Founded in 1636 by Grace, Lady Manners — a noblewoman living at nearby Haddon Hall — this school has shaped young minds in Bakewell and the surrounding Peak District for nearly four centuries. The current campus, occupying its Shutts Lane site since 1938, overlooks the market town from within one of England's most distinctive landscapes. With 1,400 students across the secondary and sixth form phases, Lady Manners operates as a comprehensive state school, free of tuition fees, serving families across a wide rural and suburban catchment area. The school's academic credentials are solid, positioning it in the top quarter of secondary schools nationally (FindMySchool ranking), whilst its six houses, 80-plus clubs, and thriving music programme create a distinctive community atmosphere that extends well beyond examination results.
Lady Manners School carries its history lightly. The original 1938 buildings, constructed with the foundation stone laid by the Duke of Rutland on the 300th anniversary of Grace's bequest, sit at the heart of a campus that has expanded thoughtfully over decades. That blend of heritage and pragmatism defines the place. Students are clearly at home here; a March 2020 Ofsted inspection noted that students "enjoy school" and have formed "positive relationships" with staff and peers. The atmosphere is respectful without being formal, ambitious without being pressured.
The school's values, articulated as "Aspire, Include, Thrive," run visibly through daily life rather than appearing only on paper. Head teacher Gary Peat has led the school with a focus on accessible excellence — maintaining the academic rigour inherited from the grammar school era whilst ensuring comprehensive intake creates genuine diversity of background and ability. Staff turnover appears stable, and the school has invested in facilities reflecting confidence in its future, including refurbished science laboratories, a dedicated Rutland Studio for performance arts, and a Cavendish Library named for the historical connection between the Peak District and the Dukes of Devonshire.
The school's peacock emblem, derived directly from the crest of the Manners family, carries symbolic weight. This is a place aware of its origins and legacy, but focused forward. Recent renovations to the main hall demonstrate ongoing investment in the physical environment students inhabit. The Peak District setting itself is distinctive; not isolated, but rural enough to create a sense of place distinct from urban secondary schools.
In 2024, the school recorded an Attainment 8 score of 55.3, slightly above the England average of 45.9 (FindMySchool data). An Attainment 8 score reflects achievement across eight qualifications — typically including English, mathematics, and three English Baccalaureate subjects alongside three additional approved qualifications. This positioning places Lady Manners in the top 17% of secondary schools nationally for exam achievement. The school ranks 779th in England overall (FindMySchool ranking), placing it in the top 25% tier and locally as the leading comprehensive school in Bakewell and surrounding areas.
Progress 8 measures the distance pupils travel between starting secondary school (Key Stage 2 exit) and GCSE completion, accounting for prior attainment. Lady Manners recorded a Progress 8 score of +0.38, indicating students make slightly above-average progress compared to nationally similar peers. The school does not publish individual grade breakdowns by percentage, but the overall metrics indicate breadth of achievement across subjects rather than concentration in a narrow set of top grades.
English Baccalaureate (EBacc) performance — combining English, mathematics, sciences, languages, and humanities — was achieved by 35% of pupils. This compares to the England average of around 40%, suggesting the school encourages broad subject engagement, though some pupils choose alternative qualification routes including applied subjects and vocational options.
The sixth form, serving around 260 students, offers 25+ Level 3 subjects including traditional A-levels. In the most recent data, 51% of A-level grades achieved A*-B standard, marginally above the England average of 47%. The school ranks 1007th nationally for A-level outcomes (FindMySchool ranking), placing it in the middle 35% of schools nationally (the typical band). Whilst not an elite performing sixth form, results show students enter university with solid foundations and experience across genuinely rigorous curricula.
In the 2023-24 cohort, 74% of sixth form leavers progressed to university, with 3% entering apprenticeships and 15% direct employment. The school reports that 33% of sixth form leavers proceed to Russell Group institutions — a marker of selectivity. During the measurement period, one student secured an Oxbridge place (8 applications, 1 acceptance), a modest but respectable figure for a non-selective comprehensive school drawing from a rural/suburban catchment. The school's leavers diaspora spans 35 different universities, indicating a genuinely diverse range of destinations rather than concentration at a small cluster of institutions.
