Swanwick Hall School Review 2026: A large 11 to 18 academy built around a listed hall, with a growing sixth form

A Grade II listed Georgian hall at the heart of a 22 acre site gives Swanwick Hall School a setting that feels unusually spacious for a state secondary, and the house system adds structure to daily life from the first week in Year 7.

Leadership has also been in transition. Emma Howard joined in April 2024 as headteacher, following a period in which the school had already begun shifting its behaviour systems and sharpening expectations.

The latest Ofsted inspection (10 and 11 January 2023) judged the school Good overall; Behaviour and attitudes was Requires Improvement, while Sixth form provision was Good.

That inspection also confirmed that safeguarding arrangements are effective.

This is a state school with no tuition fees. The financial questions are more likely to be about uniform, equipment, trips, and optional activities, rather than core charges.

Swanwick Hall’s identity is anchored by two things that quickly shape how school feels for students and parents. The first is the site itself. Historic England lists Swanwick Hall School as a Grade II listed building, reflecting the heritage of the hall and its later school additions. This matters day to day because it creates a layout with a clear “centre”, and a sense of a school that has grown over time rather than being designed as a single modern block.

The second is a deliberate focus on routines, language, and belonging. The school links expectations during the day to a defined set of values, and it frames readiness for learning as a practical discipline: punctuality, organisation, and consistent conduct. That tends to suit students who do best when rules are explicit and reinforced, rather than left to individual interpretation.

Houses are not just a badge. Students are “sorted” into Beech, Oak, Sycamore, or Willow, with the names chosen by students and staff and tied to the trees on the site. The practical implication is that vertical groups become a default social structure, useful for transition (especially for quieter Year 7 students) and for leadership opportunities later on.

There is also an evident emphasis on student voice and responsibility. The school describes three student leadership routes, including a student council (with representation from Year 7 through Year 13) and an Anti Bullying Ambassadors group. It also notes holding the Bronze Diana Award for Anti Bullying, which gives a concrete point of reference for families who want to see anti bullying work formalised rather than left to ad hoc initiatives.

Swanwick Hall School is a secondary with a sixth form, so the picture splits into two performance stories, GCSE and A level. The GCSE profile is the area that will concern some families most, because the dataset suggests outcomes below England average overall and weaker progress indicators, even while the school performs competitively within its immediate local context.

At GCSE, the school’s Attainment 8 score is 38.9, and the Progress 8 score is -0.6. EBacc measures also point to challenge: 13% achieved grades 5 or above in the EBacc, and the EBacc average point score is 3.53.

Rankings provide an accessible shorthand for what this means in context. Ranked 2,837th in England and 3rd in Alfreton for GCSE outcomes, this places the school below England average overall (FindMySchool ranking based on official data). The ranking percentile aligns with that picture, indicating performance in the lower tier nationally.

The sixth form story is more balanced. A level grades show that 7.75% of entries achieved A*, and 43.41% achieved A* to B. Compared with England averages of 23.6% at A* to A and 47.2% at A* to B, this suggests the top end is thinner than many sixth forms, and the overall profile sits closer to mid range nationally.

The FindMySchool ranking reflects that. At 1,341st in England and 1st in Alfreton for A level outcomes, performance is broadly in line with the middle 35% of schools in England (25th to 60th percentile), and it compares favourably within the local area (FindMySchool ranking based on official data).

How to interpret this as a parent: GCSE indicators suggest a school that is still consolidating consistency in classroom practice, behaviour systems, and attendance expectations, all of which directly affect outcomes. Sixth form outcomes suggest a provision that can work well for motivated students who use the academic mentoring and course guidance effectively, even if it is not an elite results engine.

Swanwick Hall sets out a “knowledge rich” intent with a strong emphasis on sequencing, retrieval practice, and literacy across subjects. It explicitly references low stakes testing and interleaving, which are now common in well organised curriculum design and usually indicate that subject leaders are thinking carefully about long term learning rather than short term cramming.

