The school is smaller than the average-sized secondary school. The proportion of girls is higher than average. The proportion of pupils supported through the pupil premium is average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The vast majority of pupils are White British. There are exceptionally few pupils who speak English as an additional language. The proportion of pupils who have support for special educational needs and/or disabilities is well above average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 11. The school does not meet requirements for the publication of specified information on its website. It has not provided details about the use of Year 7 catch-up funding or a report prepared by the school in relation to special educational needs, and it does not provide the name of a person to whom enquiries should be addressed. There has been significant change to leadership and staffing since the previous inspection. The new headteacher took up his post on 1 September 2015 and most of the leadership team has been appointed since the previous inspection. There has also been significant change to the membership of the governing body, including a new chair of governors. The school receives support from a national leader of education from Notre Dame High School, Sheffield. The support involves elements of management training, advice and support to strengthen the quality of teaching. Governors have enlisted the support of a national leader of governance to provide advice to them. Inspection report: Stocksbridge High School, 6–7 July 2016 7 of 9 Information about this inspection Inspectors observed a range of teaching and learning in parts of lessons. Three observations were undertaken jointly with senior leaders. Throughout the two days of the inspection, inspectors spoke with pupils, both individually and in groups, about learning and safety. Inspectors listened to pupils reading. They reviewed pupils’ work in lessons and analysed samples of work in pupils’ books. An inspector held meetings with the chair of the governing body and five other governors. She also had telephone conversations with a local authority representative and the national leader of education. Inspectors also held meetings with senior leaders and other staff. Inspectors looked at the school’s review of its own performance, its development and improvement plan, a number of key school policies and the minutes of the governing body meetings. They considered a range of documentation in relation to child protection, safeguarding, behaviour and attendance. During the inspection, most of Year 10 were taking part in work experience and groups of Year 7 pupils were taking part in residential activities off-site. Year 11 had completed their studies at the school. Inspectors analysed 62 responses to the online questionnaire for parents (Parent View). There were 29 staff questionnaires completed and considered by inspectors. Inspectors considered 95 responses to the online pupil questionnaire.