England ranks and key metrics (where available)
A-Level A*-B
50.84%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
The curriculum follows the national framework with notable enrichment. Three modern foreign languages are taught — French, German, and Spanish — allowing broader linguistic choice than many schools. Sciences are taught separately, not as combined awards. Subject specialists lead each department, and the school has invested in professional development for teaching staff, with an explicit approach to "high quality delivery" of curriculum content.
Recent external validation comes from the March 2020 Ofsted inspection, which observed that teachers generally hold strong subject knowledge and deliver lessons with clear structure. There remains scope for greater consistency in marking and feedback, particularly in ensuring pupils understand how to correct errors in spelling and punctuation — an observation the school acknowledges and addresses through literacy initiatives. Pupils described in the Ofsted report as having "strong self-confidence" and understanding what they needed to do to improve suggest a generally positive learning culture.
The school prioritises reading; pupils who struggle receive structured intervention, and the school actively promotes a culture of literacy through the library (the Cavendish Library, substantially resourced) and through regular reading opportunities woven into Key Stage 3 lessons. This reflects a commitment to ensuring all pupils can access the curriculum regardless of reading level at entry.
Special Educational Needs are identified early and supported; the school works effectively to remove barriers to curriculum access for pupils with SEND. However, a persistent challenge noted in recent evaluations is ensuring learning gaps for some pupils are fully addressed, suggesting the school remains honest about areas for development.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Outstanding
Leadership & Management
Good
The vast majority of Year 11 pupils progress into the sixth form; approximately 91% of GCSE completers continue in education, whilst 4% move to employment. Sixth form retention is typical for schools of this type and size; some external students join the sixth form from feeder primaries and other schools, creating a refreshed cohort at 16.
The 2023-24 leavers cohort distributed across a spectrum of destinations. Russell Group universities (top 24 research institutions) captured 33% of leavers. Individually, students have progressed to universities including those research-intensive institutions and a broad range of established universities across the UK. The school emphasises Russell Group aspiration without being selective; students are encouraged toward ambitious applications if their predicted grades support competitive entry, but the school equally values art foundation places, technical degrees, and other pathways aligned to individual interests.
One student in the measured period secured an Oxbridge place (1 acceptance from 8 applications). Whilst not statistically significant given small numbers, the fact that some pupils from Lady Manners do access Oxford and Cambridge demonstrates that the school provides preparation competitive at the highest level, despite its comprehensive intake and non-selective admissions.
The school reports effective careers education and active partnerships with employers. Those pursuing apprenticeships are supported through the school's careers guidance and work-experience programme; recorded destinations suggest apprenticeships are treated as equal in status to university progression, not as a fallback option.
Total Offers
1
Offer Success Rate: 12.5%
Cambridge
1
Offers
Oxford
0
Offers
Lady Manners runs 80+ clubs and activities throughout the year, with the vast majority occurring during lunch hour. Student agency is embedded in the clubs culture; the school surveys pupils annually for feedback on existing clubs and solicits ideas for new activities, meaning the range evolves year to year.
Music is perhaps the most visible pillar of enrichment. The school hosts a long and proud musical tradition reflected in the wealth of performing ensembles. Senior groups include the Senior Orchestra (approximately 80 members), Senior Choir (approximately 100 singers), Senior Wind Band (60 members), and Jazz Band. Intermediate and junior levels cater to developing musicians; offerings include Junior Choir, Junior Strings, Junior Wind Band, Brass Band, String Ensemble, Flute Choir, Clarinet Choir, and Folk Group. Musical concerts occur throughout the year, with some ensembles given opportunities for foreign travel — a marker of the school's investment in quality musical experience beyond the curriculum.
The Music Department coordinates closely with the Rutland Studio, a dedicated facility supporting performance. This not only enriches the experience of musicians but signals to the entire school body that arts participation is valued institutional priority.
Drama clubs and productions feature throughout the year. The school operates a Drama Hall (13 metres by 13 metres with hard wooden flooring and seating for approximately 240), providing intimate performance space alongside larger whole-school productions staged in the main hall. Student-led drama is encouraged, and involvement ranges from performers to technical crew and stage management — building confidence and transferable skills across year groups.
