Denmark Road High School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Denmark Road High School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Denmark Road High School.

To see all our data you need to click the blue button at the bottom of this page to view Denmark Road High School on our interactive map.

About Denmark Road High School

Name Denmark Road High School
Ofsted Inspections
Headteacher Miss Claire Giblin
Address Denmark Road, Gloucester, GL1 3JN
Phone Number 01452543335
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Girls
Number of Pupils 988
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy a rich, stimulating and ambitious curriculum. They encounter a diverse range of voices and perspectives.

Pupils work hard, strive for and achieve success. In lessons, it is typical to see pupils deeply engaged in scholarly discussion.

Teachers get to know pupils and their aspirations well.

Most pupils thrive within the school's culture of high expectation. While some pupils experience this as pressure, demand across the curriculum is appropriate.

A growing number of pupils report difficulties with their emotional and mental health linked to the COVID-19 pandemic.

Leaders support pupils who experience these challenges and have pl...ans to further develop and implement mental health provision.

Pupils have shared with leaders their experiences of discriminatory behaviour. Leaders have listened and worked with pupils and staff to address this.

Pupils from minority ethnic groups feel included in the school now more than ever.

Most pupils feel safe in school and have confidence that staff deal with any unkindness or bullying well. Increasingly, pupils identify the 'Wellbeing Centre' as a place where they receive supportive pastoral care.

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

Through the curriculum, leaders introduce pupils to 'the best that has been thought and said'. The curriculum is well-structured and implemented. The way in which the curriculum celebrates diversity is a striking feature.

Teachers use assessment effectively. As a result, pupils remember and use what they learn confidently. Subject leaders have designed the curriculum to help pupils expand their vocabulary in ambitious ways.

This lends finesse to pupils' writing and helps to deepen their thinking.

Most pupils with special educational needs and/or disabilities (SEND) follow the curriculum confidently and benefit from supportive teaching. However, in some cases, teachers are not sufficiently clear about the tiers of support in place for pupils with SEND.

Leaders are working to ensure that the needs of pupils with SEND are fully met across the curriculum.

Leaders are proud of the way in which they supported pupils and staff during the national restrictions caused by COVID-19. They have identified a sharp rise in the number of pupils with social, emotional and mental health needs.

Leaders are, therefore, increasingly focused on providing support for pupils' mental health as part of a school-wide strategy. Pupils learn about the importance of achieving a balance between study and leisure activity. They are encouraged to be kind to themselves and to support one another.

Most pupils are punctual and attend school well. Some pupils have lower-than-usual attendance, linked to the COVID-19 pandemic. Leaders have established systems to support the attendance of pupils.

Pupils display high levels of self-control and composure in lessons. Their courtesy towards adults is unfailing. However, a few pupils suffer unkindness from their peers.

Leaders continue to develop pupils' respect for each other.

Leaders promote pupils' personal development through the 'Learning for Life' programme. This includes careers education.

The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils, including students in the sixth form, participate in an extensive range of sporting, creative, technical, cultural, and spiritual pursuits. Pupils discuss and debate their views on current and international affairs.

They become active citizens who want to improve society.

A new trust board was formed in January 2021. The trustees are a suitably skilled group of leaders.

Trustees have begun to think about their vision for the school. They encourage pupils from disadvantaged backgrounds to come to the school and benefit from its ambitious ethos. However, the trustees are in the early stages of understanding the curriculum.

As yet, they do not fully have the information they need to support and challenge leaders about the quality of education provided with sufficient rigour.


The arrangements for safeguarding are effective.

Leaders use training to develop a culture of vigilance among staff.

Staff know how to identify the signs that pupils are at risk of harm. They consider the ways pupils may be affected by sexual harassment and other harmful sexual behaviours.

Staff show concern for pupils' well-being and urge them to report anything that makes them feel uneasy.

Pupils are encouraged to talk about their worries with staff in the 'Wellbeing Centre'.

Leaders ensure that appropriate background checks are carried out on adults working within the school.

In recent months, leaders have strengthened their capacity to respond quickly when they become aware of risks to pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is a lack of clarity about the tiers of support in place for pupils with SEND. This means that leaders do not have clear information on which to base their strategic decisions. Leaders should ensure that pupils with identified additional needs requiring support beyond that of other learners are specifically classified.

• The trust board is newly formed. This means that trustees are developing their understanding of some aspects of the school's work. Trustees should continue to work with school leaders so that they can better hold leaders to account for the quality of their work.

  Compare to
nearby schools