Stephenson Academy

Stephenson Academy is a special school for pupils with social, emotional and mental health needs, all of whom have an education, health and care plan. This was its first routine inspection since the COVID-19 pandemic, and it remains good across the four key judgements, with no overall effectiveness grade under the current framework. Staff build warm, trusting relationships and understand pupils’ SEMH needs well, so pupils feel safe and are well supported to learn. The curriculum is broad and balanced, with reading and writing prioritised and effective phonics support where needed. At key stage 4 pupils take GCSEs and vocational subjects, and PSHE, life skills, careers education and enrichment prepare them well for life beyond school. Behaviour is typically calm; pupils are taught positive friendships and bullying is dealt with sensitively, while staff calmly help pupils reset when they lose control of their emotions. Leaders have reorganised classes around similar needs and use EHC plans precisely, and pupils achieve well. The main concern is attendance. Many pupils struggle to attend regularly because of SEMH needs, and some have been out of education for long periods before joining. The school is working hard with families and has introduced a wider range of access approaches, including online tutoring, community teaching, quiet spaces and carefully used part-time timetables, but this work is relatively new and its impact is not yet fully evident. Leaders, governors and trustees have an accurate view of the school, staff feel supported, and safeguarding is effective; the clear next step is to revise support for the most vulnerable pupils so they attend more often.

Strengths

• Warm, professional and trusting relationships help pupils feel safe.
• Staff understand pupils’ social, emotional and mental health needs well.
• High expectations are combined with precise adaptation using EHC plans.
• Pupils learn successfully and achieve well, with many gaining GCSE qualifications.
• Behaviour is typically calm in lessons and around the school.
• Pupils are taught positive friendships and bullying is stopped sensitively.
• The curriculum is broad and balanced, with reading and writing prioritised.
• Effective phonics support helps pupils who need extra help.
• PSHE, life skills, careers education and enrichment prepare pupils well for life outside school.
• Classes are well organised so pupils learn with others who have similar needs and starting points.
• Leaders, governors and trustees have an accurate view of the school’s strengths and priorities.
• Staff are proud to work at the school and benefit from well-being support.
• Safeguarding arrangements are effective.

Areas for Improvement

• Many pupils do not attend school regularly enough to benefit fully from what the school offers.
• Some pupils have been out of education for significant periods before joining the school.
• The school needs to revise its approach to supporting the most vulnerable pupils to access education and attend more often.
• The careful use of part-time timetables and alternative access arrangements is relatively new, and its impact is not yet fully evident.

In 2024–25 pupils at Stephenson Academy attended 60.5% of sessions (the national figure for special schools was 87.2%). 79.3% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 59.8% of pupils at Stephenson Academy were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Stephenson Academy had 5.7 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 18.5% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Stephenson Academy had 120 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: social, emotional and mental health.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2024–25 Stephenson Academy received £42,421 and spent £47,889 for each of its 117 pupils. It ended the year with a deficit of £1,325,000 (-£11,325 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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What is Stephenson Academy's Ofsted rating?

The latest Ofsted rating for Stephenson Academy is Good, from an inspection in July 2025.

When was Stephenson Academy last inspected by Ofsted?

Stephenson Academy was last inspected in July 2025.

How many pupils does Stephenson Academy have?

Stephenson Academy has 120 pupils on roll.

What age range does Stephenson Academy cover?

Stephenson Academy for pupils aged 9 to 16.

What are Stephenson Academy's GCSE results?

In 2022 its average Attainment 8 score was 11.1, and 0% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Stephenson Academy?

Stephenson Academy is at Crosslands, Stantonbury, Milton Keynes, Buckinghamshire, MK14 6AX.