Buxton Community School Review 2026: Big sixth form, strong community focus, mixed results story

Buxton Community School is a large, mixed secondary and sixth form serving Buxton and surrounding villages, with around 1,000 students and capacity for 1,331. The site reflects its role as a genuine community hub, with facilities that are used beyond the school day and hired out locally, including a sports hall, dance studio and drama studio.

Leadership has been a recent headline. Mrs Samantha Jones is the current headteacher, with the appointment announced by the school on 02 February 2024 and described as taking effect immediately. The school is part of the Embark Federation, and its admissions arrangements and community messaging sit within that trust context.

Families should expect a balanced, comprehensive intake and a practical, structured approach to school life. Results at GCSE are below England average on key measures, while the sixth form picture is closer to typical nationally. The best fit is often about expectations: families seeking a broad offer with strong local roots may value what is here, while those prioritising consistently high academic outcomes will want to weigh the data carefully.

The school’s origin story is unusually specific and helps explain its identity. The current institution was created through the consolidation of Buxton’s former boys’ and girls’ schools, with planning for a single co-educational site beginning in the late 1980s and the full move completed by September 1993. In October 1993, HRH Princess Alexandra officially opened the school. That consolidation theme still shows up today in the “big school” feel: broad year groups, a large sixth form, and facilities designed for scale rather than boutique provision.

The physical estate includes named spaces that shape day-to-day culture. The Gothic Hall is one of the most distinctive, and the wider leisure and performance facilities include a drama studio with integrated lighting and sound, a mirrored dance studio, and a sports hall laid out for multiple court configurations. For students, this matters because it increases the number of “third spaces” available during lunchtimes, after school, and for enrichment activities. For parents, it can translate into a school that offers multiple routes to confidence and belonging beyond pure academics.

The current leadership message emphasises high expectations and an Embark-wide values framework of Family, Integrity, Teamwork and Success. In practical terms, that sits well with a school that runs structured routines, formal roles (including prefects), and a wide spread of enrichment opportunities. The senior team structure is clearly defined, with a deputy headteacher designated as safeguarding lead, and a separate deputy safeguarding lead in the assistant head team. That clarity is useful in a large school, where consistency depends on processes rather than informal knowledge.

GCSE outcomes in the FindMySchool ranking place Buxton Community School below England average overall. Ranked 3,122nd in England and 1st in Buxton for GCSE outcomes (FindMySchool ranking based on official data), the school sits below England average, placing it within the bottom 40% of schools in England.

The underlying measures explain why. The Attainment 8 score is 40.4, below the England average of 45.9. Progress 8 is -0.47, indicating students, on average, make less progress than similar students nationally from their starting points. EBacc entry and outcomes are also low: 4.9% achieved grades 5 or above in the EBacc, with an EBacc average point score of 3.4 compared with an England average of 4.08. These figures suggest that the school’s academic outcomes are currently an area families should scrutinise, especially for students aiming for a strongly academic GCSE pathway.

The sixth form story is more mixed and closer to national norms. Ranked 1,255th in England and 1st in Buxton for A-level outcomes (FindMySchool ranking based on official data), performance reflects solid, in-line results, in the middle 35% of schools in England (25th to 60th percentile). The A-level grade distribution shows 46.99% of grades at A* to B, broadly in line with an England average of 47.2%, while the proportion at A* to A (18.07%) is below the England average of 23.6%.

The implication is that the sixth form can be a stable option for students who want a local post-16 route with a mainly A-level offer, but it is less clearly positioned as a high-attaining, highly selective sixth form on published outcomes alone. For many families, the right question is not “Is it academic?”, but “Is it the best local fit given travel, subject choices, and support?”

Buxton Community School describes a broad curriculum at Key Stage 3 that narrows into a core plus options model at Key Stage 4. In a comprehensive setting, the strength of the model depends on sequencing, expectations, and what happens for students who need either additional challenge or additional support. The school’s own messaging about knowledge and skill progression suggests deliberate planning rather than a purely textbook-led approach.

At sixth form, the structure is clearly set out. Students are generally expected to take three subjects, with four only in exceptional circumstances. Entry requirements are explicit: at least five GCSE grade 4s including at least a grade 4 in English and/or maths, with subject-specific requirements also applying, and compulsory re-sits for students joining with a grade 3 in English or maths (with extra tuition offered). This clarity benefits students who need to understand what “being ready” for sixth form actually means, and it can prevent misplaced optimism that leads to early course changes.

A second teaching-and-learning lever is the school’s approach to personal development through enrichment and trips. The enrichment programme is framed as projects, societies and activities spanning sport, creative and performing arts, and academic subjects, with an annual Year 7 residential camp and trips that have included New York, Berlin, Iceland and CERN. That matters because, in schools where headline exam outcomes are not the primary differentiator, breadth of experience and structured extension opportunities often become the key value-add.

The school does not publish destination statistics in the sources reviewed, and the available dataset for leaver destinations is not populated with percentages. What can be said confidently is that the sixth form is built around a university-facing structure with UCAS support pages and a defined application process, and that students are encouraged to take enrichment that supports applications and employability.

For families considering the school at Year 11, the practical choice set is usually local: stay on for sixth form, move to a sixth form college or FE route, or pursue apprenticeships. The school’s sixth form enrichment offer includes options such as the Duke of Edinburgh Silver Award, Level 2 First Aid and the Extended Project Qualification, plus volunteering and community-facing activities, alongside sport and fitness activities. Those are concrete, recognisable signals for admissions tutors and employers, and they can help students build a portfolio that goes beyond grades.

