Maidenhill School

Maidenhill School is a steadily improving secondary school that is now meeting expected standards across its main areas of work. Pupils’ national assessment outcomes have improved and are broadly in line with national averages, including for disadvantaged pupils, while pupils with SEND make progress from their starting points. Attendance has also improved to the national average, and attendance for pupils with SEND exceeds the national average. Safeguarding standards are met, and pupils feel happy, settled and safe. The school’s strengths lie in its warm, inclusive culture, strong pastoral care and calm, respectful classrooms. Behaviour is typically very good, bullying and discriminatory language are rare, and pupils trust staff to keep them safe. Leaders have created a broad and balanced curriculum, strengthened teaching through effective professional development, and built an inclusive approach that identifies pupils’ needs quickly. Governance is effective, staff feel well supported, and personal development, careers education and extra-curricular opportunities are thoughtfully provided. Some concerns remain. Persistent absence is still too high, particularly among disadvantaged pupils, and overall absence remains above the national average. Pupils’ retention and recall of knowledge are not consistent across all curriculum areas, and teachers do not always check understanding carefully enough to address gaps. Some interventions and provisions are also not precisely matched to pupils’ emerging or changing needs.

Strengths

• Pupils’ national assessment outcomes have improved and are now in line with national averages.
• Disadvantaged pupils’ outcomes and SEND pupils’ progress from starting points have improved.
• Attendance has improved to be in line with the national average, and SEND attendance exceeds the national average.
• Pupils behave very well in calm, respectful classrooms, with low-level disruption, discriminatory language and bullying very rare.
• High-quality pastoral support and designated wellbeing spaces reduce barriers to learning.
• The curriculum is broad, balanced and generally well sequenced, supported by effective professional learning.
• Teachers have secure subject knowledge and know pupils’ additional needs.
• Inclusion is central to decision-making, with needs identified quickly and shared effectively through pupil passports.
• Leaders use pupil premium funding effectively so disadvantaged pupils participate fully.
• Leadership has acted decisively to improve culture, behaviour, attendance and academic performance.
• Governors provide effective support and challenge with strong strategic oversight.
• Staff feel very well supported, and early career teachers receive strong professional and personal support.
• Personal development is thoughtfully embedded and enriched by external facilitators and extracurricular activities.
• Careers education is purposeful, inclusive and prepares pupils well for next steps.
• Pupils have meaningful leadership opportunities and a genuine voice in school improvements.

Areas for Improvement

• Pupils’ retention and recall of knowledge are not consistent across all areas of the curriculum.
• Teachers do not always check pupils’ understanding carefully, so gaps are sometimes missed and some pupils do not actively participate.
• Some intervention and support provisions are less precisely focused.
• More careful analysis of pupils’ needs is needed to match all provision closely.
• Persistent absence remains too high, particularly among disadvantaged pupils.
• Overall absence remains above the national average.
• Attendance for some disadvantaged pupils remains too low.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Maidenhill School attended 89.6% of sessions (the national figure for secondary schools was 91.6%). 27.8% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 9.5% of pupils at Maidenhill School were suspended at least once (nationally 7.3%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Maidenhill School had 16.1 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 9.6% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 25.9% of pupils at Maidenhill School were on SEN support (nationally 14.1%) and 7.6% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Maidenhill School received £8,537 and spent £8,759 for each of its 714 pupils. It ended the year with reserves of £977,000 (£1,368 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Stonehouse · Gloucestershire local authority: places and applications

What is Maidenhill School's Ofsted rating?

The latest Ofsted rating for Maidenhill School is Expected standard, from an inspection in September 2026.

When was Maidenhill School last inspected by Ofsted?

Maidenhill School was last inspected in September 2026.

How many pupils does Maidenhill School have?

Maidenhill School has 714 pupils on roll.

What age range does Maidenhill School cover?

Maidenhill School for pupils aged 11 to 16.

What are Maidenhill School's GCSE results?

In 2026 its average Attainment 8 score was 45.6, and 52% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Maidenhill School?

Maidenhill School is at Kings Road, Stonehouse, Gloucestershire, GL10 2HA.