Swanshurst School Review 2026, high expectations with a structured wider curriculum

High expectations sit alongside a deliberate focus on character at Swanshurst School. It is a large girls’ secondary with a sixth form up to age 19, and it uses school-specific language and routines to keep day-to-day life predictable, calm, and purposeful. The current headteacher is Mr Mike Dunn, and he has been in post since April 2021.

In the most recent formal inspection cycle, the school retained its Outstanding status, with strong emphasis on respectful conduct, personal development, and consistent classroom practice. Parents weighing up options in south Birmingham will find a school that is clear about what it expects, and equally clear about the support structures used to help pupils and students meet those expectations.

The school’s culture is built around explicit values, and these are used as working language rather than slogans. Swanshurst sets out seven core values, including being aspirational, resilient, reflective, creative, independent, kind and respectful, and confident communicators. A recognition and rewards structure is tied directly to this values framework, creating a consistent message between lessons, pastoral time, and enrichment activities.

A distinctive element is the Pupil Pledge, which sets out a list of 40 activities for each year group. The intent is straightforward, every pupil should leave with a broad set of experiences beyond day-to-day academic study. In practice, this gives staff a concrete way to prompt participation, and it gives families a clearer picture of what “getting involved” can look like, especially for pupils who are not naturally drawn to sport or performance.

Leadership and student voice also feature strongly. Sixth formers are positioned as role models, and pupils are given visible ways to influence school life, including through organised leadership opportunities and a documented pledge model. One tangible example is the Reflection Room, created through fundraising and intended as a quiet space at break and lunch.

At GCSE level, the school’s most recent published Attainment 8 score is 51.6. The Progress 8 score is 0.26, indicating pupils make above-average progress from their starting points across the GCSE suite. EBacc entry and performance show a mixed picture with an EBacc average point score of 4.77 and 32.1% achieving grades 5 or above in the EBacc measure. These figures suggest a school that performs securely overall, with particular strength in progress, while also serving a broad intake with varied subject pathways.

A-level performance is tracked separately and sits in the middle range nationally. Ranked 1,430th in England and 25th in Birmingham for A-level outcomes (FindMySchool ranking based on official data), Swanshurst’s A-level results are in line with the middle 35% of sixth forms in England (25th to 60th percentile). 3.52% of entries were at A*, 16.3% at A, and 25.55% at B. Taken together, this means 19.82% achieved A* or A, and 45.37% achieved A* to B. Compared with the England averages (23.6% at A* to A, and 47.2% at A* to B), this is slightly below the England benchmark while remaining broadly comparable.

Parents comparing local sixth forms should treat this as a stable, mainstream A-level profile rather than an ultra-selective outlier. The more important differentiator is often the sixth form experience itself, subject fit, study support, and progression planning.

To compare performance against nearby schools, parents can use the FindMySchool Local Hub page and the Comparison Tool to view GCSE and A-level metrics side-by-side using the same methodology.

The curriculum is presented as carefully sequenced over time, with attention to how knowledge is broken into component parts and assessed. The May 2024 inspection described a mapped subject framework supported by a curriculum dashboard, and highlighted examples in practical subjects where skill development is intentionally built from Year 7 through to Year 13.

Classroom practice is framed around deliberate practice and recall, with assessment information used to identify what pupils have retained and what needs re-teaching. For families, the practical implication is a school that expects pupils to work hard, but also puts scaffolding in place, including consistent routines, structured support when pupils fall short of expectations, and targeted intervention time within the school week.

Reading is positioned as a whole-school priority. The inspection evidence points to a strong reading culture supported by school library use, and to targeted phonics sessions for pupils at early stages of reading. Sixth form students are also supported through access to academic resources including journals. This combination tends to suit pupils who respond well to structured teaching and who benefit from explicit literacy support across subjects, not only in English.

University and careers guidance is treated as an all-through entitlement, not something reserved for Year 13. The inspection evidence points to personal, social, health and economic education sessions that cover relationships education and preparation for work, alongside a wider careers programme spanning Years 7 to 13.

For the most selective university routes, the dataset records a small but present Oxbridge pipeline. In the latest recorded period, two applications were made and one student secured a Cambridge place. This does not define the sixth form, but it does suggest that high-attaining students can access the advice and academic stretch required for the most demanding applications when it is the right fit.

Swanshurst’s sixth form also signals breadth in post-16 pathways. For external applicants, the school highlights traditional A-levels alongside newer AAQ courses in Health and Social Care and Medical Science, plus a T Level in Education and Early Years. For many families, this blend is a practical advantage, students can choose between academic and technical options without needing a different institution.

Year 7 entry

Year 7 admissions are coordinated through Birmingham City Council rather than directly through the school. For September 2026 entry, the school’s published admission number is 330. When applications exceed places, the oversubscription order prioritises looked-after and previously looked-after children, then siblings, then children of staff (under defined conditions), and then distance measured by the local authority using a straight-line method to the main reception entrance.

Birmingham’s published timetable for September 2026 Year 7 entry sets the wider deadlines that matter to families. Applications opened on 01 September 2025, the statutory closing date was 31 October 2025, and offer day is 02 March 2026.

