Star Academy, SandyfordOfsted report card, 22 Sept 2026

Star Academy, Sandyford

Address: Burnaby Road, Sandyford, Stoke-on-Trent, Staffordshire, ST6 5PT Unique reference number (URN): 139226

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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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Attendance and behaviour Strong standard

Leaders make it clear that coming to school regularly is important. As a result, attendance is well above the national average for all groups of pupils, including those who may need extra support. Staff track attendance carefully and respond quickly if concerns arise. They work closely with families and provide support promptly when concerns arise.

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Attendance and behaviour Strong standard

Positive relationships with families help ensure that pupils attend well. They enjoy school, feel safe and know that adults care about them. Pupils are keen to take part in the wide range of learning opportunities, clubs and trips available. This helps them play a full and active part in school life.

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Attendance and behaviour Strong standard

The school's values can be seen throughout daily life. Pupils are polite, kind and respectful. They work well together and approach learning with enthusiasm. Classrooms are calm and focused, helping everyone to learn well.

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Attendance and behaviour Strong standard

Bullying and unkind behaviour are rare and are addressed quickly. Pupils trust adults to help if they are worried. Staff know them well and provide support when needed. Behaviour is consistently positive. Pupils take responsibility for their actions, work well with others and persevere with their learning. As a result, they play an important part in making the school a caring and respectful place for everyone.

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Inclusion Strong standard

Leaders have built a caring and inclusive school where every child is valued. Staff get to know pupils and families well, helping them spot any worries or identify where extra support is needed quickly. They listen carefully to pupils and work closely with parents so that help can be put in place as early as possible.

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Inclusion Strong standard

The school has high expectations for all pupils. Children with special educational needs and/or disabilities, disadvantaged pupils, those known to social care and other pupils who may face challenges receive the help they need. Staff make sure pupils can enjoy the same learning, clubs, visits and wider opportunities as their classmates. This means that everyone is fully included in school life.

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Inclusion Strong standard

Leaders keep a close eye on how well support is working and make changes when needed. They work effectively with families and outside professionals to make sure pupils receive the right help at the right time. Pupil premium funding is used well to remove barriers and widen opportunities. This helps disadvantaged pupils feel involved and achieve well. The school's inclusive approach helps pupils grow in confidence, enjoy learning and achieve well. As a result, all pupils feel safe, included and supported.

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Leadership and governance Strong standard

Leaders put pupils at the centre of everything they do. They know the school well, understand its strengths and have a clear plan for making it even better. Their focus has led to improvements in learning, teaching and the wider life of the school. Leaders maintain high expectations for all pupils.

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Leadership and governance Strong standard

The school is a caring and welcoming place where everyone matters. Leaders believe that all pupils can succeed and work hard to ensure that they receive the support they need. Pupils are encouraged to do their best, grow in confidence and take an active part in school life. This is reflected in positive attendance and the strong sense of community across the school.

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Leadership and governance Strong standard

Leaders recognise that pupils achieve best when staff feel supported and valued. They provide regular training to develop staff's knowledge and skills, while also taking steps to manage workload and support wellbeing. Staff feel trusted and supported and share a commitment to helping pupils succeed.

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Leadership and governance Strong standard

Governors and Trust leaders know the school well. They ask thoughtful questions, provide effective support and challenge, and fulfil their responsibilities diligently. They work closely with leaders to understand school's strengths and drive further improvement.

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Leadership and governance Strong standard

Parents value the school's open communication and positive relationships. Leaders also work effectively with other professionals and community partners to support pupils and families. These relationships contribute positively to pupils' experiences at school.

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Personal development and wellbeing Strong standard

Leaders know their pupils very well and have created a curriculum that supports their wellbeing, personal development and understanding of the world around them. These important lessons are woven through daily school life, helping pupils use what they learn in meaningful ways.

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Personal development and wellbeing Strong standard

Pupils learn to treat others with kindness, respect and fairness. They understand that everyone is different and that these differences should be valued and celebrated. Through everyday experiences, they learn about making decisions together, respecting others, individual freedom and the importance of rules. This is reflected in the way they look after one another, work together and make positive choices. Opportunities to reflect on their experiences, appreciate different beliefs and values, and develop a deeper understanding of themselves and others help pupils become thoughtful and reflective young people.

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Personal development and wellbeing Strong standard

The school teaches pupils how to stay safe and healthy, both online and in everyday life. Pupils know how to recognise risks, make sensible choices and seek help from trusted adults when needed. They feel safe, happy and well supported, and know that adults listen to them and take their concerns seriously.

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Personal development and wellbeing Strong standard

Leaders work hard to ensure that every pupil benefits from a wide range of opportunities. Clubs, trips, leadership roles and community projects broaden pupils’ experiences and encourage them to play an active part in school life. Leaders make sure that all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, can take part fully.

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Personal development and wellbeing Strong standard

Pupils are confident, ambitious and keen to help others. They take pride in their responsibilities and contribute positively to school life. These experiences help pupils

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Expected standard

develop the knowledge, values and personal qualities that prepare them well for their next steps.

