Stewards Academy, located in Harlow, Essex, has recently undergone an inspection that highlighted several areas for improvement. The overall effectiveness of the school is rated as requiring improvement, a significant drop from its previous inspection grade of good. The quality of education, behavior and attitudes, and leadership and management are all noted as requiring improvement, while personal development is rated as good. The headteacher, Helen Ginger, leads the school, which operates under the Stewards Academy Trust, overseen by a board of trustees chaired by Tessa Miller.
Pupils at Stewards Academy have access to a variety of extracurricular activities that foster confidence and broaden their experiences. These include clubs ranging from rocket making to crochet, as well as opportunities to participate in musical productions and the Duke of Edinburgh’s Award scheme. Leadership roles such as prefects and school council members help students develop essential skills. However, the report indicates that the quality of lessons does not consistently meet expectations, particularly for pupils with special educational needs and/or disabilities (SEND), who do not always receive adequate support.
The curriculum is designed to provide a broad range of subjects, including vocational courses in key stage four, which prepares students for future education and employment. While the curriculum identifies key knowledge for success, it lacks consistency in delivery across subjects. Some teachers demonstrate sufficient subject knowledge and employ effective questioning techniques, but others have not received adequate training, leading to less engaging lessons. This inconsistency affects pupils' ability to learn and achieve their potential.
The school is making efforts to improve behavior standards, with leaders implementing clear expectations and policy changes that have begun to yield positive results. However, the inconsistent application of behavior policies by staff creates confusion among pupils regarding acceptable behavior, leading to disruptions in lessons. The pastoral team supports pupils in improving attendance and well-being, but attendance rates for disadvantaged pupils remain a concern.
The personal, social, and health education curriculum is well-structured, effectively preparing pupils for adulthood by addressing important topics such as diversity and the dangers of knife crime. The school collaborates with a local trust to enhance educational quality, and trustees are increasingly challenging school leaders. While senior leaders have realistic improvement plans, some leaders struggle to measure the impact of their actions effectively, hindering swift improvements for all pupils.
Safeguarding arrangements are deemed effective, ensuring that pupils are protected and supported. However, the school must focus on clearly identifying key knowledge in the curriculum to enhance learning outcomes. Training for staff is essential to ensure that all teachers can deliver engaging lessons that meet the needs of all pupils, including those with SEND. Consistent application of behavior expectations is crucial to foster a positive learning environment. Additionally, leaders need to develop skills in evaluating the effectiveness of their initiatives to ensure sustained improvement across the school. Overall, while Stewards Academy offers valuable opportunities for personal development, significant work is needed to enhance the quality of education and behavior standards to ensure all pupils can thrive.
