Stoke Park School


Name Stoke Park School
Ofsted Inspection Rating Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Dane Road, Coventry, CV2 4JW
Phone Number 02476450215
Type Secondary
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1028 (50.8% boys 49.2% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor The Futures Trust
Local Authority Coventry
Percentage Free School Meals 22.6%
Percentage English is Not First Language 34%
Persisitent Absence 16.1%
Pupils with SEN Support 12.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (15 February 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

The school meets requirements on the publication of specified information on its website. The school meets the government’s current national floor standards. Stoke Park is a larger than average secondary comprehensive school with a sixth form. The numbers on roll have been stable over the past few years. More than half of its pupils are from White British backgrounds and the numbers on roll from other minority ethnic groups are above the national average. Pupils enter the school with prior attainment which is below that which is typical nationally. The proportion of pupils who have special educational needs and/or disabilities is similar to that seen in secondary schools nationally. The school uses alternative educational provision for a small number of its pupils. These providers are Wyken Extended Learning Centre, The Link, Swanswell, Birmingham Children’s Hospital and Whitmore Park Hospital School. The proportion who are supported by the pupil premium is higher than is typical nationally. There have been significant staffing changes since the last inspection. A new headteacher was appointed in September 2016. She replaced the interim headteacher who had been in post during 2015/16. The school receives support from Coventry City Council school improvement services. There is a specialist resource base for pupils with hearing impairment located on the school site. Although the local authority manages this unit, pupils who attend are registered full-time at the school.

Summary of key findings for parents and pupils

This is an inadequate school Pupils’ progress over time has been too slow. This continues to be the case for current pupils. The most able pupils, make significantly slower progress than other pupils with similar starting points nationally. Disadvantaged pupils, including the most able, make much slower progress than other pupils nationally with similar starting points. Teachers’ expectations are too low and they do not make enough use of assessment information to make sure that planned work matches pupils’ needs as well as possible. School leaders and governors have been too slow to take the required actions needed to improve the school. Many of the areas highlighted in the last inspection have not been addressed. Some leaders lack the capacity to bring about rapid improvement. Overall, attendance rates are low for all pupils when compared to national figures. This is particularly the case for disadvantaged pupils and those who have special educational needs and/or disabilities. Leaders’ actions to improve this situation have not been successful. Behaviour in lessons and around the school site is not consistently positive. Pupils express concern about frequent disruptions to their learning. The school has the following strengths The new headteacher has rapidly diagnosed the challenges facing the school and has taken decisive action to start to bring about improvement. Support for pupils who have special educational needs and/or disabilities is good, especially when taught in small groups. The sixth form is good. Students make positive progress and are well supported by leaders and teachers to achieve further education and/or employment when they leave school.