High Storrs School

High Storrs School is a large secondary school in the Minerva Learning Trust, inspected in September 2026. It is performing strongly across the board: achievement is above national averages and sustained over time, including for disadvantaged pupils and those with special educational needs and/or disabilities, and pupils are well prepared for their next steps. Attendance is consistently above national averages, behaviour and attitudes are positive, and pupils feel happy, safe and proud of their school. The curriculum is broad, ambitious and well sequenced, teaching is highly effective, and inclusion and pastoral support are strong. Leadership and governance are insightful, staff workload and wellbeing are considered, and personal development and post-16 provision are comprehensive. Contextually, the school is larger than average, has a much lower proportion of pupils eligible for free school meals than nationally, and an above-average proportion of pupils with SEN support. Safeguarding standards are met. Inspectors identified only limited areas for refinement: checking of grammatical accuracy is not consistent across all subjects, and some SEND support plans need more detail so that adaptations and interventions have a stronger impact. Overall, the school provides a very strong standard of education and a cohesive, aspirational culture.

Strengths

• Pupils attain well above national averages in national examinations, sustained over time.
• Disadvantaged pupils achieve consistently above national averages.
• Pupils with SEND and other barriers progress well from their starting points.
• A positive reading culture supports wide reading and targeted interventions.
• Attendance and punctuality are consistently above national averages.
• Behaviour and attitudes to learning are highly positive and conducive to learning.
• The curriculum is broad, ambitious and carefully sequenced.
• Teaching is highly effective, with strong checking of understanding and feedback.
• Inclusion systems identify needs quickly and support pupils effectively.
• Leadership and governance provide clear strategic direction and robust challenge.
• Personal development and pastoral care are comprehensive and highly effective.
• Post-16 provision is broad, ambitious and prepares students well for adult life.
• Safeguarding standards are met with an open culture.
• A wide range of clubs, trips and careers activities engages most pupils.

Areas for Improvement

• Checking that pupils have corrected grammatical errors is not consistent across all subjects.
• Some SEND support plans need further detail so teachers can support pupils to meet specific targets.

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 High Storrs School attended 94.2% of sessions (the national figure for secondary schools was 91.6%). 13.4% 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, 1.4% of pupils at High Storrs School were suspended at least once (nationally 7.3%). No pupils were 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 High Storrs School had 18.9 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 11.2% 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, 17.5% of pupils at High Storrs School were on SEN support (nationally 14.1%) and 3.6% 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 2024–25 High Storrs School received £6,690 and spent £6,883 for each of its 1,670 pupils. It ended the year with reserves of £731,000 (£438 per pupil).

Across all 10 schools of Minerva Learning Trust, income was £7,480 and spending £7,772 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Sheffield · Sheffield local authority: places and applications

High Storrs School is part of Minerva Learning Trust, which runs 10 schools. The nearest others:

• Woodthorpe Primary School Sheffield
• Handsworth Grange Community Sports College Sheffield
• Chapeltown Academy Sheffield
• Ecclesfield School Sheffield
• Dunston Primary and Nursery Academy Chesterfield
• Whittington Moor Nursery and Infant Academy Chesterfield
• Barrow Hill Primary Academy Chesterfield
• Stocksbridge High School Sheffield
• Netherthorpe School Chesterfield

What is High Storrs School's Ofsted rating?

The latest Ofsted rating for High Storrs School is Strong standard, from an inspection in October 2026.

When was High Storrs School last inspected by Ofsted?

High Storrs School was last inspected in October 2026.

How many pupils does High Storrs School have?

High Storrs School has 1,706 pupils on roll.

What age range does High Storrs School cover?

High Storrs School for pupils aged 11 to 18.

What are High Storrs School's GCSE results?

In 2026 its average Attainment 8 score was 59.7, and 74% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is High Storrs School?

High Storrs School is at High Storrs Road, Sheffield, South Yorkshire, S11 7LH.