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Achievement Expected standard

Leaders have focused on helping pupils build secure foundations in reading, writing and mathematics. High-quality phonics teaching helps pupils become confident readers. Pupils who need extra help receive effective support. Staff identify gaps in learning and provide tailored support so that pupils can catch up and succeed. As a result, disadvantaged pupils and pupils with special educational needs and/or disabilities achieve well and take a full part in school life.

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Achievement Expected standard

Across the curriculum, most pupils develop knowledge and skills well. Their work and contributions in lessons show that they are learning, remembering and applying what they have been taught. Generally, they develop secure language and communication skills, helping them explain their thinking with increasing confidence and independence.

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Achievement Expected standard

Typically, pupils make good progress from their starting points. This means most develop the knowledge and skills they need to move successfully to the next stage of their education and are ready for future learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum. Visits, visitors and wider experiences help bring learning to life and broaden pupils’ understanding of the world. Leaders support staff well through high-quality, focused training. As a result, teaching is improving across the school.

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Curriculum and teaching Expected standard

The curriculum is kept under regular review to ensure that it continues to meet pupils’ needs. Leaders make changes when improvements are needed. Curriculum planning ensures that new knowledge and skills build on what pupils already know. Typically, this helps them make steady progress as they move through the school.

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Curriculum and teaching Expected standard

Generally, teachers explain new learning clearly, build on what pupils already know and encourage them to think carefully about their answers. They know pupils well and provide support that helps them succeed. However, teachers do not always identify and correct errors in pupils' letter and number formation. As a result, some pupils do not develop these foundational skills as securely as they could. In addition, staff do not consistently provide opportunities for some pupils to deepen their understanding.

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Curriculum and teaching Expected standard

Reading is a particular strength. Effective phonics teaching helps pupils become confident readers. Pupils with special educational needs and/or disabilities receive well-considered support and are included fully in learning alongside their peers. This helps pupils take part fully in school life and make positive progress from their starting points.

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Early years Expected standard

Leaders have created a happy and welcoming start to school life. They know their children well and have designed learning that builds confidence, language skills and a love of learning. Activities are carefully planned so that children develop the knowledge and skills they need for the future. As a result, children achieve well and make good progress.

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Early years Expected standard

Staff know each child well and use this understanding to support their learning. Adults ask thoughtful questions, encourage children to share their ideas and introduce new words throughout the day. This helps children become confident communicators who enjoy learning. Reading is a high priority. Effective phonics teaching helps children develop the skills they need to become successful readers.

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Early years Expected standard

Children settle quickly and enjoy coming to school. They feel safe, cared for and valued. Clear routines help them develop confidence and independence. They learn to work and play together, manage their feelings and make positive choices. Effective arrangements help keep children safe.

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Early years Expected standard

Everyone is included and encouraged to take part. Staff make sure that every child, including those with special educational needs and/or disabilities, receives the support they need to achieve well and feel successful. Positive relationships with parents help children feel secure and supported both at home and at school.

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

The school’s STAR values of being Smart and Safe, Tolerant, Ambitious and Resilient are at the heart of daily life and guide pupils’ experiences. Leaders have created a culture where children feel safe, respected and supported to do their very best. They have high expectations for all pupils and help them develop the confidence, determination and resilience needed to overcome challenges and achieve success.

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

A strong sense of belonging is woven through the school community. Staff know pupils very well and build caring, positive relationships that help them feel safe, respected and understood. Leaders remove barriers to learning and wellbeing so that all pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and those facing additional challenges, can participate fully in school life. Children recognise that everyone is valued and that differences are respected.

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

Learning extends far beyond the classroom. Pupils benefit from a wide range of activities that develop their interests, talents and aspirations. Educational visits, sporting opportunities, leadership responsibilities, community projects and charitable activities help them broaden their horizons and understand the world around them. These experiences develop confidence, independence and resilience and help pupils discover new strengths and interests.

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

Pupils treat one another with kindness and respect, and they understand the importance of making good choices. They feel safe in school and are confident that adults will listen to them and respond quickly if they have concerns. Bullying is rare. Pupils trust staff to provide support if difficulties arise.

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

Pupils are confident, considerate and ambitious. They achieve well and enjoy being part of the school community. This means pupils are well prepared for the opportunities, challenges and responsibilities that lie ahead.

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Next steps

Leaders should ensure that staff consistently identify and correct errors in letter and number formation so that all pupils develop secure foundational skills. Leaders should ensure that pupils consistently have opportunities to connect and apply their knowledge across subjects so that more pupils deepen their understanding of what they have learned.

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About this inspection

This school is part of the Academy Transformation 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), Mark McCourt, and overseen by a board of trustees, chaired by Pat Beanland.

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

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About this inspection

Inspectors spoke with school leaders, including the Principal and Assistant Principal. They also spoke with representatives of the trust, including the CEO, Chair of the Trust Board, Trust Continuous School Improvement Partner, the HR Administrator and the Deputy Director of Safeguarding.

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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 does not make use of alternative provision.

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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?

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?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 71% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 67% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 75% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 55% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 72% 63% Close to average

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average

2023/24 (final) 73% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 67% 59% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2022/23 (3 term) 5.2% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 14.5% 13.0% Close to average

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national average

2023/24 (3 term) 14.4% 14.6% Close to average

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national average

2022/23 (3 term) 14.3% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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