A useful way to interpret “where students go next” here is to focus on readiness and support. Students with clear goals and good study habits can use the local convenience and breadth of facilities to their advantage. Students who need close, intensive academic stretching may want to ask detailed questions about subject availability, set sizes, and how the school supports top-end outcomes in specific departments.

Year 7 admissions are coordinated through Derbyshire County Council, with a clear annual timetable for September 2026 entry. Applications open 08 September 2025 and close at midnight on 31 October 2025; national offer day is 02 March 2026, and the appeal deadline (for Derbyshire schools) is 27 March 2026. The school’s own admissions page mirrors the key deadline and points families back to the local authority for the definitive dates.

As an academy in the Embark Federation, Buxton Community School operates published admission arrangements within the Derbyshire coordinated scheme. The trust’s admissions arrangements document lists the school’s Published Admission Number as 240 and sets out oversubscription priorities, including looked-after and previously looked-after children, children in the normal area (with and without siblings), then other children, with distance used as the tie-break within categories. The practical implication is that where demand exceeds places, address and normal-area status matter, and families should check what counts as the normal area for their home address.

For families planning strategically, it is sensible to use FindMySchool’s Map Search to check your route distance and understand how the normal-area concept might apply in practice. Even where a school uses straight-line distance, small differences can matter at the margin in oversubscribed years.

Sixth form admissions are handled directly by the school. The process begins with collecting provisional subject choices to build workable option blocks, followed by a final application later in the cycle. The school states that an options grid is published in January, that some students may be asked to attend interview where criteria are a concern, and that conditional places are confirmed after results in August, with a taster day in July.

Large secondary schools succeed or fail on everyday pastoral consistency. Buxton Community School has a visible structure, with designated safeguarding leadership embedded at senior level. The school also signposts counselling as a route for students who want a confidential space to talk through worries with an adult who is not part of their friendship group or family.

The most recent graded Ofsted inspection (January 2020) judged the school Good. Inspectors reported that safeguarding teams were well trained and acted effectively on concerns, with leaders taking responsibilities seriously.

Pastoral effectiveness is also supported by the school’s range of roles and responsibilities, including a year-based pastoral structure and leadership roles for older students. In practice, families often find the best indicator is how quickly concerns are picked up and how clearly the school communicates expectations. When visiting, it is reasonable to ask about behaviour routines, attendance follow-up, and how pastoral staff coordinate with heads of year and safeguarding leads.

A standout strength is the combination of space, facilities, and a deliberate enrichment programme. The school’s history page documents significant sports investment over time, including an Engineering Centre opened in 2010 and a 3G pitch opened in 2012. Those assets matter because they support both curriculum learning and extracurricular participation, and they also enable the school to run as a wider community sports centre outside hours.

Facilities are not just generic. The school’s leisure documentation lists a sports hall marked for multiple sports, a mirrored dance studio, and a drama studio with integrated lighting and sound, plus outdoor provision including a sand-based astro turf pitch and a 3G seven-a-side pitch. This breadth makes it easier for students to find a “hook”, whether that is performance, fitness, team sport, or technical learning, without needing to leave site.

Enrichment is presented as a core expectation rather than an optional extra. For younger years, the programme includes an annual Year 7 residential camp and trips that have included New York, Berlin, Iceland and CERN. At sixth form, enrichment options include the Duke of Edinburgh Silver Award, Level 2 First Aid, the Extended Project Qualification, volunteering, and a sixth form camp at Gradbach. The implication is straightforward: students who engage can build confidence, CV content and wider experiences that help later applications, even if their academic profile is still developing.

The school also maintains formal student groups and clubs, including an Eco Committee, and it publishes a rolling clubs and activities page (with lunchtime club timings stated). Families who value structured after-school participation should ask for the current term’s timetable, as club lists often change across the year.

The school publishes a clear timetable for the day. Registration starts at 08:50 and the school day ends at 15:20 (32.5 hours per week). For working families, it is worth checking current arrangements for breakfast or after-school provision, as this is not set out in the timetable information reviewed.

On travel, Buxton is well served by local buses, and there is a dedicated bus route that runs to Buxton Community School (service 030, Dove Holes to Buxton Community School). For families relying on public transport, it is sensible to confirm the current timetable and any school-specific travel guidance during the summer term ahead of September start.

• Academic outcomes at GCSE. The Progress 8 score of -0.47 indicates below-average progress from Year 7 to Year 11 on this measure. For academically ambitious students, families should ask detailed questions about intervention, setting, and subject-specific outcomes.

• A-level performance is steady rather than standout. The share of A* to B grades is close to the England average, while the A* to A share is lower. This can still suit many students, but those targeting highly selective courses may want to explore what top-end academic stretch looks like.

• Admissions operate through normal-area rules and distance. With a PAN of 240 and distance used as a tie-break where categories are oversubscribed, address can matter. Families should check the normal area definition early and avoid assuming proximity alone will be sufficient.

• Open events vary year to year. The school ran a Year 7 open evening on 06 October (in 2023), suggesting autumn is the typical season, but families should rely on the school calendar for the current year’s dates.

Buxton Community School offers the scale and breadth that many local families want, with notable facilities, a community-facing ethos, and a sixth form that is clearly structured around A-level pathways and personal development. The main trade-off is that GCSE outcomes are currently below England average on key measures, so families need to be realistic and curious about how the school supports progress for their specific child.

Best suited to students who want a large-school experience with varied enrichment, strong local roots, and a practical route into sixth form, particularly where travel convenience and breadth of opportunity are priorities.