Staniland Academy

Staniland Academy is performing strongly overall, with a welcoming culture, high expectations and effective support helping pupils to achieve well. Pupils generally feel safe, behave very well and show respect, while staff build warm relationships with pupils and families. The school has a clear ambition for all pupils, including disadvantaged pupils, those with SEND and pupils who speak English as an additional language, and early years provision is exceptional. Reading is a notable strength: children begin phonics in Reception, staff are expert teachers of reading, and pupils who fall behind are supported to catch up. The curriculum is ambitious and well sequenced in most subjects, and pupils with SEND are identified quickly and supported effectively. Personal development is also strong, including work on health, relationships, British values and equality, and attendance systems are having a positive impact. Leaders and trustees know the school well and are mindful of staff workload and wellbeing. The main areas for improvement are in foundation subjects, where prior learning is not consistently revisited and consolidated, so some pupils do not remember key content securely. Pupils also need more depth in learning about different faiths so they can engage effectively with this aspect of life in modern Britain. Staniland Academy is an academy converter within the Voyage Education Partnership, and this was its first routine inspection since the COVID-19 pandemic.

Strengths

• Welcoming school with warm relationships and pupils who feel safe
• High expectations of behaviour, with pupils demonstrating deep respect
• Strong ambition and effective support for disadvantaged pupils and those with EAL
• Passionate reading culture with expert phonics teaching and effective catch-up support
• Ambitious, well-sequenced curriculum in most subjects
• Swift identification and effective support for pupils with SEND
• Strong personal development, including health, relationships and British values
• Effective attendance systems having a positive impact
• Outstanding early years provision with highly skilled language and communication support
• Leaders and trustees know the school well and consider staff workload and wellbeing
• Effective safeguarding arrangements

Areas for Improvement

• In some foundation subjects, prior learning is not revisited and consolidated effectively, so pupils do not remember key content well enough
• Pupils do not learn about different faiths in sufficient depth and cannot recall some religious education learning

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Staniland Academy attended 94.8% of sessions (the national figure for primary schools was 94.8%). 15.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

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, 0.2% of pupils at Staniland Academy were suspended at least once (nationally 1.1%). 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 Staniland Academy had 20.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 3.9% were no longer at the school a year later (nationally 15.7%).

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, 16.3% of pupils at Staniland Academy were on SEN support (nationally 15.4%) and 2.8% had an education, health and care (EHC) plan (nationally 4.1%).

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 primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Staniland Academy received £7,604 and spent £6,865 for each of its 508 pupils. It ended the year with reserves of £754,000 (£1,484 per pupil).

Across all 11 schools of Voyage Education Partnership, income was £8,516 and spending £8,053 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.

• Primary Schools
• Secondary Schools

All schools in Boston · Lincolnshire local authority: places and applications

Staniland Academy is part of Voyage Education Partnership, which runs 11 schools. The nearest others:

• Carlton Road Academy Boston
• Boston Pioneers Free School Academy Boston
• Park Academy Boston
• Haven High Academy Boston
• Fishtoft Academy Boston
• Old Leake Primary Academy Boston
• Gosberton Academy Spalding
• Helpringham Primary Academy Sleaford
• Gedney Church End Primary Academy Spalding
• Wygate Park Academy Spalding

What is Staniland Academy's Ofsted rating?

The latest Ofsted rating for Staniland Academy is Good, from an inspection in June 2025.

When was Staniland Academy last inspected by Ofsted?

Staniland Academy was last inspected in June 2025.

How many pupils does Staniland Academy have?

Staniland Academy has 461 pupils on roll.

What age range does Staniland Academy cover?

Staniland Academy for pupils aged 3 to 11.

What are Staniland Academy's SATs (KS2) results?

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Staniland Academy?

Staniland Academy is at Peck Avenue, Boston, Lincolnshire, PE21 8DF.