Stroud High School

Name Stroud High School
Ofsted Inspection Rating Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 08 December 2010
Address Beards Lane, Cainscross Road, Stroud, GL5 4HF
Phone Number 01453764441
Type Academy
Age Range 11-18
Religious Character None
Gender Girls
Number of Pupils 1031 (1% boys 99% girls)
Number of Pupils per Teacher 19.8
Academy Sponsor Stroud High School
Local Authority Gloucestershire
Percentage Free School Meals 3.4%
Percentage English is Not First Language 3.7%
Persisitent Absence 4.7%
Pupils with SEN Support 5.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about the school

This selective girls’ school accepts students from a very wide geographical area and over 60 primary schools. Most students are of White British heritage. The proportion of students known to be eligible for free school meals is very low, as is the proportion of students with special educational needs and/or disabilities. The school is a specialist science college and, since the last inspection, has gained a second specialism in modern foreign languages. Sixth form provision is provided in partnership with a neighbouring boys’ grammar school and the school also accepts post-16 students from other schools and works within the Stroud Post-16 Consortium.

Main findings

Girls thrive at this excellent school. Outstanding academic achievement is matched by exceptional personal development. Stroud High School students are confident, articulate and exceptionally well behaved. Their industry in lessons is matched by their commitment to making the most of the excellent range of extra-curricular opportunities provided by the school. Girls get on extremely well with each other and benefit from the excellent relationships they enjoy with their teachers. Their willingness to support their friends and other members of the school community ensures that they learn in an environment where everyone feels safe, supported and valued. One parent, summarising the views of many others, commented, ’Since joining the school, we have seen our daughter blossom.’ Students’ outstanding attributes are not achieved by chance. Students excel because : good, and sometimes outstanding, teaching is underpinned by an excellent curriculum and exceptional provision for care, guidance and support. Since the last inspection, leaders and managers have very carefully built on the school’s many areas of strength in the main school while tackling, decisively, the few remaining areas of weakness. As a result, achievement, judged to be good at the time of the last inspection, has been strengthened and is now outstanding. In 2010, the school secured its best ever examination results with 76% of all GCSE grades awarded at grades A or A*. Equally important, the school has been markedly successful in ensuring that girls who find lessons more challenging fulfil their potential. As a result, all groups of learners make good progress by the end of Year 11 and for many, progress is outstanding. Leaders and managers know that, while progress in the sixth form for many students is good, there remains too much variation in students’ achievement between subjects, which means progress remains satisfactory overall. This, in part, is explained by the complexities presented by partnership working with the neighbouring boys’ grammar school. In recent years, these difficulties have hindered the school’s capacity to monitor and evaluate the quality of provision in the sixth form with sufficient rigour. As a result, strategies to address variable achievement between subjects have not been sufficiently well developed. In addition, while leaders and managers have secured marked success in raising sixth form attendance, systems have not yet had sufficient impact in reducing the small proportion of girls with low attendance. Nevertheless, outcomes for students in the sixth form are good, with a high proportion of A-level grades awarded at grades A* to B, and most girls secure entry to their first-choice university. Crucially, the partnership has recently been strengthened through a completely revised management structure which is resulting in much more coherent and effective leadership than before. The two schools have now established clear protocols for partnership working and improved links between them are now developing rapidly. This increased capacity in the sixth form has been further enhanced by the appointment of an excellent head of girls’ sixth form. While far greater levels of accountability than before have now been secured, leaders and managers know that it is now time to monitor more closely the quality of teaching across the partnership. Staff are united in their determination to ensure that the quality of the sixth form matches the outstanding provision in the main school. Their success in driving up achievement and strengthening all aspects of provision in the main school demonstrates the school’s outstanding capacity to improve still further.