Stowupland High School, located in Suffolk, underwent an inspection on January 10 and 11, and December 1, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, the sixth-form provision was rated as good. The headteacher, David Brewster, leads the school, which is part of the John Milton Academy Trust, overseen by interim CEO Shaun Common and a board of trustees chaired by Alan Ridealgh.
Pupils generally enjoy attending Stowupland High School and feel safe. They appreciate the support provided by staff during challenging times. The curriculum is well-planned, but students with special educational needs and/or disabilities (SEND) do not consistently receive the necessary support to thrive academically. The Mulberry Centre, which caters to pupils with moderate learning difficulties, offers a strong quality of education, leading to positive outcomes for its students.
Behavior among pupils is inconsistent, with some experiencing disruptions in their learning depending on the subject. While larger incidents are managed effectively, many pupils do not adhere to the school's expectations, which are not applied consistently. The sixth form benefits from smaller class sizes and specialist teachers, creating a more conducive learning environment.
The school has made strides in personal development, offering various clubs and activities that foster responsibility and character building through charity work. However, the school has identified areas for improvement, particularly in stabilizing the staff body and enhancing training to promote teamwork among staff. The presence of reinforced autoclaved aerated concrete in the school buildings has led to closures of certain areas, causing disruption for both staff and pupils.
The curriculum is coherent and covers a broad range of subjects, with an emphasis on subject vocabulary and revisiting key knowledge to aid retention. However, the support for pupils with SEND is inconsistent, as staff are not always confident in implementing necessary adaptations, hindering these pupils' progress. The school has prioritized reading, identifying gaps in knowledge for weaker readers and providing phonics support, although this initiative is still developing.
Behavior policies have been clarified, leading to some improvements in attendance and the management of serious incidents. However, lower-level misbehaviors are often overlooked, frustrating those pupils eager to learn. The sixth form demonstrates stronger provision, with teachers making appropriate adjustments to support student success.
The trust has implemented a clear structure to support the school, ensuring that leaders have the necessary information to assess and challenge provision effectively. While the school is not where it should be, leaders recognize the need for improvement. Safeguarding arrangements are deemed effective, but variability in staff implementation of the school's aims remains a concern. The school must focus on developing a stable staff body, ensuring consistent support for pupils with SEND, and addressing behavior issues throughout the school day to enhance the overall learning environment.
