Chetwynde School Review 2026: All-through continuity with a strong primary phase

Because Chetwynde is all-through, families should read outcomes in two parts: the primary phase results at the end of Year 6, and GCSE outcomes at the end of Year 11.

Primary performance (end of Year 6)

In 2024, 78% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 21% achieved greater depth, well above the England average of 8%. These are meaningful margins, particularly because the combined reading, writing and maths measure is often where schools feel pressure.

Scaled scores also suggest consistent strength in core academic basics: reading 106, maths 106, and grammar, punctuation and spelling 107. For parents, the practical implication is that children who thrive on structured core learning are likely to find the primary phase academically settled and purposeful.

Rankings provide a second lens. The school is ranked 4,520th in England and 2nd in Barrow-in-Furness for primary outcomes (FindMySchool ranking based on official data). This reflects solid performance in line with the middle 35% of schools in England (25th to 60th percentile), while still sitting near the top locally.

GCSE performance (end of Year 11)

At GCSE level, the school is ranked 2,479th in England and 1st in Barrow-in-Furness for GCSE outcomes (FindMySchool ranking based on official data). This again places performance broadly in line with the middle 35% of schools in England overall, while standing out locally.

Looking at the individual measures provided, the picture is mixed. The Progress 8 score is -0.39, which indicates that, on average, pupils make below-average progress compared with pupils nationally who had similar starting points. The Attainment 8 score is listed as 44. EBacc-related measures show limited entry and outcomes, with 10.3% achieving grade 5 or above in the EBacc measure provided, and an EBacc average point score of 3.74 (England average shown as 4.08).

For families interpreting this, the key point is not that pupils cannot achieve well, the latest inspection notes that pupils typically achieve well and that staff have appropriately high expectations. Rather, the published figures suggest that ensuring consistently strong progress for all pupils through KS4 has been a live improvement focus, with curriculum and support needing to be tight enough that gaps do not persist.

Chetwynde’s teaching story is best understood through two themes: sequencing and consistency across ages, and targeted improvement in reading.

On sequencing, the curriculum is described as broad and balanced, with staff clear about what pupils should learn and the order in which it will be taught. In an all-through school, that can be a genuine advantage, because subject leaders can align what happens in upper primary with what Year 7 expects, and reduce repetition or sudden jumps.

In early years, learning through play is presented as deliberate rather than incidental. Children in early years are given opportunities to learn through play and with adults, creating the foundation for the more formalised curriculum later. The subject curriculum pages reinforce this approach by mapping topics through the years. For example, in science, early years topics include space and the solar system, weather and growing plants, then animals and habitats, progressing into more structured revisiting and deepening in later primary years.

Reading is a major operational focus, and the evidence is specific. The school has been implementing a new early reading programme, with staff trained to deliver systematic phonics, including reading catch-up for older pupils where needed. This is not just a technical change; it is the kind of change that can affect classroom confidence across subjects, particularly in secondary where reading demands increase rapidly. The area that remains a clear development priority is reading for pleasure, with many pupils not reading as widely or as often as they should, limiting broader reading experiences beyond the taught curriculum.

Computing is one of the clearer examples of structured progression. The published curriculum journey includes early instruction-based work and Bee-Bots in Reception and Year 1, Scratch programming in Year 3 and Year 4, HTML in Year 4, Sonic Pi programming music in Year 5, and an introduction to Python in Year 6. At GCSE, the course content is aligned to OCR Computer Science, covering computer systems, data representation, networks, security, and computational thinking with programming. For a parent, the implication is that pupils with an interest in computing can build confidence through repeated exposure, not just a late KS4 start.

The arts offer a similarly mapped approach. Art curriculum planning references specific themes and artists in early years and primary, such as self-portraits and colour mixing in Reception, then work linked to artists like Albrecht Durer and Piet Mondrian in Year 1. In performing arts, the staffing model is notable: the school lists a range of peripatetic teachers covering voice, drama, piano, guitar, violin, flute and drums, alongside curriculum music and drama provision. That breadth of specialist teaching is often the difference between a school that “has music” and one where pupils can develop real technical skill and confidence in performance.

A practical caveat sits alongside these strengths: the inspection highlights that, at times, support does not focus sharply enough on the specific gaps pupils have in their knowledge, meaning some pupils do not acquire new knowledge as securely as they should. Families with children who need highly targeted scaffolding should explore how intervention is organised, particularly in KS3 and KS4 where gaps can quickly widen.

Chetwynde’s current model ends at Year 11, so planning for post-16 is part of choosing the school. The trust’s own communications describe a local post-16 landscape where academic sixth form courses are nearby, and technical education options are also accessible.

The more immediate question for most families is whether Year 11 leavers are prepared for the next step, whether that is A-level study, technical qualifications, or apprenticeships. Careers and future-readiness are referenced explicitly through the school’s leadership structure and Ofsted’s discussion of personal development, with pupils gaining knowledge about skills and traits that help them make decisions about the future and prepare for modern Britain.

Enrichment and responsibility-building activities also matter here. The Duke of Edinburgh’s Award Scheme has been part of the school since 2003 for pupils aged 14 and above, which provides a structured framework for volunteering, skills, physical activity and expeditions. For many pupils, that kind of programme is less about the certificate and more about building independence, perseverance and confidence before leaving for college or training.

