Marriotts School

Marriotts School is a large secondary school that inspectors found to be performing solidly across all areas. Leaders have taken decisive action to improve achievement, and pupils now typically achieve well; public examination results improved in 2025, attainment is broadly in line with national averages, and disadvantaged pupils’ outcomes have strengthened. Post-16 students achieve well in academic and vocational subjects and move on to suitable destinations. Reading is a priority, with effective support helping pupils access the full curriculum. The school’s culture is a notable strength. Pupils behave well in calm, orderly classrooms and respectfully around school; attendance is broadly in line with national averages, and mental health and emotional support is particularly effective. The curriculum is broad and ambitious, teaching is generally strong, and pupils with SEND or who are disadvantaged receive effective adaptations and targeted support. Inclusion, personal development, careers education, and pastoral care are all positive features, and staff feel well supported by leaders who consider workload and wellbeing. The main areas for further work are ensuring that teachers consistently identify and address gaps in pupils’ knowledge across all subjects, and sharpening monitoring and quality assurance so leaders can be fully assured that their actions are having a consistent impact. Leaders also recognise the need to monitor the quality and impact of the personal development programme more closely. The school makes use of 11 alternative provisions, including 6 unregistered, which is significant context for its inclusive work.

Strengths

• Leaders have taken decisive action to improve achievement, and pupils now typically achieve well.
• Public examination results improved in 2025, with attainment broadly in line with national averages.
• Disadvantaged pupils’ outcomes have strengthened recently.
• Post-16 students achieve well across academic and vocational subjects and progress to positive destinations.
• Effective reading support helps pupils secure the skills they need to access the full curriculum.
• Pupils behave well, classrooms are calm and purposeful, and relationships are warm and respectful.
• Attendance is broadly in line with national averages, supported by effective mental health and emotional support.
• The curriculum is broad, ambitious and increasingly well taught, with secure teacher subject knowledge.
• Pupils with SEND and disadvantaged pupils receive effective adaptations and targeted support.
• The school has a strongly inclusive culture with tailored support, calm spaces and useful interventions.
• Personal development, careers education and pastoral care are well established and effective.
• Leaders are ambitious, staff feel well supported, and governors provide effective support and challenge.
• Safeguarding standards are met, with an open culture and concerns managed well.

Areas for Improvement

• Teachers do not yet identify and address gaps in pupils’ knowledge consistently well across all subjects.
• Monitoring and quality assurance systems need further development so leaders can evaluate the impact of their actions more precisely and ensure consistency.
• Leaders should monitor the quality and impact of the personal development programme more closely.

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 Marriotts School attended 90.6% of sessions (the national figure for secondary schools was 91.6%). 26.1% 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, 7.1% of pupils at Marriotts 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 Marriotts School had 17.0 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 11.8% 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, 19.7% of pupils at Marriotts School were on SEN support (nationally 14.1%) and 5.6% 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 Marriotts School received £8,991 and spent £9,063 for each of its 1,415 pupils. It ended the year with reserves of £758,000 (£536 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 Stevenage · Hertfordshire local authority: places and applications

What is Marriotts School's Ofsted rating?

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

When was Marriotts School last inspected by Ofsted?

Marriotts School was last inspected in March 2026.

How many pupils does Marriotts School have?

Marriotts School has 1,415 pupils on roll.

What age range does Marriotts School cover?

Marriotts School for pupils aged 11 to 18.

What are Marriotts School's GCSE results?

In 2026 its average Attainment 8 score was 41.8, and 34% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Marriotts School?

Marriotts School is at Brittain Way, Stevenage, Hertfordshire, SG2 8UT.