Co-op Academy Stoke-on-Trent is recognized as a good school, demonstrating a commitment to fostering well-rounded young adults. The leadership team sets high expectations for student achievement and encourages pupils to broaden their horizons beyond their local community. Students take pride in their school and generally exhibit good behavior, showing attentiveness and a positive attitude during lessons. However, there are instances where misbehavior is not consistently managed by staff, and while bullying is addressed promptly, it can still occur.
The curriculum is broad and balanced, with a particular focus on helping students catch up on reading following the disruptions caused by the COVID-19 pandemic. This initiative has been successful, contributing to students' overall academic progress. The school offers various extracurricular opportunities, including participation in the Co-op young leaders program, which allows students to engage with community activities and support local primary schools and charities.
Leaders have developed an ambitious curriculum, with subject leaders carefully planning the sequence of topics to ensure knowledge builds over time. This approach is particularly effective in English, where teachers connect new learning to prior knowledge, enabling students to make good progress. Teachers demonstrate strong subject knowledge and employ diverse strategies to assess student understanding and identify knowledge gaps. However, some students struggle to recall previous learning, which can hinder their ability to connect ideas.
The uptake of modern foreign languages at key stage four is low, prompting leaders to recruit new teachers to enhance stability in this area. They recognize the need to increase the number of students opting to study these subjects at GCSE level and have plans to address this issue. Reading has been prioritized, with all students assessed at the beginning of the academic year to identify those needing additional support. A systematic intervention program has been implemented, proving effective in helping students improve their reading skills.
The school has established clear processes for identifying students with special educational needs and disabilities. Leaders monitor the progress of these students closely and implement appropriate interventions, ensuring that learning plans are regularly reviewed to meet individual needs. Positive relationships between staff and students contribute to a conducive learning environment, although inconsistencies in the application of the behavior policy have led to a high number of students being removed from lessons or placed in isolation, which can disrupt their learning.
The personal, social, and health education curriculum is well-structured, revisiting topics annually to deepen students' understanding of important themes. Students receive guidance on their educational and employment pathways, with most securing positive destinations after leaving school. The Academy Governing Council is knowledgeable and effectively supports school leaders, contributing to a positive working environment for staff.
Safeguarding arrangements are effective, with thorough checks conducted on staff and regular training provided to ensure awareness of potential risks. Leaders maintain detailed records of concerns and take timely action to support vulnerable students. Local agencies value the school's efforts in addressing community issues.
To improve, the school must ensure consistent implementation of its behavior policy and reduce the number of students removed from lessons. Increasing the uptake of modern foreign languages and enhancing strategies to help students retain prior learning are also essential areas for development. Overall, Co-op Academy Stoke-on-Trent continues to provide a supportive and enriching educational experience for its students.
