocabulary and use of number, applying these to different subjects and everyday situations. Leaders have adapted approaches for pupils who have difficulty accessing phonics, enabling them to engage with literacy, including sensory stories, in ways that meet their needs.

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Attendance and behaviour Expected standard

Leaders have a clear understanding of each pupil and their individual circumstances that may present challenges to their attendance. Leaders promote the importance of coming to school regularly. They analyse attendance information carefully and follow up on any concerns. Staff work closely with families and outside agencies, thinking carefully about the best approaches to help pupils overcome barriers to improve their attendance. Within the context of this specialist provision, pupils attend well, including those with complex needs and disadvantaged pupils.

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Attendance and behaviour Expected standard

Staff receive training and guidance so that they are clear on leaders’ high expectations for behaviour and conduct around the school. Pupils are respectful of staff and each other. Staff have a thorough understanding of challenges to individual pupils’ engagement with learning. Staff know and consistently follow effective strategies to help pupils be purposefully focused and to enjoy learning opportunities. Staff uphold expected behaviour and nurture a calm, caring environment to ensure pupils feel safe. Staff swiftly settle any upset or dysregulation. Since the previous inspection, leaders have developed their recording of behaviour incidents. Their identification and analysis of any trends inform specialist support for individual pupils and staff training.

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Curriculum and teaching Expected standard

Leaders have reviewed and adapted the school’s curriculum offer in response to the increasingly complex needs of pupils joining the school. Leaders focus on developing pupils’ communication skills and independence. They personalise the school’s curriculum, adapting approaches and content to individual pupils’ targets. Leaders recognise when pupils are ready to move on to more ambitious learning, for example when they are able to start to learn phonics and develop reading and writing skills. Overall, the curriculum gives pupils the opportunity to learn a range of subjects that support the development of their life skills and readiness for next steps. Teaching routinely supports pupils to recall and build on prior learning. Staff use effective strategies to support pupils to develop vocabulary, secure key facts and number skills and apply learning to real-life scenarios, for example using mathematics in cooking. The school has put in place revised

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Curriculum and teaching Expected standard

approaches to check pupils' learning. Teaching generally uses these approaches well. Leaders' current focus is to embed greater consistency in how well these checks promote pupils' learning over time.

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Curriculum and teaching Expected standard

Since the previous inspection, the school has considerably developed and embedded its approach to the teaching of phonics. Supported by staff training and accurate identification of when pupils are ready, a consistent implementation of the school's chosen scheme helps pupils to develop their early reading.

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Curriculum and teaching Expected standard

Staff draw on their specialist training to guide pupils with the most complex needs to use a range of communication resources.

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Inclusion Expected standard

Inclusive practice underpins all aspects of the work of the school. Leaders have established clear systems to identify pupils’ needs and ensure that provision is carefully matched to enable them to meet their individual goals and targets.

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Inclusion Expected standard

The school has a well-established culture of multidisciplinary working. For example, education teams, speech and language therapists, occupational therapists and physiotherapists collaborate closely. They set out pupils’ education, health and care plan outcomes into clearly defined, achievable goals to inform provision and support for each pupil.

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Inclusion Expected standard

Leaders oversee how well staff translate pupils' individual targets into relevant aspects of the curriculum, making sure that this is cross-referenced with well-considered use of resources and adaptive teaching. The school's regular review of pupils' progress indicates when targets and provision need to be revised. Leaders identify any changing needs, securing additional specialist advice for pupils as needed.

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Inclusion Expected standard

Leaders provide staff with training to develop inclusive practice. For example, the speech and language therapy team helps staff to use strategies effectively. Staff also receive specialist guidance to safely support complex medical needs such as the risks associated with dysphagia.

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Inclusion Expected standard

Leaders are ambitious for all pupils, including those known or previously known to social care, helping them to overcome challenges to their learning and experience of school. Leaders use additional funding to address key targets for disadvantaged pupils. However, leaders’ analysis lacks precision in identifying the impact of this funding in supporting disadvantaged pupils’ achievement over time.

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Leadership and governance Expected standard

Leaders accurately identify the strengths and priorities for improvement of the school. They have responded to the areas for improvement from the previous inspection, for example, by developing early reading and phonics teaching and revising the curriculum and approaches to assessing pupils’ learning, as well as strengthening the school's recording and analysis of behaviour.

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Leadership and governance Expected standard

Leaders provide staff with suitable training, information and guidance to support them in their roles. The professional learning programme is relevant to the school’s priorities. Staff are typically positive about the school and the support they receive from leaders. They appreciate initiatives that benefit their wellbeing and the mutual support across the staff team.

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Leadership and governance Expected standard

Governors are knowledgeable about the school's work. They stay up to date with statutory guidance and ensure that the school’s policies and practice reflect it. Leaders engage productively with outside organisations, acting swiftly and effectively when improvements are needed. Work with external specialists and increasing liaison with other schools, including within the federation, is supporting the school with its development of the quality of the curriculum and teaching.

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Leadership and governance Expected standard

Leaders work closely with parents and carers to support their children’s learning and development. Leaders are continuing to promote their communication with all parents.

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Personal development and wellbeing Expected standard

Pupils’ personal development is woven through all aspects of the school’s provision. Leaders prioritise pupils’ foundational learning, with an emphasis on developing communication skills and independence, so pupils are well prepared for life beyond school.

