Stocksbridge High School

What Ofsted said

From the inspection on 12 May 2026

Pupils do not achieve as well as they should. Pupils' achievement, particularly that of disadvantaged pupils, has declined significantly over time. While leaders have responded to this robustly, it is too early to see the fruits of those improvements. The single biggest barrier to pupils achieving their potential is poor attendance. Over time, pupils' attendance has declined. For disadvantaged pupils, this decline has been significant. There is currently little evidence that pupils' attendance is improving consistently well. Leaders' strategies to improve pupils' attendance have not had the desired impact. A greater focus on attendance and improved pastoral support have helped to encourage some pupils back into education. Younger pupils attend much better than older ones. However, overall, pupils' attendance is too low. Too many disadvantaged pupils and pupils with special educational needs and/or disabilities are frequently absent and miss out on learning. Pupils benefit from a more consistent educational experience than they once did. New leaders have brought increased stability, higher expectations and a clear understanding of what needs to improve. Pupils feel safe and are confident to report any concerns they might have. Bullying is rare and dealt with robustly when it does occur. Pupils learn the importance of tolerance and respect. This is creating an increasingly harmonious school community. Pupils appreciate the improvements they have seen at their school, including better behaviour, greater support for their learning and a wider range of clubs. However, pupils' experience is still too variable. Leaders' vision of a high-quality education and excellent standards of behaviour are not currently realised. When pupils are in lessons, their conduct is better than it is around the school. Leaders know this is the case and have taken swift and effective action to address it. Greater supervision on corridors has reduced lesson truancy. Rewards for pupils have increased engagement in learning. However, many changes to the curriculum and how it is taught are new. Pupils experience teaching that varies in how effective it is. They do not learn as well as they should.

What the school should improve

• Leaders must ensure that their attendance strategy leads to increased rates of attendance and reduced persistent absence, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).
• Leaders and those responsible for governance must ensure that highly effective action is taken to increase pupils' achievement and ensure that pupils are well prepared for their next stage of education, employment or training.
• Leaders must ensure that the curriculum is implemented effectively, particularly for disadvantaged pupils and pupils with SEND, so that gaps in foundational knowledge are addressed and pupils achieve well.
• Leaders should ensure that pupils' barriers to learning are identified precisely and that staff make effective use of information and strategies to support pupils' learning and adapt their teaching.
• Leaders should ensure that staff consistently model and maintain high expectations for behaviour so that pupils develop the resilience and self-discipline to thrive.
• Leaders should ensure that pupils have a secure understanding of the personal development curriculum, particularly knowledge of those who are different and of fundamental British values.

Read the full Ofsted report (opens in a new tab)