Stoke Damerel Community College

What Ofsted said

From the inspection on 24 March 2026

Pupils typically enjoy their lessons at the school. Staff identify their individual barriers to learning and wellbeing so that pupils have the right help to overcome them. In many lessons, teachers adapt the curriculum to ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged can learn as well as their peers. However, teachers do not help pupils to improve the standard of their written work. This means that pupils continue to make mistakes with spelling and punctuation. This hinders how well pupils can express their knowledge and understanding. Consequently, pupils in Year 11 do not achieve as highly as their peers nationally. In contrast, post-16 teaching is more effective, and students are successful in their chosen qualifications. The high expectations for classroom behaviour means that lessons are not disrupted. Pupils typically feel safe and have trusted adults who they can share concerns with. Nevertheless, pupils do not show the same level of respect for each other. They experience bullying, derogatory comments and unkind behaviours around the school site. Pupils know this behaviour is unacceptable and normally report incidents. While staff take action, too many pupils experience issues that are not resolved quickly and effectively, and therefore this behaviour persists. Increasingly, pupils are attending school more regularly. Pupils enjoy the range of clubs and trips available to develop their talents and interests, including sport and drama. Leaders help and encourage pupils to take part in these activities. Pupils are proud of their student leadership roles, such as house captains and sports leaders. They see these as opportunities to make the school better for everyone. Post-16 students act as role models by running activities and volunteering to help younger pupils. There is also particular excitement about the upcoming culture day organised by the diversity group.

What the school should improve

• Leaders should ensure that weaknesses in pupils’ written accuracy, including spelling, punctuation and handwriting, are identified consistently and addressed systematically, so that pupils are able to demonstrate their knowledge effectively and achieve as well as they should in qualifications.
• Leaders should ensure that teachers consistently apply effective strategies and adaptations for pupils with barriers to learning, so that these pupils receive the support they need to achieve as well as their peers.
• Leaders should strengthen the consistency and impact of their work on behaviour so that there is a culture of mutual respect between pupils and bullying rarely occurs.
• Leaders and governors should ensure that identified school improvement priorities are implemented consistently and evaluated rigorously, so that strategies lead to measurable improvements in the quality of teaching and pupils’ attainment.

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