Stalham High School, located in Norwich, Norfolk, has received a positive inspection report, indicating overall effectiveness as good. The inspection took place on June 25 and 26, 2024, and the school has maintained its good rating since the previous inspection. The executive headteacher, Alastair Ogle, leads the school, which is part of the Synergy Multi-Academy Trust, overseen by CEO Louise Lee and a board of trustees chaired by Natasha Hutcheson.
The school fosters a strong sense of community among its pupils, who are articulate, confident, and respectful towards staff and each other. Pupils take pride in their school and actively participate in initiatives such as anti-bullying and autism ambassador roles, promoting inclusivity. High expectations are set for pupils, and routines are increasingly established, contributing to a hardworking environment where achievements are valued. During unstructured times, pupils engage in activities like football and maintain a tidy school environment, demonstrating respect for their surroundings and supervising adults.
The school has made significant improvements in the quality of education since the last inspection, focusing on curriculum development to address historical gaps in knowledge and skills. Subject specialists effectively deliver content, and while public examination outcomes are still being improved, there has been progress from 2022 to 2023. However, some subjects are still in the early stages of curriculum planning, which affects the depth of pupils' understanding.
Support for pupils with special educational needs and disabilities is well-defined, with inclusive practices at the core of the school's operations. The specially resourced provision for pupils with autism, known as The PAD, has a positive impact on learning, with skilled support from adults ensuring good achievement. The school promotes a love for reading, with a well-resourced library and initiatives to support struggling readers, including the presence of a reading dog named Rallo.
The atmosphere at Stalham High School is calm and purposeful, with most pupils behaving well and understanding classroom routines. However, attendance remains a concern, as some pupils do not attend school frequently enough, missing out on valuable learning and social experiences. The school has implemented more rigorous systems to address behavior and promote regular attendance.
Pupils express positive feelings about their relationships with staff, feeling listened to and respected in an inclusive environment. They have opportunities to take on leadership roles and participate in extracurricular activities, including the Duke of Edinburgh's Award scheme. The personal, social, health, and economic education curriculum equips pupils with knowledge about positive relationships, mental health, and the world of work, complemented by a highly effective careers program.
Leaders at all levels have successfully implemented and sustained improvements since the last inspection, resulting in a higher standard of education. They accurately evaluate the school's strengths and areas for development, with robust systems in place. Staff are engaged and aligned with the school's direction, fostering a shared aspiration for pupil achievement and providing effective development opportunities.
The safeguarding arrangements at Stalham High School are effective, ensuring the safety and well-being of all pupils. However, the school recognizes the need for further improvement in certain areas. Some pupils are not achieving their full potential due to insufficiently established curricula in specific subjects. The school aims to strengthen practice in these areas and promote the importance of regular attendance to enhance the overall educational experience for all pupils.
