Samuel King's School Review 2026: A small Alston secondary with a close-knit feel

GCSE results

Samuel King’s School’s GCSE picture is best read as steady rather than headline-grabbing. In 2024, the average Attainment 8 score was 36.4. The Progress 8 score was -0.24, which indicates students made slightly below average progress compared with other pupils nationally with similar starting points.

Ranked 3,597th in England and 1st in Alston for GCSE outcomes (FindMySchool ranking based on official data), the school sits below England average overall. The local ranking is a reminder of context: in a small town, the meaningful comparison is often less about league-table ladder-climbing and more about whether the school is helping each child make secure, confident gains from Year 7 to Year 11.

The EBacc average points score was 2.92 in 2024, compared with the England average of 4.08. For families who are keen on a strongly academic, EBacc-heavy pathway for as many students as possible, that is a data point to weigh carefully alongside what you see of the curriculum and options.

If you are comparing nearby schools, FindMySchool’s Local Hub pages (and the comparison tool within them) can help you put these figures side-by-side without losing the local context that makes small schools hard to judge from one number alone.

The curriculum is presented as broad and balanced, with leaders focused on making learning build logically over time rather than feeling like disconnected units. That kind of sequencing matters in a smaller school because students cannot hide in a crowd; gaps show up quickly, and the best response is consistent teaching that returns to core knowledge until it sticks.

The timetable detail is unusually clear. The week is organised as 25 lessons, each 60 minutes long. In Years 7 to 9, languages include French and German, and students also study areas such as catering, performing arts, computing, citizenship and religious and philosophical education alongside the usual core. There is also additional maths and English built into the week in short, regular bursts, which signals a deliberate attempt to keep foundational skills moving.

At GCSE level, the structure described is straightforward: English, maths and science remain central, with students currently able to take up to four options across Years 10 and 11. For families, the key question is not just “What can my child take?” but “How well is it taught, and how much support is there when they wobble?” The school’s approach to checking understanding and correcting misconceptions is an important part of that answer, especially when progress measures are under pressure.

Because Samuel King’s is an 11 to 16 school, the story after Year 11 is about transition. Students move on to sixth forms, colleges, apprenticeships and training providers, and the school’s job is to make sure choices are informed and realistic. Careers guidance is positioned as something that runs through all year groups, not as a last-minute assembly in Year 11, which usually leads to better decisions and less panic.

Transport is part of the post-16 conversation here. Students have previously engaged directly with local decision-makers on travel issues, and that is exactly the kind of practical civic learning that suits a rural setting. The implication for families is simple: start post-16 planning early, including how your child will get to where they need to be each day, because travel time can shape whether a course choice is sustainable.

Routes and criteria

Samuel King’s School is non-selective, with admissions coordinated through the local authority. For most families, that means the process is administrative rather than exam-driven, but it still rewards preparation: understanding the timetable for applications, knowing how oversubscription is handled, and being realistic about preferences.

Demand is present rather than extreme. The latest published admissions figures show 31 applications for 23 offers, which is about 1.35 applications per place. In other words, there is competition, but it is not the kind of frenzy that turns the whole of Year 6 into a strategy game.

Timeline and practicalities

For Westmorland and Furness, secondary applications typically open in early September and close at the end of October, with outcomes released at the start of March. Families living outside the area usually apply through their home local authority, even if they are naming a Westmorland and Furness school.

If you are trying to work out what is realistic from villages and hamlets around Alston, a quick check on FindMySchool’s map tools can help you sense-check travel distance and daily logistics before you emotionally commit to one plan.

Safeguarding is treated as a whole-school culture, not a single policy file. Staff are expected to know students well, notice risk indicators, and raise concerns quickly, with leaders following up and working with external partners when needed. For parents, this is the bedrock: you want a school that can act decisively when something is off, and communicate clearly about how it supports a child.

The personal development programme has practical anchors. Students learn about online safety, healthy relationships and consent, and they are given opportunities to broaden horizons through activities beyond lessons. In a smaller school, these opportunities do double-duty: they enrich learning, and they build the sense of belonging that can keep attendance and behaviour stable.

SEND support is framed around inclusion and ambition. Students with additional needs are identified and supported so they can access the same curriculum as their peers, and the school describes interventions that include in-class support and targeted literacy or numeracy work. The site also notes that access between floors is via stairs, with room moves used when needed, which is worth considering for students with mobility needs.

Clubs & enrichment

A useful way to judge a school is to look at what it chooses to celebrate. Recent Key Stage 3 updates include students taking part in an inter-school Table Cricket tournament after sessions with Cumbria Cricket, and inter-house Blooket competitions held in the ICT room, including use for German homework. Those are not grand, glossy initiatives. They are the kind of small-school activities that build confidence, teamwork, and a sense that learning continues after the bell.

There is also a thoughtful cultural strand. Philosophy for Children (P4C) appears in religious education, with Year 8 working through philosophical questions to build critical thinking and communication. Alongside that, curriculum enrichment shows up in practical, hands-on ways: students exploring antique sewing machine mechanics, composing on glockenspiels in music, and producing work connected to English and history topics.

Sport, music and drama

Sport, music and drama clubs are part of the offer, alongside visits and fundraising activity that links the school to its local community (including support for a local air ambulance). For families, the question is not whether every club will suit every child, but whether there are enough varied entry points for different personalities: the sporty student, the performer, the quieter maker, the one who likes structure and practice.

The school day

The day begins at 8.45am with registration, followed by five teaching periods, and a tutor period at 3.00pm. School finishes at 3.30pm. The published weekly total is 33 hours and 33 minutes, which gives a clear sense of the teaching week and the pacing of afternoons.

Transport & parking

This is a rural setting, so transport matters. Families should factor in how students will travel daily from across the Alston area, including eligibility for local-authority home-to-school transport where relevant. For post-16, travel planning becomes even more central because students will be commuting elsewhere after Year 11.

Scale and subject breadth: With 107 students on roll against a capacity of 235, the school’s small scale can be a real advantage for pastoral care and confidence-building. The trade-off is that breadth can look different than it does in a large secondary, particularly around grouping and the range of option combinations that can run viably each year.

Progress measures: A Progress 8 score of -0.24 signals that outcomes are not yet where the school wants them to be for progress from starting points. Families should ask how the school identifies gaps early and how it supports students who need extra consolidation, especially in the subjects that drive overall results.

EBacc outcomes: The EBacc average points score (2.92, compared with 4.08 across England) is worth weighing if you are focused on a strongly academic pathway across the full EBacc suite. This does not decide fit on its own, but it should shape your questions about curriculum time, language uptake, and how options are guided.

Access between floors: The site notes that access between floors is via stairs, with lessons relocated if required. For some students, that is a manageable adjustment; for others, it is a core practical factor that should be discussed early.

Samuel King’s School suits families who want a state secondary with a genuinely small-school feel: clear routines, high expectations around behaviour, and adults who can get to know students quickly. It will also appeal to students who value calm social times and learning that is broken into manageable, structured steps.

Competition for places exists but is not the defining drama here. The more important question is fit: whether your child will thrive in a close-knit setting, and whether the school’s approach to consolidation and support matches what they need to make strong progress through Years 7 to 11.