A Coalville school which is due to close next year has been told it still 'needs improvement' in its latest report from Ofsted.

Stephenson Studio School, with an age range of 14-19, says it offers 'a unique way of learning', and offers a range of academic and vocational qualifications, including GCSEs in English, Maths, Science and Business.

It boasted innovative teaching in small class sizes.

But in June, it announced that it would be closing in August 2024.

A letter to parents from Headteacher Keith Hobbs, said: "Demand for places has been limited and in decline over a number of years - we have a school capacity of 400 but only 83 pupils on roll - which means we are now in a position where it is no longer financially viable or educationally sustainable to continue running the school.

"The Board of Trustees and the Sponsor are committed to ensuring that our current students can conclude their education with us.

"Therefore, they have proposed that the school closes in August 2024, when current pupils complete their year 11 courses.

"Confirmation of the final decision is expected in autumn 2023 following completion of the listening period."

But a monitoring assessment by Ofsted last month, said that the school had not moved on from its 'requires improvement' rating issued in May, 2022.

A report made public this week said the school was showing encouraging signs, but still had work to do.

The school is based at the Stephenson College campus. Photo: Instantstreetview.com

Ofsted said: "Leaders are improving the quality of education.

"They have benefitted from training to deepen their understanding of curriculum improvement.

"Leaders ensure that curriculum planning identifies key knowledge that they want pupils to learn, including by when.

Subject curriculums are well ordered, enabling pupils to build their learning over time.

"Leaders are beginning to develop the sequence of scientific skills that pupils need to learn and when. Leaders are prioritising reading. They are developing a culture of reading that supports building pupils' confidence, fluency of reading and comprehension.

Staff understand the importance of reading in all areas of the curriculum. The culture of reading is improving. Leaders have plans to further embed reading across the curriculum.

"Pupils are supported to develop confidence, and many work with resilience.

"They take pride in their work. Leaders lead with a strong moral purpose. They work with a clear sense of direction to improve the school's provision. Improvement plans have appropriate actions and ambitious goals.

"Trustees support and challenge leaders. Trustees check to make sure that the school embeds improvements and is on track to develop further. The school has improved pupils' behaviour since the previous inspection.

"There has been a reduction in suspensions and in the use of the internal exclusion room.

"Many pupils show positive attitudes to learning. They are mostly polite and respectful of each other and staff.

"There is very little low-level disruption and off-task behaviour in lessons. Pupils' attendance has been affected by the pandemic. However, the school is successfully working with pupils and parents to reduce absence."

Many pupils improve their attendance while at the school. However, too many pupils are regularly absent and therefore do not benefit from the opportunities the school provides. Leaders have reviewed and improved the school's personal, social, health and economic (PSHE) education curriculum. The revised PSHE curriculum includes age-appropriate relationships, sex and health education.

Pupils learn about potential risks and how to be 3 safe when, for example, in the community and online. Leaders support the development of pupils' interests and talents through the vocational parts of the curriculum and work experience. Leaders have maintained a strong culture of safeguarding. They know pupils very well. Staff are well trained and understand their responsibilities. Safeguarding leaders work with external agencies when additional help is needed. Pupils say that they feel safe in school. Leaders value the support provided by different external agencies. Senior and subject leaders have benefitted from support and training provided by a local learning alliance. Leaders recognise that this support has helped to improve the quality of education, behaviour and leadership