- Stanground Academy
- Head: Mr George Lewis
- T 01733 564071
- F 01733 347626
- E [email protected]
- W www.stangroundacademy.org
- A state school for boys and girls aged from 11 to 19.
- Boarding: No
- Local authority: Peterborough
- Pupils: 1337
- Religion: None
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 4th April 2017
- 2 Full inspection 11th February 2014
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Students who have reading, spelling and/or numeracy levels below their chronological age are offered a range of support programmes in addition to in-class support from the Teaching Assistants. Some of these programmes are provided during the school day and others during morning tutorial. Morning tutorial provision programmes provided: 1. Units of Sound Spelling Programme – one-to-one spelling work with a Teaching Assistant 2. Paired Reading - One to one reading with a Year 10, Year 11, a Sixth former or adult helper. 3. SuccessMaker Reading and Spelling Programmes - Computer aided individual learning programme. 4. Springboard Maths – for students who did not achieve Level 4 in their KS2 SATs. The aim is to build on their basic numeracy skills and to increase their confidence in Mathematics. Learning Support opens at 8.00am. Tutorial programmes start officially at 8.30am. School Day Provision Corrective Reading All four levels of Corrective Reading are taught at Stanground. Students are withdrawn from mainstream lessons for 2 x 1 hour per week to attend their Corrective Reading lessons. Units of Sound Spelling. This is a Dyslexia Institute Course using multi-sensory methods to improve the spelling and vocabulary for Secondary students and adults. Students are withdrawn from mainstream lessons for 1 hour per week to attend Units of Sound lessons. SuccessMaker Enterprise. All students in Year 7 have one hour per week of SuccessMaker Reading and Spelling. These classes all have TA support. Key Stage 4 Withdrawal A small number of students in Year 10 and 11 need extra help with their class and course work. Based on their individual needs they are offered support. The intervention programme is tailored to each student’s unique problems. In Class Support Teaching assistants support students with special educational needs in their mainstream lessons. Although this support is targeted at students with a statement of special educational need the teaching assistants work with all the students in the classroom. Help is offered in all curriculum areas where there is a need and allocated hours permit. Monitoring and evaluating progress. All students who take part in the withdrawal programmes are tested termly to look at their progress in reading and spelling to ensure that students are on the appropriate programme. If progress is not being made alternative intervention is offered. This includes intensive ILS programmes such as Wordshark, Starspell, etc. Once a year in the summer term all students in Key Stage 3 are tested to make sure that no student is falling behind. Any students who are falling behind are offered intervention. Learning support clubs. Break And Lunchtime Homework Club The learning support area is open every break and lunch time. It is staffed by teaching assistants. Any student who needs help with homework, coursework or class work is welcome to come. In addition to written homework, they can work on SuccessMaker or use the computers for research. The students are allowed to eat a packed lunch in the area. SMILE Club Students are able to go to the SuccessMaker Suite to work on the computers, play board games or generally socialise in a safe and secure environment with TAs in support and a number of Year 9 trained mentors. Chill Club This is offered to Year 7 students for three hours per week at lunchtime where they can eat their lunch and play board and other games supervised by a TA. Learning Support Open Evening Each year the department holds an open evening when parents are very welcome to come along and meet staff who work with their children. They are able to learn about the work of the learning support department and find out about the different programmes used. They are also offered methods of supporting their child at home both with homework and with methods to improve their reading, spelling and numeracy. Parents receive letters to inform them of the dates and time of the meeting. Liaison with parents. The Learning Support Department prides itself on close contact with parents. All parents are informed of the progress made by their children via letters, phone calls or emails. The Learning Support Manager / SENCO offers a surgery to parents by appointment every Monday after school from 3.20pm to 5.00pm. A number of parents drop their children off and pick them up every day from Learning Support, which also aids communication and improves behaviour.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year