Redhill School Review 2026: Strong GCSE progress, broad enrichment, and a clear sense of purpose

A large, mixed 11 to 16 academy serving Stourbridge, this is a school where expectations are stated plainly and reinforced through routines. Leadership stability is a material strength; Mr James Clayton was appointed headteacher from 01 September 2019, following a period as deputy, and has now had time to embed priorities across behaviour, curriculum sequencing, and student support.

The latest Ofsted inspection (June 2024) judged the school Good overall, with Good reported across quality of education, behaviour and attitudes, personal development, and leadership and management.

Families tend to value Redhill for three reasons. First, GCSE outcomes sit above England average on several measures. Second, the enrichment offer is structured and specific, with consistent provision across music, drama, sport, reading, and award schemes. Third, practicalities are straightforward: the published school day runs from 08:40 to 15:10.

Redhill uses clear language about standards, and the tone is more purposeful than performative. The school’s long-running strapline, Commitment To Excellence, is visible across pages and communications, and it reads less as marketing and more as a behavioural cue for students and staff.

Operationally, the school presents itself as organised. Students are given a predictable structure to the week, with lunch and after-school enrichment timetabled by area, such as the B Block programme for music and performance, and practical spaces identified by room codes (for example, C3 Workshop for Design and Technology club). That kind of clarity matters in a larger secondary; it reduces friction for students new to Key Stage 3 and helps parents understand what a typical week can look like.

Leadership continuity is another stabiliser. Mr James Clayton’s appointment from September 2019 is explicitly documented by the school, giving confidence that the current approach is not a short-term initiative.

Redhill is part of Stour Vale Academy Trust, which matters mainly in governance and admissions arrangements rather than day-to-day branding. For parents, the practical implication is that trust-wide determined admissions arrangements are published and kept in one place, and the school’s published admission number is clearly stated.

Redhill’s headline GCSE profile is solid and, on the FindMySchool performance ranking, sits comfortably above the England average. Ranked 1001st in England and 3rd in Stourbridge for GCSE outcomes (FindMySchool ranking based on official data), the school sits above England average, placing it comfortably within the top 25% of secondary schools in England (10th to 25th percentile).

The academic picture is best understood through three measures.

Attainment 8

48.9. This is a broad score across eight subjects and tends to reward balanced outcomes, not just peaks in a small number of areas.

Progress 8

+0.19. For parents, a positive Progress 8 score indicates students, on average, make above-average progress from their starting points across eight subjects.

EBacc average point score

4.62. This points to steady performance across the English Baccalaureate suite for those entered.

EBacc entry and outcomes can be a useful proxy for curriculum ambition and language uptake. Here, 37.8% of pupils achieved grade 5 or above across the EBacc subjects. The more relevant question for many families is whether the curriculum keeps options open for later study, and the school’s published curriculum intent, particularly in science and reading, suggests an emphasis on disciplinary knowledge and real-world application.

A final nuance. Redhill is an 11 to 16 school, so GCSE outcomes are the main externally comparable academic indicator. The school’s own communications around GCSE outcomes focus strongly on English, mathematics, and Triple Science highlights, which aligns with the experience of many families who prioritise core strength and subject breadth rather than a narrow “teach to the test” culture.

Parents comparing nearby options can use the FindMySchool Local Hub pages to view these results side-by-side, then narrow by priorities such as Progress 8, EBacc entry, and travel time.

Curriculum quality is most credible when it shows up in concrete choices: what is taught, how it is sequenced, and how it connects to wider life. Redhill’s science curriculum pages provide unusually specific examples of how current and challenging topics are used to develop scientific thinking, including work that references Ebola, vaccination, and stem cell treatment of genetic disease. The value for students is twofold. First, these topics can make abstract scientific ideas more memorable. Second, they place emphasis on reasoning and evidence, which supports stronger long-term retention for GCSE pathways.

Reading is also treated as more than a library function. The Library and Personal Learning Centre is described as a working study and research space, supported by trained pupil librarians, with a programme of author visits, literature trips, and participation in the Dudley Children’s Books Awards. In practice, this kind of sustained reading culture can help students who are academically strong but time-poor; it creates default opportunities to read, discuss, and develop vocabulary beyond subject silos.

For students who learn best through making and doing, the presence of a structured Design and Technology offer outside lessons also matters. A dedicated DT Club is advertised with a defined weekly slot, with places managed termly. The implication is that practical and creative pathways are not treated as an afterthought, even in a school where core GCSE outcomes are a priority.

As an 11 to 16 school, Redhill’s “next step” is post-16 transition rather than internal sixth form progression. For many families in the Stourbridge and wider Dudley area, this creates an earlier decision point than in 11 to 18 schools; students need guidance on which route fits them best, whether that is A-levels, vocational programmes, or apprenticeships.

The school’s careers and post-16 content includes guidance linked to local sixth form and college routes, including material referencing King Edward VI College, Stourbridge. The practical implication is that students are expected to plan for progression, and parents should anticipate structured post-16 conversations during Year 10 and Year 11 rather than leaving it until results day.

Because published destination numbers are not provided here, families who want a data-driven comparison should focus on GCSE breadth and Progress 8 as predictors of post-16 choice. A positive Progress 8 score tends to be a helpful indicator for students who may flourish at sixth form after a slower start in Key Stage 3.

