The Stourport High School and Sixth Form College Review 2026: A comprehensive 11–18 with a strong careers spine and a distinctive College system

This is a large, mixed 11–18 academy serving Stourport-on-Severn and surrounding villages, with capacity for 1,500 pupils and a clear emphasis on character, inclusion and next-steps planning. The school’s public-facing identity is tightly linked to three values, respect, kindness and determination, and these show up repeatedly across policy and enrichment. The most recent Ofsted inspection (12–13 July 2022) judged the school Good across every judgement area, including sixth form provision.

A key theme over the last few years has been curriculum redesign, with additional routes at Key Stage 4 and newer courses such as psychology. Alongside this, there is a deliberate focus on reading culture and structured careers exposure, from work experience in Years 10 and 12 to employer links and university visits.

The school’s tone is community-facing and values-led, and it is explicit about wanting students to celebrate personal progress as well as each other’s successes. Values are not treated as a poster exercise. They are referenced in behaviour, attendance expectations, enrichment, and even how students earn points through competitions and quizzes.

A distinctive feature is the whole-school College system, with every student and staff member placed into one of four Colleges named after local First World War veterans: Glover, Randle, York and Bridgford. This structure is used to organise competitions and charity work, and the school links each College to a local charity partner, including Mentor Link, Home-Start Wyre Forest, Wyre Forest Night Stop and Kemp Hospice. For many families, that combination of identity, leadership opportunities, and visible community contribution can be a genuine draw.

The safeguarding culture is also framed in plain, direct language, with a consistent message that concerns should be reported and acted on quickly. The school’s approach is built around training, early identification, and partnership with external agencies when required. That is the kind of foundation parents often look for first, before they consider academic pathways.

On FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 3,236th in England and 1st in Stourport-on-Severn. That positioning places it below England average overall.

The school’s Attainment 8 score is 38.4 and Progress 8 is -0.69, which indicates students, on average, made less progress from their starting points than similar students nationally. EBacc outcomes also look challenging, with 7.7% achieving grades 5 or above across the EBacc suite and an average EBacc APS of 3.17. These figures matter because they point to the scale of the academic lift required for a cohort with mixed starting points.

At sixth form, the FindMySchool A-level ranking is 2,026th in England and 1st in Stourport-on-Severn, again placing outcomes below England average. In the latest A-level measures in your dataset, 36.36% of grades were A*–B and 9.09% were A (with 0% A* recorded). In practice, this suggests the sixth form is likely to suit students who want a supportive, broad-based pathway, with clear next-steps guidance, rather than a highly selective, ultra high-attaining profile.

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to place these outcomes alongside nearby schools, and to check whether the pattern is improving year-on-year for the subjects that matter to your child.

Curriculum intent is framed around breadth and accessibility, and the redesign described in official reporting has practical implications: more diverse routes at Key Stage 4; a wider menu of options from Year 9; and qualifications aligned with different ambitions, including newer courses such as psychology. The benefit, when executed well, is straightforward. Students who are motivated by applied study, social science, or specific vocational directions are less likely to feel squeezed into a one-size-fits-all model.

Reading is treated as a whole-school priority, not just an English-department responsibility. The school describes silent reading built into Key Stage 3 English lessons and runs a structured intervention programme for students who struggle with independent reading. Rapid Plus Reading is positioned as both a confidence-builder and a practical tool, with closely levelled texts, an eBook option, and quizzes that can be used to track understanding and build momentum.

In lessons, staff use targeted questioning to check understanding, and there is an explicit expectation that subject teams define the knowledge sequence students should master. Where this is strongest, it gives parents reassurance that learning is cumulative, rather than a series of disconnected topics. Where it is weaker, the school’s own evidence indicates that consistency across subjects remains an ongoing priority.

The sixth form’s outcomes data in your dataset points to a mixed set of next steps, which aligns with a comprehensive 11–18 serving a broad community. For the 2023/24 leavers cohort (73 students), 49% progressed to university, 10% to apprenticeships, 25% entered employment, and 3% went into further education. This profile will suit families who want credible routes into both higher education and work-based training, with neither path treated as second-best.

Careers education is unusually detailed in the school’s published materials. Students have work experience opportunities in both Year 10 and Year 12, tracked through the Unifrog placement tool, and the school lists a wide set of employer and public service links including the NHS, Police, Fire and Rescue, Armed Forces, and local training and apprenticeship partners. The practical implication is that students can test-fit ideas early, then refine subject choices and post-16 plans with real evidence rather than guesswork.