Sporting clubs cover a wide range: netball, football, rugby, cricket, and hockey are well-established. The school offers equestrian opportunities for pupils with horses. Non-competitive fitness options, including dedicated fitness sessions, ensure accessibility for those not pursuing competitive routes. The school's facilities are substantial: a 3G pitch (full size and 7-aside), grass pitches for rugby and football, a sports hall (31.6 by 16.4 metres, equipped for badminton, basketball, netball, and indoor cricket with two cricket nets), a dedicated gymnasium (11.85 by 14.89 metres with blue mats and mirrors), and various outdoor courts. This range means most sporting interests can be accommodated.
Sports leaders and coaching roles in clubs provide sixth form students with leadership and mentoring opportunities, building employability skills recognised explicitly in school documentation.
Coding and Web Design clubs are available; the Web Design Club explicitly offers pupils the opportunity to create their own web pages, providing hands-on technical skills beyond the formal curriculum. Lego Robotics appears as a named activity, suggesting robotics or maker-space activities. Whilst specific club names for advanced sciences or mathematics are not detailed in publicly available materials, the school's investment in refurbished science laboratories suggests STEM teaching infrastructure is substantial.
Beyond the core pillars, the school lists Comic Club, Gardening Club, and Debating. This diversity signals that the school caters genuinely to varied interests rather than forcing a single cultural agenda. Creative writing is explicitly mentioned; environmental interests are supported through an Active Environmental Council working to improve school grounds. The school culture appears genuinely to invite students to "try something new."
All students belong to one of four houses: Barker, Cockerton, Glossop, and Taylor. These carry historical significance (names memorialising governors important in the school's 1896 reopening). House competitions occur throughout the year — sports competitions, spelling bees, and enterprise afternoons — allowing students to contribute to collective success. Sixth formers can aspire to House Captain or Officer roles, creating explicit leadership progression.
From Year 10 upwards, students can undertake Bronze, Silver, and Gold Awards through the Duke of Edinburgh Scheme. Each level requires an expedition, volunteering commitment, skills development, and physical activity. The scheme is described as "popular," suggesting uptake and institutional support. This qualification visibly recognises independence, leadership, and resilience alongside academic achievement.
The school provides effective careers education across key stages. Year 6 transitions are supported through summer schools — including workshops specifically for pupils with SEN or those moving from schools sending few pupils to Lady Manners, easing anxiety around transition. At sixth form, explicit support continues; the school reports that students are supported to make informed choices about next steps in education and employment.
Admission is non-selective at Year 7. Places are allocated primarily by distance from the school gates to the applicant's home address, within the defined admissions catchment area. In 2024, the school received 1.76 applications for every place (Admissions data: 413 applications for 234 offers), making entry competitive by distance. The last distance offered in 2024 was not specified in available data, but oversubscription at this level means families should verify distance carefully. Families should use the FindMySchoolMap tool to check their precise distance from the school gates compared to the last distance offered to understand realistic chances of securing a place.
Sixth form entry is more open; external students are admitted subject to grade requirements (details available in the school prospectus). This allows talented pupils from other schools to join, refreshing the year group and creating a more diverse cohort at 16+.
Transition from primary school is supported through induction days and a dedicated Year 6 summer school. For pupils with SEND or those new to the area, additional small-group sessions create familiarity and build confidence.
Applications
413
Total received
Places Offered
234
Subscription Rate
1.8x
Apps per place
The school day runs from 8:50am to 3:20pm (Tuesday to Friday); Monday sessions begin at 8:30am. The school sits on Shutts Lane, overlooking Bakewell, accessible by car with on-site car parking available. Public transport to the town centre is available via local buses. Walking and cycling are realistic options for families living within the defined catchment.
The school's substantial facilities are available for community hire, including the 3G pitch, grass pitches, sports hall, gymnasium, drama hall, and various classrooms. This indicates good maintenance and continuous investment in the physical environment. The library is described as "well-resourced."
The March 2020 Ofsted inspection noted that pupils experience "positive relationships" with staff and that students "appreciate the support, guidance and care that they receive from their teachers." The school operates a behaviour management system described as "robust," and attendance has improved substantially through effective monitoring and support for pupils facing attendance challenges, particularly those from disadvantaged backgrounds.
