Stoke High School - Ormiston Academy Review 2026: Ambitious curriculum, strong careers focus, and a clear improvement story

A large, mixed 11–16 academy in Maidenhall, Ipswich, with a deliberate focus on culture, consistency, and wider opportunity. The school’s own language centres on Respect, Inspire, Achieve, and that framing shows up both in how leaders describe the job of school, and in the way rewards and enrichment are positioned as part of a wider expectations model.

This is also a school with visible pride in local heritage. Recent communications reference 125 years of education in Ipswich, and describe the discovery of the Stoke Mammoth during building works in 1979, using it as a springboard for history, place, and community learning.

On outcomes, the headline picture is more mixed. FindMySchool’s GCSE ranking places the school in the lower-performing band in England for GCSE outcomes, and the Progress 8 figure is negative, which matters for families prioritising academic momentum from Key Stage 2 through to GCSE. At the same time, external evaluation highlights calmer classrooms, stronger curriculum thinking, and safeguarding that is described as effective.

A useful way to understand the school’s character is to look at what it rewards and repeats. The ethos phrase Respect, Inspire, Achieve is not treated as marketing copy, it is used as a reference point for how students should behave with peers and adults, and for how the school expects students to approach learning and wider participation.

The culture described in the most recent inspection report emphasises fairness and mutual respect. Students are presented as confident that adults address bullying and disputes, and the classroom tone is described as purposeful, with low levels of disruption and consistent responses when behaviour slips. That combination, high expectations plus predictable adult follow-through, tends to suit students who benefit from clear boundaries and routines, particularly in the transition into Year 7.

Leadership is also part of the atmosphere story, because stability and clarity affect how a school feels day to day. The current Principal is Miss Karen Baldwin, with governance records showing she took up the role from 01 January 2023. For families, that is a helpful reference point, it indicates the improvement work and current tone are associated with the present leadership team rather than a legacy regime.

Finally, there is a distinct “school as community institution” thread. The Trust has publicly framed the 125-year anniversary as a moment to reconnect students with Ipswich history, including commissioning local artwork and building projects around archives, heritage, and local landmarks. That emphasis can give students a stronger sense of belonging to place, which is often underestimated as a driver of attendance and engagement.

GCSE outcomes (FindMySchool rankings and official measures)

Ranked 3,627th in England and 17th in Ipswich for GCSE outcomes (FindMySchool ranking based on official data). This places the school below England average overall, and it is an important data point for families weighing academic stretch and examination confidence.

On attainment and progress measures, the available headline indicators reinforce that picture. The Progress 8 score is -0.41, indicating students, on average, make less progress than similar students nationally across the GCSE suite. Average EBacc APS is 2.79, and 6.3% of students achieve grades 5 or above in the EBacc measure. These numbers do not mean individual students cannot do extremely well, but they do suggest families should ask focused questions about subject support, reading, attendance, and intervention, especially for students aiming for strong EBacc pathways.

A practical tip here is to use the FindMySchool Local Hub comparison tool when shortlisting, because the most meaningful context is often local. Comparing Progress 8 and EBacc entry patterns across nearby Ipswich secondaries can help families understand whether the data reflects the school’s intake profile, curriculum choices, or a wider trend.

How that connects to the school’s improvement priorities

The latest inspection narrative describes leaders, supported by the Trust, making swift changes to curriculum planning and school culture. It also flags reading as a key barrier for some students, with new strategies in place but not yet fully embedded across subjects. That is a coherent improvement agenda, because reading fluency and attendance are two of the biggest multipliers in secondary results, and schools that address them systematically tend to see results follow over time rather than instantly.

The academic model described in external evaluation is centred on an ambitious curriculum that is planned from Year 7 to Year 11 with clear sequencing of knowledge. The report describes subject plans that make explicit what students need to know and when, and gives a concrete example of English where Year 8 learning builds directly on Year 7 content to support more detailed discussion of a set text. The implication for students is that learning is intended to be cumulative, which is often the difference between “covering” content and genuinely retaining it.

Teaching is framed as structured and carefully checked. The report describes teachers using assessment routinely to identify gaps and misunderstandings early, then addressing them so misconceptions do not compound. For families, this matters most for students who arrive with uneven prior learning, or who have missed significant schooling, because tight feedback loops reduce the chance of a student quietly falling behind until Year 10 or Year 11.

The SEND approach is presented as inclusive rather than separate. Students with SEND are described as accessing the same curriculum, with lesson adaptations that make learning accessible, and with many achieving in line with peers. That suggests the school is aiming for mainstream participation rather than over-reliance on withdrawal, which can be a strong fit for students whose needs can be met through adaptation, scaffolding, and consistent classroom practice.

As an 11–16 school, the key transition is post-16. The most useful way to assess readiness for that transition is not simply GCSE outcomes, but the careers and guidance infrastructure that helps students choose well and secure places that suit them.

Careers education is positioned as a formal programme rather than ad hoc events. The school states it has been assessed and accredited as fully meeting the accreditation criteria incorporating the Gatsby Benchmarks, and it references regular use of the Compass self-evaluation tool as part of implementation. For families, this is a positive sign because it implies a planned sequence of encounters and guidance, not just a careers fair in Year 10.

The school also describes a targeted “Period 6” slot that can be used for Year 11 intervention or clubs. In practical terms, that creates space for additional revision and subject catch-up without displacing the normal timetable, which is often important in schools working to raise outcomes and close knowledge gaps.

