Stockport Academy

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About Stockport Academy

Name Stockport Academy
Ofsted Inspections
Principal Mrs Janine McCann
Address Heathbank Road, Cheadle Heath, Stockport, SK3 0UP
Phone Number 01612860330
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Christian
Gender Mixed
Number of Pupils 988
Local Authority Stockport
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The principal of this school is Janine McCann.

This school is part of the United Learning trust, which means other people in the trust also have responsibility for running the school. United Learning is run by the chief executive officer (CEO), Jon Coles, and overseen by a board of trustees, chaired by Reena Keeble.

What is it like to attend this school? ...r/>
Pupils enjoy being part of this school community.

The house system helps them to make friends with pupils of different ages. For example, on 'fun day Friday' teams of pupils from different year groups compete in interhouse competitions and quizzes. This sense of belonging helps pupils to feel happy in school.

Pupils of all ages are encouraged to be good role models to others. Typically, pupils' positive conduct in lessons and around the school reflects this aspiration. In the main, pupils behave well.

Older pupils proudly wear the gold ties which indicate that they are prefects. Younger pupils contribute to school life through roles such as respect leaders or librarians.

Pupils benefit from a multitude of opportunities to develop new and existing hobbies.

The school provides a wide variety of clubs for pupils to join including sports clubs, hairdressing and tank building. Pupils value these.

The school is committed to providing a high-quality education that addresses social disadvantage.

However, weaknesses in the curriculum have meant that pupils, including those with special educational needs and/or disabilities (SEND), do not achieve as well as they should. The trust is supporting the school to strengthen the quality of education that it provides. There is a clear understanding of what needs to improve.

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

The school is ambitious for pupils. For example, a high proportion of pupils in key stage 4 follow the English Baccalaureate suite of subjects.

The school has designed a curriculum where, in the main, it is clear what pupils should know and when they should learn it.

Teachers are very knowledgeable about their subjects. They use their expertise to explain new concepts clearly. In most subjects, careful thought has been given to the essential information that pupils need to build a secure body of knowledge over time.

However, in a small number of subjects this clarity is missing. In these subjects, teachers do not know the most important information to emphasise when designing learning activities. As a result, some pupils' learning is inconsistent.

They do not achieve as well as they should.

The school has recently introduced new approaches to checking what pupils have learned. Sometimes, teachers use these well to identify learning which pupils need to revisit.

However, this is inconsistent. At times, teachers do not swiftly identify and address gaps in pupils' knowledge.

The school has recently strengthened its approach to managing unacceptable conduct.

Pupils spoke very positively about the ways in which behaviour has improved as a result. Pupils are attentive to their teachers. The atmosphere around the school is calm and purposeful.

The school has appropriate processes in place to identify any additional needs that pupils may have. Typically, staff adapt their delivery of the curriculum so that pupils with SEND learn well alongside their peers. Recently the school has taken action to ensure that the needs of these pupils are fully considered when managing their behaviour.

While some parents and carers remain concerned, staff now receive sufficient information to help them to support these pupils more effectively.

The school has a process in place to identify pupils who cannot read well. Pupils in key stage 3 benefit from effective support to help them to catch up to their peers.

However, this programme is not used widely with pupils in key stage 4. As a result, older pupils do not get the help that they need to read confidently and fluently.

The school comprehensively promotes pupils' personal development.

They benefit from carefully considered opportunities to prepare them for their next steps. For example, Year 11 pupils have mock interviews with local employers. Pupils value this learning which helps to prepare them very well for their lives beyond school.

Staff are happy at this school. They appreciate the way that their time is valued, for example they are given time in their subject teams to develop the curriculum.

Trustees and governors are knowledgeable about the school.

They are sharply focused on working with all levels of school leadership to ensure that the school continues to improve.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school has not identified the essential knowledge that pupils need to retain over time.

This means that teachers lack clarity about the information that they should emphasise when they deliver the curriculum. The school should ensure that teachers have a shared and firm understanding of this essential knowledge so that pupils build a deep and interconnected knowledge of these subjects. ? Some teachers do not use assessment strategies sufficiently well.

As a result, some pupils develop gaps in their knowledge which are not swiftly addressed. The school should ensure that teachers are supported to use assessment strategies as intended so that they effectively remedy any forgotten or missed learning. ? The school's approach to supporting pupils who struggle with their reading is underdeveloped for pupils in key stage 4.

This means that some older pupils who have gaps in their reading knowledge do not receive the help that they need to read well. The school should ensure that these pupils benefit from effective support to improve their achievement in reading.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in March 2015.

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