For families focused on sixth form culture, it is also worth noting the explicit device support described for sixth-formers, with tablets used to support learning. That can be particularly helpful for students who benefit from assistive technology, structured organisation tools, or blended resources.

Year 7 entry is coordinated by Worcestershire County Council rather than a school-run test or interview route. For September 2026 entry, applications opened on 01 September 2025 and the closing date was 31 October 2025, with offers issued on 02 March 2026. Families who submit after the deadline should expect their application to be treated as late and placed behind on-time applications.

The school publishes a Year 7 to Year 11 pupil admission number (PAN) of 254 per year group. In-year transfers are handled through the local authority route, with waiting lists ranked by admissions criteria rather than informal first-come practice.

Open events follow a predictable local pattern. Worcestershire’s 2026/27 admissions guide lists a school open event on 09 October 2025 for this school, and a sixth form open evening on 20 November 2025. If you are planning for later entry cycles, it is sensible to assume the same early autumn timing, but to confirm dates directly through the school’s published calendar.

The school’s published priorities combine attendance, behaviour consistency, and mental health support. The school day start time is 08:45, and there is a clear attendance message that routines, punctuality and preparedness are treated as foundational habits rather than optional extras. The school also states it has a practitioner trained to support students showing signs of emotionally based school avoidance, which is a meaningful practical support for families dealing with anxiety-driven attendance patterns.

Counselling capacity and staff training are highlighted in official reporting, and the broader personal development programme includes work on topics such as racism and social justice through PSHE. The most important point for parents is the day-to-day implication: students should have access to trusted adults and structured help when difficulties arise, rather than support depending on a single relationship or ad hoc goodwill.

The enrichment picture has several clear pillars.

First, sport and physical activity are supported by substantial on-site facilities, including an athletics track, a cycle track, a netball dome, and two all-weather pitches. This matters because it allows a wider proportion of students to participate consistently, rather than sport being limited by space or seasonal conditions.

Second, the College system adds a structured layer to extracurricular life. Quizzes, competitions, and charity activity are not occasional add-ons, they are tied into points, recognition, and student leadership roles. For students who gain confidence through responsibility, event planning or community action, this can be a meaningful alternative to purely sport-led enrichment.

Third, reading and performance opportunities are intentionally built. The school describes a dedicated reading culture with author events (including visits from well-known writers) and structured KS3 reading routines. In music, instrumental tuition is organised through Severn Arts and the school launched a choir called VOX for 2024/25, giving a clear route for students who want to build confidence through performance.

Finally, the Duke of Edinburgh’s Award is promoted as a route to leadership, teamwork and commitment. For families who value personal development credentials alongside grades, this is one of the most recognisable frameworks schools can offer.

This is a state school with no tuition fees. Families should still budget for the normal secondary-school costs such as uniform, trips, and optional extras like instrumental lessons.

The school day starts at 08:45. A published end-of-day finish time is not clearly stated in the sources reviewed, so parents should confirm the daily timetable directly with the school, particularly if coordinating transport, clubs, or caring arrangements.

Transport planning should be considered early. The school references gate sign-in for late arrivals and expects punctuality as standard, so families relying on bus links or car drop-off will benefit from trial runs well ahead of September.

• Academic outcomes sit below England average. The FindMySchool dataset indicates a negative Progress 8 (-0.69) and an Attainment 8 score of 38.4, with below-average A-level grade distribution. Families should look closely at subject-level patterns and the fit between your child’s starting points and the school’s current strengths.

• Curriculum consistency is still a live improvement area. The redesign is a positive direction, but the evidence base indicates that subject-by-subject implementation is not uniform yet. This matters most for students who need predictable routines and clarity across all lessons.

• Music enrichment exists, but breadth may feel limited for some. Tuition via Severn Arts and the new VOX choir provide an accessible entry point. However, official reporting also notes that wider opportunities to learn instruments beyond timetabled lessons were limited. If music is a core driver for your child, explore what currently runs weekly, not only what is available in principle.

• Deadlines matter for admissions. Worcestershire’s closing date for September 2026 secondary applications was 31 October 2025, with offers on 02 March 2026. Late applications are treated less favourably, so families should plan well ahead for future cycles.

The Stourport High School and Sixth Form College presents as a genuinely comprehensive 11–18, with strong structure around character, reading culture and careers planning, plus a distinctive College system that gives students multiple ways to lead and contribute. Outcomes data suggests the academic profile is not currently among the strongest in England, but the direction of travel is clear, and the curriculum and enrichment design are aimed at serving a broad community intake.

Best suited to families seeking a large local secondary with clear values, extensive careers exposure, and multiple routes at Key Stage 4 and post-16, including apprenticeships and employment as well as university.