The most useful way to read this is through implications. When retrieval is consistently used, students who do not revise effectively at home still get repeated opportunities to secure core knowledge in lessons. That can be particularly helpful in a comprehensive setting where home support varies widely. The caveat is that the impact depends on consistency. The most recent external review pointed to strong practice in addressing misconceptions in many areas, but noted that assessment and feedback were not yet consistent across all subjects.

Support for students with additional needs is another key theme. The report describes teaching adaptations being made, but also highlights that strategic oversight of SEND support was not fully embedded at the time, with teaching assistants not always deployed effectively. For families of students with SEND, the practical question is how far the post 2023 work has strengthened that oversight and communication. This is the sort of issue where parents should ask very specific questions at meetings: who coordinates support, how targets are tracked, and how subject teachers are expected to adapt in practice.

Reading and literacy receive deliberate attention. The report references a newer approach for pupils who need help becoming fluent readers, and the school library is positioned as a working part of daily life, including student “library leaders” and opening hours that include before school and breaks.

There are two relevant “destinations” lenses for Swanwick Hall: immediate post 16 choices (sixth form versus college or apprenticeship routes), and post 18 destinations for sixth form leavers.

The school describes its sixth form as inclusive and encourages applications across circumstances, with pathways shaped once enrolment numbers are known. In practice, that suggests a sixth form that is likely to mix A levels with applied general options where cohort demand supports them, rather than offering an always fixed menu regardless of uptake.

For post 18 outcomes, the most recent leaver destinations data available indicates that, for the 2023/24 cohort (45 leavers), 62% progressed to university, 9% to apprenticeships, and 20% went into employment. This pattern fits a sixth form where “next step planning” needs to work for a broad range of ambitions, not just traditional university routes.

A key strength here is mentoring. The inspection report highlights a learning and academic mentor model for sixth form students, and students are described as valuing it. The implication for families is straightforward: the sixth form is likely to suit students who engage with structured support, attend consistently, and meet deadlines, rather than students who need heavy external prompting.

In terms of curriculum breadth, the sixth form publishes a course list including Biology, Chemistry, Physics, Mathematics, Computer Science, Geography, History, Criminology, Health and Social Care, Philosophy and Ethics, and creative routes including Photography, Music Performance, and Media and Film. For some courses there are explicit entry requirements on course pages, for example Fine Art referencing a GCSE grade 6 or above in a creative subject, or entry by interview.

Year 7 admissions are coordinated through Derbyshire County Council, not directly by the school, for the normal round. Recent admissions data indicates 245 applications for 138 offers, which aligns with an oversubscribed school where the limiting factor is typically distance and category criteria rather than a selective test.

For families planning for September 2026 entry into Year 7, the school publishes the key dates clearly: applications open 8 September 2025; the national closing date for on time applications is 31 October 2025; and the national offer day is 2 March 2026. Appeals information is also listed, including an on time appeal deadline of 27 March 2026.

A practical point: the school does not publish a “last distance offered” figure on the data provided here, so parents should avoid assuming that living “nearby” is enough. Where distance is decisive, small differences can matter. This is where the FindMySchoolMap Search is useful, because it lets you measure your home to school distance precisely and compare options without relying on rough estimates.

For in year admissions, the school states that applications should be made directly to the school, with written outcomes typically within ten to fifteen school days.

Sixth form admissions operate differently. The sixth form site directs students to apply online and frames entry around finding the right pathway, with taster opportunities and guidance as part of the process. Where families should be careful is subject specific requirements. Some courses publish clear thresholds, so applicants should check each subject page early, particularly for creative and STEM subjects.

Open events are a good indicator of how accessible the sixth form wants to be. An open evening is published for Tuesday 7 October 2025, 5pm to 7pm, with no booking required.

Pastoral effectiveness at Swanwick Hall sits at the intersection of behaviour systems, attendance, and communication with families. The most recent inspection noted that behaviour systems were being revised and were starting to have a positive impact, but also recorded that some pupils and parents were not fully satisfied with communication connected to behaviour and bullying, and that attendance was too low for some vulnerable pupils.

The school’s current emphasis on “Ready to Learn” routines and punctuality is therefore not cosmetic. If applied consistently, it can reduce low level disruption and give teachers more teaching time, which matters for outcomes. The critical question for parents is consistency across classrooms. A single strong behaviour policy only works when staff apply it in the same way, and when parents understand how consequences and support are meant to operate.

