Stocksbridge High School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils at the school. There is an expanding and ambitious curriculum offer.

The number of vocational subjects for pupils to study in key stage 4 is increasing over time. Pupils are prepared well for their next steps after Year 11 and with their options in Year 9.

Pupils are challenged by their teachers to achieve their best.

Pupils generally listen well in lessons. Most pupils behave well. There are a few pupils who find it difficult to meet the school's high behaviour standards.

Pupils are safe in school. Staff supervision is high at breaktimes and between lessons. Bullying is not tolerated.

When pupils rep...ort bullying of any kind, leaders act. Leaders encourage all pupils to report their concerns. This includes any unkind comments from their peers.

The attendance of pupils is high. There is a wide range of activities for pupils to take part in at school, such as sports events and drama activities. Leaders make sure that there is equal opportunity for all pupils to participate.

Pupils have many opportunities to have leadership roles in the school. This includes school council representation or working as sports leaders with younger children.

What does the school do well and what does it need to do better?

Trustees, governors and leaders have a clear ambition for the school and the curriculum.

Leaders have accurately identified the school's strengths and areas for further improvement. Leaders effect change and improvement well. Subject leaders have correctly defined the end points of the curriculum.

These include the knowledge that pupils need to know and its application. The end points also include preparing pupils thoroughly for their next steps after Year 11. The key learning points in the curriculum are not well defined in some subjects.

Leaders' intent for the curriculum is not supported by its delivery in the classroom. The curriculum in every subject is moving forward. There is some inconsistency, with some subjects being further ahead with curriculum development than others.

Teachers revisit and build on the prior learning of pupils. Learning is sequenced. This is helping pupils to learn and remember more.

Teachers have high expectations. Teachers provide challenge in their lessons and are knowledgeable.

The special educational needs coordinator has ensured that the needs of pupils with special educational needs and/or disabilities (SEND) have been carefully identified.

Reviews are timely and extensive. Pupils with more severe SEND needs are well supported to access the curriculum. For pupils whose SEND requirements are less acute, support plans are less clear.

Clear strategies are not noted in these documents consistently well. Leaders are reviewing the clarity of these documents. Improvements are being made.

Leaders prioritise reading in the school. How well pupils read is checked when they join the school. There is comprehensive help for pupils who need support with reading.

This includes small-group reading sessions and one-to-one support. Phonics is taught well. Leaders are extending reading opportunities for all pupils across the curriculum and in pastoral time.

Pupils generally behave well in class. Some pupils hear inappropriate or hurtful language from a few others. Pupils do not report this to staff consistently.

They are not confident that the use of inappropriate vocabulary would be addressed. Leaders have identified this issue as a key priority. It is being acted on.

The personal development curriculum is well planned. However, some older pupils do not have a deep understanding of other faiths. They have gaps in their learning.

There is a wide range of personal development opportunities for pupils. These include how to keep themselves healthy, stay safe online and be aware of the inappropriate use of mobile phones. Pupils learn about democracy.

There are many opportunities for pupil leadership, such as through the school council and sports teams. Extra-curricular activities are being redeveloped after the disruption caused by the COVID-19 pandemic.

The school meets the requirements of the Baker Clause, by providing careers advice to all pupils in each year group.

Leaders place great emphasis on preparing pupils for employment, education and training when they leave the school.

Safeguarding

The arrangements for safeguarding are effective.

Governors and leaders place safeguarding as a priority for all.

There is an effective culture of safeguarding in the school. The designated safeguarding leads receive training updates regularly. Staff are well trained and know how to report concerns about pupils who may be at risk.

The safeguarding team liaises with the pastoral staff effectively. Leaders review safeguarding information to identify local risks. Leaders inform pupils of these risks through their personal development lessons.

There is good communication with local support agencies. Support for the most vulnerable pupils is quickly requested.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few pupils do not behave consistently well.

During the less structured times of the school day, they do not manage their behaviour as adeptly as their peers. Some pupils report that hurtful terms or derogatory language are heard. Leaders should work to ensure that they reduce the number of such incidents of poor behaviour and encourage pupils to be more confident to report their concerns.

Some pupils have a sound knowledge of other faiths. Other pupils, particularly older pupils, seem to have gaps in their learning. Leaders are aware of these gaps and must now work to ensure that all pupils develop a deeper understanding of other religions in order to best equip them for life in modern Britain.