Where appeals are needed, families should pay attention to both the local authority timetable and the school’s stated arrangements. The Birmingham timetable lists an appeals deadline of 13 April 2026. Swanshurst’s own published admissions criteria document states appeals should be made directly to the school, with a deadline of 9.00am on Wednesday 08 April 2026 for September 2026 entry, and hearings within 40 school days of the closing date.

Because distance can be decisive in oversubscribed year groups, families considering Year 7 should use the FindMySchool Map Search to check their own location against the admissions criteria and understand how competitive distance-based allocation can be in Birmingham.

Sixth form entry

Sixth form applications use an online application portal. For applicants from other schools, the school states that applications should be submitted by the end of January 2026, with applications reviewed on receipt and discussions arranged about subject choices where needed.

A key date for the sixth form calendar is the open evening, scheduled for Wednesday 07 January 2026 from 6pm. Families considering a post-16 move often benefit most from seeing how study spaces, support, and enrichment are organised, so this event is particularly relevant even for students who already know their likely subject choices.

Pastoral support is structured around year teams, including heads and deputy heads of year, administrators, and form tutors, with additional roles linked to learning mentor support and special educational needs coordination. The school presents this as a joined-up system intended to support both academic progress and wellbeing, rather than treating these as separate tracks.

The inspection evidence supports a model where pastoral monitoring is active and responsive. It refers to daily reviews by pastoral leaders and a staff-facing pastoral update that helps emerging issues get noticed quickly. It also highlights additional staffing for mental health and wellbeing support, with claimed impact on attendance and punctuality.

On the wider wellbeing agenda, the school highlights that mental health and wellbeing are built into its personal development programme, and it references a Leeds Beckett University Silver Award linked to mental health and wellbeing support. For families, the practical question is how easily pupils can access help when concerns arise. This is one of the most useful topics to raise at an open event, asking what the escalation route is from form tutor to specialist support, and how parents are kept informed.

The latest Ofsted report states that safeguarding arrangements are effective.

Swanshurst publishes a detailed club timetable, which is helpful because it shows not just what is offered, but also when and who it is aimed at. Clubs include Eco Club for Years 7 and 8, Swans that Science Club for Years 7 and 8, a STEM Ambassadors Programme for Years 7 to 9, Journalism Club, Technical Theatre Club, Anime and K-Drama Club, and structured debate opportunities across multiple year groups.

Music participation is visible through band practice slots for GCSE year groups and a general Music Club, alongside a School Musical Club that runs across the week. For pupils who are happier performing with a defined project rather than attending a weekly club indefinitely, this type of time-bound production work can be an effective entry point.

Sport is present as a regular routine rather than an occasional fixture. Netball, football, tag rugby, badminton, and multi-sport sessions are scheduled through the week, and there is also a defined Duke of Edinburgh programme for Year 10 and Year 12.

In sixth form, the facilities and enrichment model are designed to support study habits as well as participation. The school describes a social study area with a bank of laptops and strong Wi-Fi, a staffed sixth form library with silent and group work zones, and a dining area linked to study spaces. Enrichment activities for sixth formers include wellbeing options such as mindfulness and yoga, as well as student-led clubs.

The school publishes a detailed structure of the day. Arrival is 08:35 to 08:40, with the main teaching day finishing at 15:05 for most pupils. Enrichment and intervention are scheduled from 15:05 to 16:05, which effectively builds an additional hour into the week for academic catch-up or wider participation.

For transport planning, families should factor in both the end-of-day time and the extension hour for enrichment. In Birmingham, timing can matter as much as distance because public transport connections and pick-up arrangements need to allow for occasional late finishes. As part of shortlisting, it is sensible to test the journey at the relevant times of day, not just during morning rush hour.

As a secondary school, Swanshurst does not generally operate wraparound care in the same way primary schools do. If a family needs supervised care beyond 16:05, it is worth contacting the school directly to understand what is currently available and what is reserved for specific cohorts.

• Entry is competitive. The school publishes an admission number of 330 for September 2026 entry, and it sets out a clear oversubscription order with distance as the final criterion. This makes location, and the detail of how distance is measured, highly relevant to realistic applications.

• The day can run beyond 15:05. Enrichment and intervention run to 16:05, which can be a strength for learning and participation, but it may add complexity for transport and after-school commitments.

• Sixth form pathways are broader than A-level only. AAQ courses and a T Level sit alongside A-levels, which is useful for many students, but it also means applicants should be clear about entry requirements and subject suitability early, rather than assuming a single academic route.

• Values-led culture will suit some better than others. A strong emphasis on routines, expectations, and whole-school values can help pupils feel safe and focused, but pupils who struggle with structure may need time to adjust and may benefit from proactive pastoral engagement from the start.

Swanshurst School combines high expectations with a carefully organised pastoral and enrichment model. Its strongest fit is for families who want a values-driven girls’ school with clear routines, strong personal development, and a sixth form that offers both academic and technical pathways. It also suits pupils who respond well to structured teaching and who will take advantage of the Pupil Pledge and club timetable. The main challenge is navigating admissions in a system where oversubscription and distance criteria can be decisive.