On the positive side, student leadership and peer support structures create additional channels for student voice. The Anti Bullying Ambassadors cohort is designed to be proactive and visible, and the Bronze Diana Award provides an external benchmark for the approach.

For sixth form students, the academic mentor model adds an additional layer of support focused on organisation and next steps. That matters for students who are capable but need a structured push to keep on top of workload, UCAS planning, or apprenticeship applications.

Extracurricular life at Swanwick Hall is best understood as a blend of on site clubs, house competitions, and trust wide events through The Two Counties Trust.

The school publishes a detailed enrichment model with defined lunchtime and after school windows (lunchtime 1.25pm to 1.50pm; after school 3.20pm to 4.20pm). This clarity matters because it signals that enrichment is treated as part of the weekly rhythm, not a loose optional add on.

At the activity level, there are several specific programmes and competitions that help distinguish Swanwick Hall from schools that simply say “lots of clubs”. Trust wide events for 2025/26 include a STEM Day, a Multi Faith Event, International Women’s Day activity, a student conference, and a set of varsity competitions including a Chess Tournament, a Bake Off, a Maths Team Challenge, and Poetry by Heart. The implication is that students who enjoy competitive, structured events have more than one route to participate, even if they are not elite athletes.

Sport is present in both everyday clubs and house structures. The enrichment page lists activities such as badminton, trampoline, dodgeball, football, and a BTEC Sport masterclass. For students who enjoy leadership in sport rather than only playing, sports leadership is explicitly referenced in enrichment opportunities described in the inspection report.

The arts and music offer includes choir and chamber orchestra in the inspection report, which is useful because it indicates provision beyond single term performance projects. Sixth formers also have creative study routes, including Music Performance and Photography, which gives a path for students who want to keep arts central into Year 12 and Year 13 rather than treating them as purely extracurricular.

Trips and wider experiences add another layer. The enrichment information references a ski trip, theatre visits, a visit to Spain, and a Hefei China Student Exchange Programme. This matters because it suggests that enrichment is not only club based, and that there are options for cultural and international experiences when cohorts and logistics allow.

The school day runs from 8.50am to 3.20pm, Monday to Friday, with a published period structure including a morning break and lunch followed by tutor time. For sixth form students, the published contact hours mirror this schedule, with some flexibility by arrangement during study periods.

Transport is unusually well documented. The school publishes information on bus services and statutory travel support, including routes and a reminder that some students are automatically assessed for eligibility, with bus passes typically issued around mid August for those entitled. For families outside walking distance, this is worth reading early, because transport logistics can be the difference between good attendance and persistent lateness.

For parents comparing several local options, the FindMySchool Local Hub page and Comparison Tool can help you weigh GCSE and A level outcomes side by side, rather than relying on reputation or single headline figures.

• GCSE progress is a concern. The Progress 8 score of -0.6 indicates pupils, on average, made below average progress from their starting points. Families should ask how subject leaders and classroom practice are being strengthened to improve consistency.

• Behaviour and bullying communication needs close scrutiny. External review evidence points to improving systems, but also to some dissatisfaction among pupils and parents about how incidents are handled and communicated. This is an area to probe directly during visits and meetings.

• Attendance expectations matter here. The inspection report highlights that some vulnerable pupils miss learning due to low attendance. For families with a child who is anxious about school or has emerging attendance issues, it is important to understand the school’s support pathway early.

• Sixth form success depends on student engagement. Mentoring and guidance are a clear strength, but the results profile suggests outcomes are strongest for students who attend consistently, meet deadlines, and use support proactively.

Swanwick Hall School offers a distinctive setting, a clear routines led culture, and an enrichment model that includes both house competition and trust wide events. The sixth form provides breadth and a mentoring structure that can support varied post 18 plans, including university, apprenticeships, and employment.

Best suited to students who respond well to clear expectations and structured routines, and who will take advantage of enrichment, student leadership, and mentoring support. The main area families should weigh carefully is GCSE progress and the consistency of behaviour systems across classrooms, because these factors shape both daily experience and outcomes.