Admission is coordinated through Dudley local authority for the normal Year 7 intake. For September 2026 entry, Dudley’s published timeline states that online applications open 01 September 2025, the deadline for online applications is 31 October 2025 (midnight), and decision emails are issued 02 March 2026 (by 14:00), with appeals heard in May or June 2026.

Redhill is oversubscribed in the most recently published demand snapshot available here, with 2.59 applications per offer recorded view. For parents, the implication is that admissions planning should be treated as a risk-managed process: name realistic alternatives, understand how distance is measured by the local authority, and avoid relying on informal assumptions about likelihood of a place.

The school’s published admission number (PAN) for Year 7 is 235 in the trust’s determined admissions arrangements document for normal age of entry.

Two practical recommendations for families applying:

1. Use FindMySchool’s Map Search to estimate distance consistently and to sense-check assumptions, then validate against the local authority method used in the admissions booklet. Distances can be decisive in oversubscription scenarios.

2. Pay close attention to deadlines. Dudley’s deadline is earlier than some families expect, and missing it can materially change outcomes.

Pastoral strength in an 11 to 16 school is often best evidenced by the structures that sit around the timetable: access points for help, predictable routines, and inclusive enrichment. Redhill’s published SEND learning support information emphasises that all extra-curricular activities and school visits are available to all pupils, which is a meaningful statement for families with children who may otherwise be excluded from enrichment by default.

The school also foregrounds personal development in a way that links to real participation, not abstract values. Duke of Edinburgh’s Award is presented with a defined information pack and student reflections on expedition planning, teamwork, navigation, and volunteering. For many students, DofE is one of the first structured experiences that builds confidence outside the classroom; it can be particularly valuable for those who do not see themselves primarily through academic success.

Ofsted’s June 2024 report confirms safeguarding is effective.

Redhill’s enrichment offer is stronger than many schools at similar size because it is timetabled, named, and targeted by year group.

Music and performance

A published B Block programme includes Uke and Guitar Club at lunch, Choir for Years 7, 8, and 9, a Show Chorus, and a Keyboard Drop In. After school, the programme extends into Drama Club, show drama, bands provision, and a Chamber Choir slot for Key Stage 4. The implication is that music and performance are accessible both to beginners and to students who want to specialise. Lunch provision lowers the barrier for students with transport constraints after school, while after-school options suit those aiming for performance pathways.

STEM and practical making

A Year 7 and 8 Science Club is advertised weekly, giving younger students an early, low-stakes way to build confidence with practical science beyond assessment. This can be a genuine differentiator for students who arrive from primary school with curiosity but limited lab experience. A separate DT Club is offered to Year 8 students in the C3 Workshop, with places managed each term. Both are small details, but they signal that STEM and making are supported through visible structures rather than being left to informal teacher enthusiasm.

Sport and participation

The school publishes a schedule that includes netball training and matches for different age groups, girls’ football matches, boys’ football training, table tennis, basketball, and GCSE PE trampoline sessions for boys and girls. The clearest benefit here is participation at scale; students who are not elite performers still have a route into regular activity and fixtures.

Reading culture and academic enrichment

The Library and Personal Learning Centre is presented as a working hub with pupil librarians, and the programme includes author visits, book quizzes, competitions, and a Student Book Club. For students who thrive on quiet structure, this provides a constructive “third space” beyond lessons and home, and can be particularly helpful during Year 10 and Year 11 revision periods.

Duke of Edinburgh’s Award and wider experiences

DofE is clearly established, with a dedicated information pack and practical detail about expeditions and recording evidence. The student reflections published by the school emphasise teamwork, navigation, and volunteering, which are transferable skills often valued by colleges, apprenticeships, and employers.

The published school day runs from 08:40 to 15:10, totalling 32.5 hours per week.

For travel, the school has published material that references walking to Stourbridge Junction for trips, which supports the view that rail is a realistic option for some students and families depending on starting point.

Redhill is an 11 to 16 school, so families should plan early for Year 11 transition and build in time for open evenings at local colleges and sixth forms during the autumn term. Dudley’s secondary admissions timeline also points parents towards autumn term open evenings as part of the Year 7 process.

• No sixth form. Post-16 transition happens at 16 for every student. For some, that is motivating and opens options; for others, it can feel like an extra decision point during GCSE years.

• Early start. The school day begins at 08:40. That can suit families who prefer an earlier finish, but it can be demanding for students travelling longer distances.

• Oversubscription risk. Recent demand indicators suggest competition for places. Families should apply with a structured shortlist and understand the local authority’s criteria and deadlines.

• Structured clubs can have limited places. Some enrichment, such as DT Club, signals capped places and termly allocation. If a particular club matters to your child, it is worth checking how sign-up works and what alternatives exist.

Redhill School offers a clear, well-organised secondary experience with above-average GCSE progress and a genuinely structured enrichment programme. It suits families who want an academically credible 11 to 16 school with predictable routines, defined clubs, and visible pathways in music, reading, sport, and broader personal development. The main challenge is managing admissions risk in an oversubscribed context, and planning early for post-16 pathways given the absence of an internal sixth form.