Stocksbridge High School, located in Sheffield, South Yorkshire, was inspected on May 4 and 5, 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various categories including the quality of education, behaviour and attitudes, personal development, and leadership and management. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
The school is characterized by high expectations set by its leaders for all pupils. The curriculum is expanding and ambitious, particularly with an increasing number of vocational subjects available for students in key stage four. This prepares pupils well for their future educational and career choices, especially as they approach Year 11 and their options in Year 9. Teachers challenge students to achieve their best, and most pupils demonstrate good listening skills and behaviour in lessons. However, a small number of pupils struggle to meet the school's high behaviour standards.
Pupils feel safe at Stocksbridge High School, with effective staff supervision during break times and transitions between lessons. The school has a zero-tolerance policy towards bullying, and leaders take immediate action when incidents are reported. The school encourages pupils to voice their concerns, including any unkind comments from peers. Attendance rates are high, and there is a wide range of extracurricular activities available, including sports and drama, ensuring equal opportunities for all students to participate. Leadership roles are also available for pupils, such as representation on the school council and sports leadership with younger students.
The leadership team, including trustees and governors, has a clear vision for the school and its curriculum. They have accurately identified strengths and areas for improvement, effectively implementing changes where necessary. Subject leaders have defined the end points of the curriculum, outlining the essential knowledge and its application. However, some subjects lack well-defined key learning points, and the delivery of the curriculum does not always align with the leaders' intent. While progress is being made, there is inconsistency in curriculum development across different subjects.
Teachers effectively build on prior learning, and the sequencing of lessons aids pupils in retaining knowledge. The special educational needs coordinator has ensured that the needs of pupils with special educational needs and disabilities are identified and supported, although there is room for improvement in the clarity of support plans for those with less severe needs.
Reading is prioritized within the school, with assessments conducted upon entry to identify pupils needing support. Comprehensive reading assistance is provided, including small-group sessions and one-on-one support. Phonics instruction is strong, and leaders are expanding reading opportunities across the curriculum.
While most pupils behave well, there are instances of inappropriate language that go unreported. Leaders are addressing this issue as a priority. The personal development curriculum is well-structured, but some older pupils lack a deep understanding of other faiths, indicating gaps in their learning. The school meets the requirements of the Baker Clause, providing career advice to all pupils and emphasizing preparation for future employment and education.
The safeguarding arrangements are effective, with a strong culture of safeguarding prioritized by governors and leaders. Staff are well-trained to identify and report concerns, and there is good communication with local support agencies. Overall, while Stocksbridge High School demonstrates many strengths, there are areas identified for improvement, particularly in behaviour management and the depth of understanding of other religions among pupils.
