Stroud High School

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About Stroud High School

Name Stroud High School
Ofsted Inspections
Headteacher Mr Mark McShane
Address Beards Lane, Cainscross Road, Stroud, GL5 4HF
Phone Number 01453764441
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Girls
Number of Pupils 1067
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this exceptional school. They relish their learning and the extensive opportunities they have for their personal development.

The school is determined that pupils experience 'the exceptional every day', and they do. Parents value the high quality of education and care that their children receive.

There is a strong culture of respect and inclusion.

Pupils celebrate each other's differences and play a positive role in creating a tolerant community. They cooperate exceptionally well and actively support each other's well-being. Pupils have very positive attitudes to learning.

Their conduct is exemplary.

Pupils are highly active... citizens. They make significant contributions to the school and the local community.

Pupils organise events to promote diversity across the school, for example. Some pupils help in local primary schools, while others lead groups, such as the well-being committee. Pupils gain leadership skills and use these to make a positive contribution to society.

Pupils benefit from an extensive range of opportunities to inspire and foster their talents and interests. The school ensures that there are no barriers to pupils participating in these. For example, all pupils sing in the choir, play sport and participate in science, technology, engineering and maths activities when they join the school.

The school tailors its programmes to nurture each pupil as an individual.

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

The school has a highly ambitious vision for its pupils. The curriculum is academically demanding.

For example, all pupils study two modern foreign languages in Years 8 and 9 and many go on to study languages in key stage 4. In the sixth form, study programmes are tailored carefully to students' needs. The school has planned the curriculum with precision.

Pupils consistently build new learning on secure foundations. As a result, they achieve exceptionally well. Sixth-form students are prepared exceptionally well for their future destinations.

The school ensures that the curriculum is taught well. Teachers have a firm and common understanding of what pupils should learn, and when. They present information clearly and ensure that pupils use subject-specific vocabulary well.

Pupils acquire a detailed understanding of how each subject works. For example, pupils learn how scientific knowledge advances and how scientists put theory into practice. The school ensures that pupils read sophisticated texts.

This extends their learning in each subject.

Pupils learn new ideas confidently. They acquire an impressive depth of knowledge and skills, which they apply fluently and independently.

For instance, in art, pupils develop their skills in painting and photography. They combine these to produce powerful personal work. In all subjects, pupils' understanding is carefully checked.

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Both the curriculum and the teaching of it are adapted well to meet these needs. Consequently, pupils with SEND achieve highly.

Pupils behave very well, both inside and outside the classroom. There is a calm, purposeful atmosphere that pervades the school. Pupils understand and welcome the school's high expectations of their conduct.

On the rare occasions that pupils' behaviour falls short of these expectations, staff take intelligent and effective action.

The personal development programme is planned and organised exceptionally well. It complements the academic curriculum, for example by developing pupils' resilience.

In the sixth form, the programme extends students' independence and character. Pupils of all ages learn how to manage their well-being and about healthy relationships. The school keeps its personal, social and health curriculum under close review to ensure that pupils are prepared well for the future.

Pupils have a strong voice in the school. They are empowered to champion important causes, such as protecting the environment. Pupils learn how to discuss and debate ideas in considered ways.

They contribute to national and international democratic events. Pupils learn how to serve others. For example, many sixth-form students are mentors to younger pupils.

Pupils, including students in the sixth form, receive very useful careers education. They consider unbiased information about potential next steps, including technical apprenticeships. The school evaluates its careers programme carefully and ensures that pupils have meaningful encounters with the world of work.

The school ensures that staff receive high-quality professional development. Teachers continue to refine their subject knowledge and teaching expertise. Leaders ensure that staff learn 'from and with' each other to further enhance the school's effectiveness.

Trustees and leaders engage constructively with staff to manage workload. They are very considerate of staff well-being.


The arrangements for safeguarding are effective.

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