Stoke Park School

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About Stoke Park School

Name Stoke Park School
Ofsted Inspections
Mrs Natalie Rock
Address Dane Road, Coventry, CV2 4JW
Phone Number 02476450215
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1035
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

The headteacher, ably supported by the trust and staff, has set high expectations for all. Pupils know what is expected of them. They are proud to be members of Stoke Park School.

The school's values of 'pride, respect, independence, determination and excellence' are evident daily.

Pupils attend school regularly and behave well. They are courteous to each other, and to staff and visitors.

Pupils enjoy lessons and have positive attitudes to their learning and that of others. In Year 7, in 'The Bridge', staff equip pupils with the skills they need to learn well. Consequently, they are well prepared for future years.

Pupils are safe and happy and learn ...well. They do not worry about bullying. They know to whom to report concerns.

If bullying does happen, staff sort it out quickly.

Pupils take part in a wide range of lunchtime and after-school clubs. For example, many performed in a production of 'The Wizard of Oz'.

In the sixth form, students enjoy academic and work-related courses. Most choose to go on to university.

Pupils celebrate their differences in many ways, for example by leading the school's equality and diversity group.

They run assemblies and workshops for pupils and staff. Other schools visit Stoke Park School to learn how it promotes equality.

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

School leaders' efforts have transformed this school.

They have planned an ambitious and well-sequenced curriculum in almost all subjects. For instance, pupils can study Latin, and this helps them to learn French. In English, Year 7 pupils read a range of challenging books, including 'The Tempest' and 'Dr Faustus'.

This broadens their vocabulary, enabling them to access unfamiliar texts in other subjects. However, on occasion, the curriculum is not ambitious enough in key stage 3.

Leaders have introduced effective ways to support pupils who need to be better readers.

Teachers help them to improve by using books matched to their phonics knowledge. In many lessons, pupils read aloud more detailed texts. Consequently, most are confident readers.

School leaders have worked well to improve the curriculum. In modern foreign languages, leaders have thought carefully about when and what pupils will learn. As a result, more pupils have chosen to study French at GCSE.

Pupils believe that they can succeed in learning a language. Consequently, the number of pupils entered for the English Baccalaureate is increasing.

Teachers have thought carefully about the order in which pupils learn new knowledge.

For example, in history, pupils develop their knowledge of democracy over time. Pupils build up their knowledge sequentially by studying key events, such as Magna Carta in Year 8 and universal suffrage in Year 9. As a result, pupils gain a rich understanding of complex historical concepts.

Teachers assess pupils' work well to help them improve. In the sixth form, students build on their previous learning well. Teachers check what students can do skilfully.

This helps students think about what they need to do to improve their work. In art, students could explain how they had created their project from an initial pencil sketch to a final art piece. As a result, they created artwork worthy of exhibition.

Teachers work with learning support assistants to shape appropriate tasks for pupils with education, health and care plans. In mathematics, for example, pupils with autism spectrum disorder have opportunities to work silently. This helps them to focus and develop their learning.

Leaders give teachers accurate information about pupils with special educational needs and/or disabilities (SEND). Most teachers select resources and design tasks that help pupils with SEND flourish. However, some teachers do not use this information well.

Subsequently, a minority of pupils with SEND struggle to understand new concepts and ideas.

Pupils experience a rich personal development curriculum. Pupils know the difference between right and wrong.

They care about their environment, locally and globally. They treat others well and develop good relationships with their peers.

Pupils benefit from a good-quality careers programme.

They attend well-planned careers events in Coventry and Birmingham. Many pupils participate in university programmes before they leave school. These experiences motivate pupils to be ambitious and aspirational.


The arrangements for safeguarding are effective.

The designated safeguarding lead provides staff with regular safeguarding briefings. Leaders ensure that staff are recruited safely and in line with government guidance.

Staff know when to refer a safeguarding concern. Leaders know what risks pupils face locally. They work closely with local agencies to help pupils stay safe.

Pupils feel safe in school.

Staff support pupils' mental well-being appropriately. Three therapy dogs, Dexter, Peggy and Milo, help to reduce pupils' anxieties.

Pupils know whom to speak with if they need help. Pupils learn how to be safe online and how to avoid 'toxic' relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• School leaders have not consistently checked that pupils with SEND are provided with the right resources and tasks to aid their learning in all lessons.

Consequently, some pupils with SEND struggle to learn as well as they could. Leaders need to make sure that all pupils with SEND receive high-quality support in all subjects and in all year groups. ? In geography, the key stage 3 curriculum lacks ambition and does not provide pupils with the skills required for future study.

For example, pupils do not learn about glaciation. As a result, pupils' learning is not sufficiently broad. Leaders need to ensure that the geography curriculum has sufficient breadth, depth and ambition.

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