Chetwynde is non-selective, but it is not easy to access because demand outstrips places. The admissions data shows Reception entry as oversubscribed, with 95 applications for 29 offers, which is 3.28 applications per place. Year 7 is also oversubscribed, with 167 applications for 25 offers, which is 6.68 applications per place.

Because of that demand, deadlines matter. For Reception entry (September 2026), Westmorland and Furness Council states applications open on 3 September 2025 and close on 15 January 2026, with outcomes issued on 16 April 2026 (or the next working day). For Year 7 transfer (September 2026), applications open on 3 September 2025 and close on 31 October 2025, with outcomes issued on 1 March 2026 (or the next working day).

The school’s own admissions page frames the approach as straightforward, open, fair and transparent, and notes that admissions arrangements align with the trust’s approach across its schools. In practical terms, families should treat this as a Local Authority coordinated process for normal round entry points, and focus on how oversubscription criteria operate, particularly if distance and siblings are likely to be important. Where families are weighing the move specifically for admission, FindMySchool’s Map Search is a sensible way to sanity-check distance assumptions before relying on a place.

Open events are not published as fixed dates on the website, but the school states that tours are offered for prospective parents across Kindergarten, Primary and Secondary. More broadly, the school’s history page notes that it has held an annual open day since 2003, so there is usually a predictable rhythm to open events even if exact dates vary year to year.

Pastoral care is one of the clearer strengths in the available evidence, and it fits the all-through model. Staff are described as knowing pupils well, ensuring pupils feel involved and included, and supporting positive behaviours through routines that create a calm and orderly atmosphere.

Safeguarding is confirmed as effective in the most recent inspection report, which is an important baseline for any family making a school decision. The published leadership roles also point to clear responsibility structures, including a designated safeguarding lead and a SENDCO as named key staff, which usually supports consistency when pupils need help quickly.

Support for pupils with special educational needs and disabilities is described as inclusive, with needs accurately identified and staff trained to provide effective support so pupils can participate fully in school life, including enrichment opportunities. For parents of children who need additional support, the most useful next step is often to understand how targeted support works in practice, particularly when gaps in knowledge are identified.

For an all-through school, extracurricular life needs to work across very different ages. The evidence suggests Chetwynde prioritises activities that build confidence and community, not just standalone clubs.

Performing arts appears to be a consistent thread. Pupils enjoy opportunities to take part in school productions, and the school also participates in singing events with other schools, which indicates a deliberate outward-facing performance culture rather than purely internal showcases. The breadth of peripatetic provision listed, spanning instruments and voice alongside drama teaching, supports that picture and can be especially valuable for pupils who gain confidence through rehearsed performance and structured creative practice.

The Duke of Edinburgh’s Award Scheme, introduced in 2003 for pupils aged 14 and above, is a major enrichment anchor. It is an example of enrichment that does not depend on being the “best” at a sport or subject; the win is sustained participation and follow-through. That framework also aligns neatly with the school’s stated values.

Trips and broader experiences are part of the school’s stated offer. The school references experiences such as art galleries in New York and language experiences in Paris. Those are not everyday opportunities, but they do signal that the school intends to widen horizons beyond the local area when possible.

Wraparound and enrichment for younger pupils is present, albeit with most details sitting outside the main school website. The Westmorland and Furness Families Information directory lists a Chetwynde School After School Club running Monday to Friday from 15:30 to 17:30. Historically, the school also established a holiday club and summer school in 2006, and an after school club has been part of the school offer since 1999. For working families, those structures can be as important as any single club, because they shape the rhythm of the week.

Sport is referenced both within the inspection commentary and the trust’s wider activity programme, including cross country, hockey, swimming, basketball and tennis events linked to the trust’s MegaMAT Games. While this does not provide a weekly club list, it does indicate an intention to provide varied sporting opportunities and inter-school competition.

Term dates are published clearly. For 2025 to 2026, pupils return on 3 September 2025, with the school year ending at noon on 10 July 2026. For 2026 to 2027, pupils return on 3 September 2026, with the year ending at noon on 9 July 2027. These details help families planning childcare and travel.

Daily start and finish times are not published in accessible text on the school website pages available, so families should confirm the current school day directly. Wraparound is clearer: the council directory lists the after school club as running until 17:30 on weekdays.

This is a state school with no tuition fees. Families should still budget for the usual incidentals, such as uniform, educational trips, and optional peripatetic music tuition where applicable.

• Competition for places. Demand is high at both entry points. Reception shows 95 applications for 29 offers, and Year 7 shows 167 applications for 25 offers. Families should treat deadlines as non-negotiable and ensure they understand the oversubscription criteria early.

• KS4 progress is a key watchpoint. Progress 8 is -0.39 suggesting below-average progress from prior attainment. Families should ask how targeted support works when pupils have gaps in knowledge, particularly in KS3 and KS4.

• Reading culture is still developing. Systematic phonics and reading catch-up are described as improving, but reading for pleasure is identified as an area for improvement. If your child needs strong encouragement to read widely, explore how the school builds habits and access to books.

• No sixth form on-site. Post-16 progression is to local providers rather than staying at the same school. For some students this is a good reset; for others it is a transition to plan for early.

Chetwynde School’s strongest case is its all-through continuity combined with a primary phase that performs well above England averages on the published measures. The culture is structured and values-led, and recent inspection evidence supports a calm, inclusive community with effective safeguarding.

Best suited to families who want a single, consistent setting from early years through to GCSEs, and who value clear routines and a close community. The main challenge is access, and families should treat admissions planning as a serious piece of work rather than a last-minute decision.