Stretford High School

Highlights from Latest Inspection

Outcome

Stretford High School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are proud of the diversity represented within their school.

They animatedly described 'the power of you' days where they celebrate each other's cultures and faiths. Pupils said that everyone is free to be themselves. This creates a sense of belonging which helps pupils to feel happy in school.

Pupils are keen to ensure that visitors are made to feel welcome. Polite and respectful interactions between pupils and adults are the norm. The atmosphere in the school is calm and orderly.

Pupils typically behave we...ll.

Pupils embrace opportunities to make changes for the benefit of others. For instance, following a consultation with their peers, the student council negotiated a change to the uniform policy.

Community ambassadors help to look after the environment in the local area.

The school prioritises pupils' personal development alongside academic success. Pupils benefit from the 'CARE' (community, aspiration, resilience, education) programme which includes activities that help to promote well-being and develop their self-esteem.

For example, pupils participate in sessions where they reflect on their positive qualities.

Pupils appreciate the care that staff have taken to ensure that the diversity of the school community is reflected in the school's high-quality curriculum. The school has high expectations of pupils' achievement.

Most pupils achieve well.

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

The school has ensured that the curriculum is broad and ambitious. It has taken action to raise the profile of the English Baccalaureate suite of subjects.

For example, information about careers is woven into the curriculum in key stage 3 so that pupils understand what qualifications in these subjects can prepare them for. This is beginning to take effect. For instance, the number of pupils opting to study a modern foreign language in key stage 4 is increasing.

The school has identified the most important information that pupils should learn in each subject. Key concepts are revisited over time to help pupils to consolidate their learning. Teachers are knowledgeable about their subjects.

They explain new information clearly to pupils. In lessons, pupils are attentive to staff. Typically, learning proceeds undisturbed.

The school has ensured that teachers check what pupils have learned. However, at times, some teachers do not conduct these checks successfully to identify where pupils have missed or forgotten their learning. On occasions, some teachers move learning on before some pupils are ready.

The school is sharply focused on ensuring that vulnerable pupils are supported to access the curriculum well. It rigorously identifies any barriers to learning that pupils may have. This includes any special educational needs and/or disabilities (SEND) and any difficulties with reading.

Well-trained staff help to prepare and equip these pupils to access their learning successfully. For example, pupils appreciate the support that is available to them in 'the hub'. Pupils at the earlier stages of reading receive the help that they need to develop into confident and fluent readers.

The school is determined to provide pupils with knowledge and experiences that enable them to grow into confident and successful members of society. It has crafted a comprehensive approach to promoting pupils' personal development. This includes the 'everything else' programme, through which pupils deepen their knowledge of a wealth of topics.

These range from first aid and financial planning to discussion of international issues, such as modern-day slavery. In addition, the school's extensive careers programme provides pupils with useful information to enable them to make well-informed decisions about their next steps.

Governors bring a range of expertise to their roles and the school makes good use of this.

Governors and leaders work closely together to review and refine the quality of education that the school provides. They prioritise giving staff opportunities to work together to do this. For instance, staff have dedicated time with their subject teams for curriculum development.

Staff appreciate leaders' consideration of their well-being. Staff are overwhelmingly proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not check that pupils have understood and remembered their learning before they move on. As a result, some pupils develop misconceptions or gaps in their knowledge which are not swiftly addressed. The school should ensure that teachers use assessment strategies well to identify and remedy gaps in pupils' knowledge before they introduce new content.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.