Stockport School

The school recognises that transition can be especially daunting for children with SEND and provides transition information intended to address worries.

“We understand that transition is a particularly daunting time for all children and in particular for children with SEND. We hope that this information helps answer some of the worries you may have.”

Each year group has a non-teaching Head of Year who works with tutors, teachers and families to support individual students’ wellbeing and achievement.

“Each Year group has a Head of Year, who is non-teaching and there to support the educational, social, emotional and behavioural needs of a student. The team aims to work with the Tutor, Teacher, Parent/Guardian and extended family of a student to ensure that they are happy and achieving in school.”

Pastoral provision is led by an Associate Deputy and includes five non-teaching Year Heads and teams of Form Tutors supporting students’ educational, social, emotional and behavioural needs.

“Both of the phases/Key Stages are led pastorally in terms of culture and ethos by an Associate Deputy who is responsible for the pastoral development, support and intervention of all the students across both key stages. The Associate Deputy Headteacher line manages a Pastoral team, which includes five non-teaching Year Heads, responsible for the educational, social, emotional and behavioural needs of students. Each Head of Year also line manages a team of Form Tutors.”

The school reports nationally strong GCSE Music achievement.

“noting that last year, more than 10% of the overall Key Stage 4 cohort at Stockport School achieved an A\*-C in GCSE Music, placing us amongst the highest achieving schools across England in terms of music!”

The Science and Modern Languages departments received the Prince’s Teaching Institute Mark for increasing curriculum challenge, enrichment and specialist staff knowledge.

“Our Modern Languages & Science departments received the Mark in recognition of their progress towards increasing challenge within the curriculum, enthusing students through subject-based activities beyond the curriculum, developing their staff’s specialist subject knowledge, and forging subject-based links outside school.”

Pupils have an extensive enrichment offer intended to support their wider development.

““Pupils benefit from an extensive offer of enrichment activities and experiences that the school has designed to support their wider development.””

Students are encouraged to pursue learning opportunities beyond the taught curriculum at local, national, and international levels.

“Excel in aspects of school life beyond the taught curriculum, including taking up and seeking local, national, and international opportunities to further their learning;”

Spiritual, moral, social, cultural, and British Values development is presented as important to learning and achievement.

“At Stockport School the spiritual, moral, social and cultural development of pupils, including British Values plays a significant part in pupils’ ability to learn and achieve.”

The school's PROUD values are Positivity, Respect, Opportunity, Unity, and Determination.

“Our core PROUD values reinforce our ethos to ensure all students demonstrate these – Positivity, Respect, Opportunity, Unity and Determination.”

The school opened a sixth form in 1927, enabling students to matriculate.

“In 1927 the school opened its sixth form allowing students to matriculate.”

All pupils receive careers guidance and work experience designed to prepare them for positive destinations after leaving school.

““A thoroughly designed and effective programme of careers information, advice and guidance is in place for all pupils, including work experience. This ensures that pupils are well prepared for their next steps in life and that they progress onto positive destinations when they leave school.””

Careers education, information, advice and guidance plays a key role and is delivered through varied, needs-based and personalised provision.

“CEIAG plays a key, underlying role in this. The delivery model of CEIAG is a varied and mixed one,to meet different students’ needs, but also has a personalised approach.”

The school reported outstanding GCSE and vocational achievements in 2025, including multiple school records.

“Stockport School is again pleased to report outstanding achievements by our students on their GCSE and vocational qualifications this summer, breaking many school records this year.”

More than 10% of the Key Stage 4 cohort achieved an A*-C in GCSE Music, placing the school among England’s highest achieving schools for music.

“noting that last year, more than 10% of the overall Key Stage 4 cohort at Stockport School achieved an A\*-C in GCSE Music, placing us amongst the highest achieving schools across England in terms of music!”