If you are assessing destinations, the most important parent action is to ask the school directly about current Year 11 pathways, for example the proportion progressing to sixth form versus college routes, and how the school supports applications and interviews. The website does not publish a detailed post-16 destinations breakdown, so a conversation matters here.

Year 7 admissions are coordinated by Suffolk County Council rather than handled directly by the academy. The school notes an admission number of 172 for Year 7, and states that mid-year applications are handled by the academy.

For September 2026 entry into Year 7 in Suffolk, key council dates include:

• Apply by 31 October 2025.

• National Offer Day is 02 March 2026.

• If the council has not heard otherwise, it assumes acceptance by 16 March 2026.

• For on-time applicants who wish to appeal, the guidance states an appeal form should be submitted by 27 March 2026 to be heard by mid-June.

Open events are seasonal and can change year to year. A school newsletter lists a Stoke Open Evening in late September (a common pattern for Year 7 admissions exploration). Families should treat September and October as typical timing for open evenings, then check the school’s current calendar for the latest arrangements.

A practical shortlisting step is to use FindMySchoolMap Search early in the process, not because it guarantees outcomes, but because it helps families model realistic alternatives when admissions outcomes are uncertain.

Pastoral messaging places a premium on respectful relationships and safe conduct. External evaluation describes students as understanding difference and treating each other fairly, with prejudicial language not accepted, and with confidence that adults handle bullying and disagreements. That is a strong baseline for wellbeing, because it reduces the “background stress” that can otherwise undermine attendance and learning.

Personal development is also described as a structured programme rather than an add-on. The inspection narrative highlights personal, social, health and economic education as high quality, covering relationships, finance and careers, and helping students understand difference and build mutual respect. For families, the implication is that social development and safety education are built into the timetable, which often supports students who need explicit teaching in relationships and self-management.

Attendance is an area to watch closely. External evaluation notes improvement, but also that persistent absence remains high for some groups, including students with SEND, with leaders expected to work closely with families and agencies. If you are considering the school for a child who finds attendance difficult, it is worth asking how attendance monitoring and early help operate in practice.

Extracurricular life is described as both inclusive and structured. The school highlights Duke of Edinburgh as available to every student, alongside physical provision such as an obstacle course and a fitness suite. Those specific assets matter because they provide “hooks” for engagement that are not purely classroom-based, which can be decisive for students whose confidence grows through activity and participation.

The inspection report also points to enrichment being used to widen experience, not just to entertain. It references a broad menu of clubs, trips and experiences, with an awards approach for younger pupils that rewards trying new activities and visiting cultural venues. The implication is that the school is trying to make cultural capital a deliberate part of the offer, rather than leaving it to family circumstance.

Students also appear to have formal avenues for leadership and voice. A recent newsletter describes a student “Parliament” focus on student voice and practical school improvements, plus the appointment of Head Boy and Head Girl roles. For students who benefit from responsibility and recognition, these structures can create a stronger sense of ownership and belonging.

Finally, the timetable itself creates an enrichment lever. The “Period 6” slot, used for targeted Year 11 students or clubs, can be a meaningful differentiator. It allows the school to blend intervention and wider participation without asking every student to stay late every day, and it provides families with a clear picture of when extended-day activity is likely to happen.

The school operates a six-period structure with tutor time at 8.30 am, and the day ending at 4.05 pm. There is a “Period 6” slot at 3.05 pm for targeted Year 11 intervention or clubs, which is useful context for transport planning and after-school commitments.

As a secondary school, wraparound childcare is not usually a standard offer in the way it is for primaries. The website does not present a dedicated before-and-after-school childcare model, so families needing consistent supervision beyond the end of the school day should ask directly what supervised provision exists beyond clubs and targeted sessions.

• Academic progress is below England average. The Progress 8 figure is negative (-0.41), and FindMySchool’s GCSE ranking sits in the lower-performing band in England. Families with high academic ambitions should ask what subject-by-subject intervention looks like from Year 9 onwards, and how the school is addressing reading across the curriculum.

• Reading as a barrier is a known issue. External evaluation describes new reading support strategies that were not yet fully embedded across subjects. This can affect every GCSE, not only English, so it is worth asking how reading is assessed on entry and what support students receive if they are behind.

• Attendance remains a priority area. The most recent inspection narrative notes improvement, but persistent absence remains high for some groups, including students with SEND. If attendance has been challenging previously, families should explore how early help, pastoral contacts, and reintegration plans work in practice.

• The school day can run later than some families expect. The formal close is 4.05 pm, with a structured slot for targeted Year 11 or clubs. This suits students who benefit from structured intervention or enrichment, but it can complicate travel and sibling logistics.

Stoke High School - Ormiston Academy is a school with a clear direction of travel: tighter culture, more coherent curriculum planning, and a strong emphasis on careers guidance and enrichment. The latest inspection evidence supports a picture of respectful relationships, calm classrooms, and effective safeguarding, while also being candid about attendance and reading as ongoing priorities.

This will suit families looking for a structured 11–16 school in Ipswich that places weight on personal development, extracurricular participation, and practical next-step planning, especially for students who respond well to consistent routines and clear expectations. Families whose priority is maximum academic outcomes should look closely at current intervention, reading strategy, and subject performance before committing.