The school hosts a Centre of Excellence for Changing Lives, a mental health support service operating within the school. This reflects commitment to student wellbeing beyond traditional pastoral care. Staff are trained to identify pupils requiring additional emotional support; external agencies including counsellors and mental health practitioners work alongside school staff.
For pupils with particular needs, specialist support is provided through a graduated response model, with early intervention prioritised.
Distance and catchment sensitivity. With the school significantly oversubscribed and entry determined primarily by proximity, families should verify distances carefully. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Living within a tight radius is effectively mandatory for securing entry.
Comprehensive intake variation. As a non-selective comprehensive school admitting across a wide range of ability, there is naturally variation in pupil progress and attainment. Whilst the school performs above England averages, it does not select for ability. Families seeking guaranteed peer groups at higher ability levels may find peers with more varied starting points and trajectories than in selective schools.
Sixth form entry competition. While external entry to sixth form is possible, places are limited and subject to grade requirements. Families considering sixth form entry from outside should contact the school early to clarify entry thresholds and likelihood of a place.
Lady Manners School is a well-established comprehensive secondary with genuine heritage, solid academic outcomes, and an explicitly inclusive approach to enrichment and extra-curricular life. It is not an academic pressure cooker; it is an honest, competent secondary school serving families across a rural-suburban area with seriousness of purpose and visible investment in both teaching and wider development. The breadth of clubs and activities — 80+ offerings — ensures students can pursue genuine interests alongside study. Music is particularly strong. The school's placement in the top quarter nationally (FindMySchool ranking) reflects effective teaching and reasonable aspirations, without claiming elite status.
Best suited to families living within or very near the defined catchment who want a comprehensive school with active extra-curricular life, solid results, and genuine pastoral care. The main barrier is securing a place by distance; once admitted, the educational experience aligns well with a broad range of family priorities.
Yes. Lady Manners was rated Good by Ofsted in March 2020 and continues to perform solidly across academic measures. The school ranks in the top 25% nationally for GCSE outcomes (FindMySchool ranking) and sends 74% of sixth form leavers to university, including 33% to Russell Group institutions. Students report enjoying school and valuing the support from staff. The school's 80+ clubs and extensive enrichment options extend development well beyond examination subjects.
Year 7 entry is non-selective and determined primarily by distance from the school. In 2024, the school was oversubscribed at 1.76 applications per place, meaning distance from home to school gates is the key admission criterion. Families must verify their proximity to the school; living very close to the Shutts Lane site is effectively essential for securing a place.
The school's main strengths include its music programme (with substantial performing ensembles), broad extra-curricular offerings (80+ clubs and activities), a well-resourced library and science facilities, effective careers education, and good pastoral support for pupils with SEND. Academic results are solid and above England averages. The school's 388-year history creates a strong sense of institutional continuity and community.
Recent inspection notes suggest that whilst teaching is generally strong, some inconsistency remains in marking and feedback, particularly in ensuring pupils understand how to correct errors in spelling and punctuation. The school acknowledges these areas and is actively implementing improvement strategies. Learning gaps for some pupils require ongoing focus.
Yes. The sixth form serves around 260 students across 25+ Level 3 subjects, including traditional A-levels and some vocational options. Entry to sixth form requires meeting subject-specific grade thresholds; external students from other schools are admitted if places are available and entry criteria are met. Sixth form students undertake leadership roles, including House Officer positions and mentoring of younger pupils.
Notable alumni include Richard Lumsden, a British actor, writer, composer and musician (television work includes Sugar Rush, Is it Legal?, and Wonderful You); Sir Nigel Shadbolt, Principal of Jesus College Oxford and founder of the Web Science Trust; and Barry Askew, former editor of major national newspapers. Becky Measures, now a BBC Radio Sheffield presenter, also attended the school.
Music is a major strength. The school offers Senior Orchestra (approximately 80 members), Senior Choir (approximately 100), Senior Wind Band (60 members), Jazz Band, Brass Band, Junior Choir, Junior Strings, Junior Wind Band, String Ensemble, Flute Choir, Clarinet Choir, and Folk Group. The Rutland Studio provides a dedicated performance space. Concerts occur throughout the year, and some ensembles have opportunities for foreign travel.
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