The Pedmore High School Review 2026: Small 11 to 16 secondary with calm routines and structured support

A secondary school for students aged 11 to 16, The Pedmore High School has the feel of a close, well-organised setting, with a timetable built around clear routines and a school day that ends at 3.10pm.

Leadership is currently under Mr Chris Mills, listed as headteacher on the government’s Get Information About Schools service and introduced on the school website.

The most recent Ofsted inspection (14 and 15 February 2023, published 31 March 2023) confirmed the school continues to be Good, with safeguarding arrangements judged effective.

For families, the headline is a school that prioritises relationships, consistency, and day-to-day readiness for learning, while still making room for the kind of enrichment that gives school life texture, from Police Cadets to Young Enterprise and a regular pattern of educational visits.

The school positions itself around a simple, practical idea: students do best when they feel known, safe, and held to clear expectations. Its published vision and ethos emphasise a calm and purposeful environment, high aspirations, and consistent approaches to behaviour and learning.

That cultural intent is matched by the way the school is described in formal reporting. The inspection report describes a welcoming and inclusive setting where students feel happy and safe, with staff investing time in knowing individuals well and supporting wellbeing. That matters for parents weighing up fit, because “small school” can mean either limited opportunity or stronger personal oversight; the evidence here points to the latter, with relationships used as a lever for behaviour, attendance, and learning readiness.

Leadership context is also relevant. The headteacher listed for the school is Mr Chris Mills, and the school website carries a welcome from him as headteacher. The February 2023 inspection report, however, names Gareth Lloyd as headteacher at the time of inspection, suggesting a leadership change since the last inspection cycle. For parents, this means it is sensible to ask how priorities are being carried forward, especially around curriculum development and outcomes, and what has changed since 2023.

A final contextual note is the trust. The school is part of Invictus Education Trust, and the inspection report explicitly states it joined the trust in September 2018. In day-to-day terms, trust membership often shows up in shared policies, shared staff development, and common systems. The school’s published improvement work on curriculum sequencing and reading intervention aligns with that pattern of trust-supported structure.

This review uses the FindMySchool rankings and outcomes data supplied for the school, which are based on official performance sources and standardised for comparison across England.

For GCSE outcomes, the school is ranked 3292nd in England and 7th in Stourbridge (FindMySchool ranking). This places results below England average, within the lower 40% of secondary schools in England. The implication is not that students cannot do well here, but that outcomes are more mixed across the cohort, with a stronger reliance on consistency of teaching and student engagement to secure top grades.

Looking at the GCSE indicator set provided, the average Attainment 8 score is 41. The Progress 8 score is -0.36, indicating that, on average, students make less progress than similar students nationally from the same starting points over Key Stage 4.

There is, however, an encouraging signal in the EBacc attainment measure provided: 80% of pupils achieved grades 5 or above across the EBacc component, and the EBacc average points score is 3.24. This combination can suggest a cohort where stronger performers are achieving secure passes, even if overall progress and average attainment are held back by uneven outcomes across subjects or student groups.

The inspection evidence helps explain how the school is trying to improve results rather than simply describe them. Curriculum changes at Key Stage 3 are designed so students study subjects for longer and build deeper knowledge, and leaders are focusing on assessment and addressing misconceptions quickly. For parents of Year 6 pupils, this is a practical point: the early secondary years are being treated as foundational, not just a run-up to GCSE content.

Teaching and learning at The Pedmore High School is framed around clarity, sequencing, and a structured approach to checking understanding. The inspection report describes subject leaders planning carefully the order in which knowledge and skills are taught, and teachers delivering lessons with clarity and confidence.

One of the most relevant academic priorities is reading. Leaders have explicitly prioritised reading as enabling access to learning across subjects, supported by targeted identification of weaker readers and interventions designed to help students catch up and read for meaning. The practical implication is that students who arrive with weaker literacy are less likely to be left to struggle quietly, and families should expect structured support rather than informal “encouragement to read”.

Modern foreign languages is an area to watch. The inspection report notes that take-up of a modern foreign language at Key Stage 4 is low, linked partly to recruitment challenges, with a stated plan to increase language study at GCSE. For students who are academically ambitious and want the broadest GCSE profile, it is worth asking how the languages offer is currently staffed, and how the school is encouraging students to keep options open.

Students with special educational needs and disabilities are described as having needs identified accurately, with staff training supporting adaptation of teaching so students can access the same broad curriculum as peers. For families considering transition from primary school with SEND support already in place, that is a useful assurance to explore in detail during a visit or meeting with the SEND team.

With an age range that ends at 16, the main transition point is after GCSEs. The school’s trust has a post-16 route through Invictus Sixth Form, which provides a local trust-linked pathway for students who want A-level or Level 3 options within the trust family.

Beyond that, the school’s careers information indicates active engagement with a mix of colleges, training providers, and universities, including Dudley College and Halesowen College, and named higher education links such as Wolverhampton University, Aston University, and Newman University. This matters because a strong 11 to 16 school should not treat post-16 decisions as an afterthought; the published approach suggests careers education is designed to open multiple routes rather than steer all students into a single academic path.

Because detailed destination percentages are not available in the supplied destination dataset for this school, families should treat post-16 outcomes as a discussion point rather than a published headline. A sensible question to ask is how many students typically progress to A-level routes, vocational Level 3 programmes, apprenticeships, and mixed pathways, and how the school supports applications and interviews.