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Personal development and wellbeing Expected standard

Leaders provide a programme of personal, social and health education that covers key themes, including emotional health and wellbeing, rights and responsibilities and preparation for adulthood. Pupils gain confidence on outings in the local community, including, for instance, compiling and following shopping lists and handling money. Pupils also contribute to assemblies, including, for example, those linked to promoting the importance of kindness.

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Personal development and wellbeing Expected standard

Pupils broaden their outlook beyond life in school through special events, including visits from a local opera company and taking part in fundraising events. Regular workshops and visits from the police promote community safety and the safe use of digital devices. Pupils gain an insight into different faiths and cultures by visiting places of worship. Staff sensitively facilitate discussions around stories by writers from diverse backgrounds, enabling pupils to learn about and respect the ways people can be different.

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Personal development and wellbeing Expected standard

Leaders provide a coherent careers and work-based learning curriculum that creates opportunities for all pupils to access experiences of the world of work. Pupils enjoy taking on responsibilities around the school. They develop organisational skills and teamwork by helping run events, including the Christmas fair and serving on the school council. The curriculum is designed so that pupils can apply their knowledge to real-life situations, helping them connect their learning with different jobs and everyday scenarios. The school provides a programme of relationships and sex education that is tailored to each pupil’s needs. Staff support pupils at the right point in their development and in an age- appropriate way, preparing them for the changes that come with growing up. Staff work closely with parents and carers to support pupils’ access to online resources and ensure that this is done in a safe manner.

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Post-16 provision Expected standard

Leaders are ambitious for all students, prioritising what each student needs to be well prepared for their next steps. The school provides a well-planned 16 to 19 programme of study, adapted to each student’s starting point and end goals.

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Post-16 provision Expected standard

The post-16 curriculum enables students to build on their foundational learning in reading, writing, mathematics and communication. Students explore a range of subjects, including business and enterprise, performing arts, cooking and design and technology, before choosing where they would like to specialise. Students build up knowledge and skills relevant to their interests and aspirations. Teaching swiftly motivates and seizes students’ interest. Students sustain concentration as they listen to teachers’ clear explanations and participate enthusiastically, using well-chosen resources and tasks to support their learning. Many successfully complete accredited courses and gain qualifications.

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Post-16 provision Expected standard

Staff work closely with students, families and outside organisations to ensure that all students receive guidance on the range of options available to them when they leave the school. This supports students to make decisions that are right for them. Students are supported well both in their learning and in developing independence. They go on to meaningful destinations and are generally successful in sustaining these over time.

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What it's like to be a pupil at this school

Pupils settle contentedly at school each day, encouraged by the cheerful welcome that they receive from staff. Pupils gain a sense of safety and belonging, nurtured through the school’s familiar routines for the start of the day.

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What it's like to be a pupil at this school

Staff promptly gain a thorough knowledge of each pupil’s special educational needs and/or disabilities. Leaders ensure that staff receive specialist guidance and work closely with therapeutic teams to provide the support, the resources and the right approaches to help pupils to achieve well at school. Pupils’ foundational learning enables them to develop their communication skills, including reading and writing. Pupils and students in the post-16 provision have opportunities to gain knowledge and skills in a range of subjects, including achieving qualifications in accredited courses.

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What it's like to be a pupil at this school

Pupils develop positive and respectful relationships with staff and each other. Staff know pupils very well and spot quickly if anyone is not quite themselves and needs support. Unkind behaviour is rare. Any upsets are resolved very promptly. Pupils typically say that ‘school is a good place’ where they make friends, and that staff help them with their learning and when they feel unhappy. Pupils are also typically motivated and attentive in lessons. Social times provide space and playground resources for play, exercise or quiet time, as pupils prefer.

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What it's like to be a pupil at this school

Pupils broaden their experiences through visits in the local community and special events. Pupils take on responsibilities very seriously, such as helping a friend at mealtimes or carrying out various classroom tasks. Outings, for example to the café and shops, help pupils to put their learning into practice. Pupils also enjoy taking part in school events, such as the 'Summer Jam' and pantomime.

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What it's like to be a pupil at this school

The school typically helps pupils to overcome complex challenges, enabling them to learn well and build confidence and independence. Pupils are well prepared for their next stages in education and employment.

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Next steps

Leaders should continue to embed their revised approaches to the assessment of pupils' learning across the curriculum, including in personal, social and health education. Leaders and the governing body should evaluate the impact of pupil premium funding more precisely, so that they know how well it improves disadvantaged pupils' achievement over time.

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About this inspection

The school is part of a federation called The Vale Federation, with a nearby primary special school. The federation schools share a principal and board of governors. The chair of the board of governors is David Pearce. The head of school is Mark Taylor.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors met with school leaders including the principal of the federation, the head of school and the assistant headteachers. Inspectors spoke with staff, pupils and parents.

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About this inspection

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.

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About this inspection

This inspection took place on 22 and 23 September 2026.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is a community special school that provides for pupils with special educational needs and/or disabilities, including specific learning difficulties, visual impairment, speech,

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

language and communication needs, autism, physical disability, moderate learning difficulties, severe learning difficulties and profound and multiple learning disabilities.

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What does this mean?

The school has capacity to accommodate up to 108 pupils.

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What does this mean?

The school does not make use of any alternative provision.

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What does this mean?

Since the previous inspection, there have been several changes to leadership, including a new head of school.

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What does this mean?

Principal : Bradley Taylor The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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