Admissions are coordinated through the local authority, with the school website setting out a clear timetable for September 2026 Year 7 entry. Applications open on 1 September 2025 and close on 31 October 2025, with decisions issued on 1 March 2026. This is consistent with the national pattern for secondary admissions, but the benefit of the school publishing it directly is that parents can confirm the timeline without guesswork.

Demand is strong in the latest published admissions figures provided for this review. There were 208 applications for 125 offers, which equates to around 1.66 applications per place, and the school is described as oversubscribed. The practical implication is that families should take admissions criteria seriously, including how priority categories are applied and how distance is used where relevant.

The school also explains its approach to in-year admissions and waiting lists, including the principle that waiting list priority is determined by oversubscription criteria rather than time spent on the list. For families moving into the area, this is particularly important, because it sets realistic expectations about how places are allocated mid-year.

Open events are not currently published as fixed dates on the website. The open events page indicates that future open events will be updated in due course, and suggests contacting the school to arrange a look around.

Pastoral care is presented as central rather than supplementary. The inspection report describes staff as caring about students’ wellbeing, students identifying trusted adults, and rare instances of bullying or discriminatory language being dealt with effectively.

Behaviour culture appears to be a strength, with very high expectations and a strong emphasis on rewards and restorative approaches to maintain productive relationships. Inspectors also highlighted that students behave very well in lessons and move calmly around the site, with low-level disruption described as rare.

For parents, the implication is that the school’s day-to-day experience is likely to suit students who benefit from predictable routines and clear boundaries. For students who struggle with organisation or anxiety, the combination of known adults, consistent behaviour systems, and structured lessons can be stabilising, although families should still ask what targeted support exists for mental health and attendance, and how quickly concerns are escalated.

Enrichment here is more than a generic list. The school’s educational visits and trips page gives a concrete snapshot of clubs and activities that provide variety across interests and skill sets. The named examples include Formula 1 Club, Film Club, Young Enterprise, Police Cadets, Swimming Club, Trampoline Club, BBC Young Reporter, Bikeability, and vocal coaching sessions.

This breadth matters because it supports multiple kinds of student. A student interested in enterprise has a formal route through Young Enterprise, one drawn to uniformed service or leadership can explore Police Cadets, and those who thrive on practical challenge can find structured experiences through Bikeability and activity clubs. The school also references school trips abroad and a pattern of residential visits that enhance learning experiences, with recent examples including ski trips, university STEM trips, and the Big Bang STEM event at the NEC.

Performing arts is clearly visible in the school’s public-facing identity. The performing arts page lists whole school productions across multiple years, including Peter Pan (2022), Alice Through the Magnifying Glass (2021), The Snow Queen (2020), and a production of Annie (2023). For many students, this is the sort of anchor experience that builds confidence, teamwork, and a sense of belonging, particularly in a school that emphasises relationships.

The Duke of Edinburgh’s Award adds another structured strand. The school offers Bronze from Year 9 and Silver from Year 10, with training sessions, local expeditions for Bronze, and three-day Shropshire expeditions for Silver, including camping. For families, the value is in the sustained commitment rather than a one-off trip, because students learn planning, resilience, and responsibility over time.

Facilities also support this wider offer. The school makes community hire available for a heated indoor swimming pool (with limited availability), gyms, playing fields, and a hall. For students, that indicates the physical resources exist on site for swimming-related activity as well as traditional indoor sport and events, even if access may be timetabled and shared.

The school publishes a detailed daily routine. Tutor time begins at 8.45am, with lessons running through to the end of the school day at 3.10pm, and a stated total of 30 hours per week.

As an 11 to 16 secondary, wraparound childcare is not typically offered in the same way as primary schools. The school website does not present a standard breakfast club or after-school care programme for younger pupils in the routine information; families who need supervised provision outside the formal day should check directly what is available and whether it is targeted (for example, revision sessions or clubs) rather than childcare.

Transport planning is likely to be driven by local bus routes, walking, and drop-off patterns for Pedmore and surrounding Stourbridge areas. Given the school’s oversubscription, families considering a move should also use FindMySchoolMap Search to sense-check practical journey time and the local patterns of demand before relying on a place.

• Outcomes sit below England average overall. The GCSE ranking places the school within the lower 40% of secondary schools in England, and the Progress 8 score of -0.36 indicates that outcomes are uneven across the cohort. This can still be a good fit, but families should ask how the school is supporting middle attainers and students who need structured intervention to avoid underperformance.

• Modern foreign languages take-up has been a known development area. The 2023 inspection noted low take-up of languages at Key Stage 4, linked to recruitment difficulty, alongside plans to increase participation. Students aiming for a broad academic GCSE portfolio should explore what the current language offer looks like.

• Open events are not published as fixed dates. The website indicates open events will be updated in due course, and suggests contacting the school to arrange a look around. That is workable, but it places more responsibility on parents to be proactive.

• Transition at 16 is a real decision point. With no on-site sixth form, students must choose a post-16 route. The school highlights multiple pathways and links, but families should plan early for whether A-level, college, or apprenticeship routes fit the student’s strengths and motivation.

The Pedmore High School offers a calmer, more personal feel than many larger secondaries, reinforced by clear routines, strong relationships, and a behaviour culture that supports learning. Enrichment is a genuine feature, with named activities that go beyond the usual clubs list, and a visible performing arts tradition alongside structured programmes such as Duke of Edinburgh.

Best suited to families who value a smaller 11 to 16 setting with consistent expectations and plenty of routes for students to build confidence through activities, while also being ready to engage closely with learning support to maximise GCSE outcomes. Entry remains the practical hurdle, with oversubscription indicated by the most recent published demand figures.