Chichester High School Review 2026: A Unified Community School with Strong Sixth Form Excellence

The purple uniforms that once distinguished boys and girls have now united a school with deep roots stretching back to 1929 when Chichester High School for Boys first opened its doors. Today's comprehensive encompasses nearly a century of educational history, from its formation in 1971 through the full amalgamation of the girls' and boys' schools in 2016. Located on the sprawling Kingsham Road campus alongside the South Downs Planetarium and the Tim Peake Sports & Conference Centre (named after the astronaut who attended the boys' school), this is a school that embraces its heritage while building contemporary futures.

Approximately 1,260 students aged 11 to 18 attend this mixed, non-selective state academy, which is part of The Kemnal Academies Trust (TKAT), one of the largest multi-academy trusts in the South and East of England. The school was inspected by Ofsted in November 2024 and rated Good. Most significantly, the sixth form achieved an Outstanding rating, a distinction that reflects the genuine academic acceleration that happens in the post-16 years. For families seeking solid comprehensive education with a particularly strong upper school, this school delivers.

The school's identity is still settling after its 2016 unification, yet there is a genuine sense of community across both main and sixth form. Co-Headteachers Mrs Naomi Lewry and Dr Nicholas Taylor lead a school committed to enabling students to flourish in all areas of their lives. The campus itself holds multiple teaching spaces, including the recently modernised buildings that replaced older structures, alongside the distinctive Centenary Theatre (opened in 2009) and the Stockbridge science building, the latter named after the girls' school's former Stockbridge location before the 2002 relocation to Kingsham.

The THRIVE values framework underpins pastoral culture, emphasising resilience, honesty, respect, independence, values, and excellence. Staff know pupils individually; behaviour is consistently managed, though some parents note that low-level disruption is not always addressed with complete uniformity. The school operates a house system, though this has evolved significantly since the single-sex era. Students report feeling safe and supported, and the school takes wellbeing seriously, with counselling provision and peer support networks in place.

The school's vision explicitly states it aims to support students' development into well-rounded, compassionate people who engage thoughtfully with their local community and the wider world. This is not mere rhetoric. TKAT ACE, an innovative pastoral mentoring programme, pairs disadvantaged pupils with dedicated tutors to help them overcome academic and emotional barriers. The presence of this scheme at scale demonstrates institutional commitment to equity.

GCSE Performance

Results at GCSE reflect a school in steady progress, though below the national average in key metrics. In 2024, 70% of pupils achieved a grade 4 or above in English and 67% in Maths, both respectable figures that sit below the England average of 46% for the combined pass rate. The school's Attainment 8 score of 40.8 is also below the England average of 45.9, placing it in the bottom half nationally (FindMySchool ranking).

Notably, the school achieved 100% pass rate in GCSE French and Music at grade 4 or above, indicating real strength in these subjects. GCSE results by subject include Drama 92%, Dance 94%, Music 85%, Photography 91%, Art 72%, and Textiles 81%, suggesting a cohort with genuine creative engagement. Triple Science students demonstrated particular success with 72% achieving grades 4-9 across all three disciplines. The school's Progress 8 score of -0.43 indicates pupils make slightly below-average progress from their starting points, suggesting the intake skews towards lower prior attainment.

A-Level Performance

The sixth form tells a markedly different story. A-level results have improved year-on-year, with 2025 showing 50% achieving A*-B grades and approximately 73% achieving A*-C grades. This places the school in the top 50% nationally for sixth form performance (FindMySchool data). The 2024 cohort achieved 50% A*-B and 77% A*-C, and the applied general (BTEC) courses excelled with 75-90% achieving Distinction*/Distinction grades in recent years.

This marked step-up from GCSE to A-level is significant. The sixth form environment fosters genuine academic acceleration, particularly for students who stabilise and find their motivation in the post-16 setting. Recent student destinations include placements at Oxford (Madeleine Halsey) and Warwick (Lewis Hawes), alongside competitive courses at Bath, Bristol, Imperial College, and Surrey. The fact that 49% of the 2023-24 leaver cohort progressed to university, with 30% entering employment and 8% securing apprenticeships, suggests diverse and achievable pathways.

Teaching follows established structures with clear subject scaffolding. The curriculum is comprehensive and non-selective, spanning traditional humanities, sciences, languages, and practical subjects. Computing, business studies, and creative subjects all sit alongside core provision, reflecting a modern secondary curriculum.

The school operates with a student-to-teacher ratio of 19:1 (slightly above the national average of 17:1), though class sizes vary by subject and year group. Subject specialist teaching is the norm, and the school has benefited from its period as a specialist school in Science and the Arts, meaning enhanced facilities and expertise in these areas. Teachers report strong professional development pathways through TKAT, with the trust's SCITT initial teacher training programme providing a pipeline of newly qualified teachers.

Sixth form teaching is described by pupils as challenging and supportive in equal measure. The extended curriculum offers enrichment opportunities including university taster courses, mentoring programmes, and industry partnerships. Year 12 and 13 students appreciate small-group teaching in A-level classes and the accessibility of staff for academic support. The school's commitment to helping students secure their first-choice universities is evident in the high proportion achieving their desired outcomes.

For GCSE leavers, progression routes are varied. Some move directly into the sixth form here; others transfer to local colleges or alternative sixth forms, including Chichester College, which sits nearby. The school actively supports the transition conversation with families, though the comprehensive nature of the school means leavers span a broad spectrum of achievement.

For sixth form leavers, university remains the dominant pathway. As noted, 49% of the 2023-24 cohort went to university, with strong representation at Russell Group institutions. Beyond Oxbridge, leavers regularly secure places at Imperial College, UCL, Edinburgh, Bath, Bristol, Durham, Warwick, and Surrey. The Sports Academy cohort (see Beyond the Classroom) demonstrates strong progression into sport-related degrees at universities including Bath, Worcester, Hartpury, and Essex. Employment and apprenticeships account for the remainder, reflecting genuine alternative pathways that the school actively facilitates.

Safeguarding is taken seriously, with a designated safeguarding team and clear reporting procedures. The school uses the Safer Schools app and participates in PREVENT training. Staff receive regular safeguarding updates.

Pastoral support extends beyond crisis intervention. Each pupil has a form tutor and, for sixth formers, a personal tutor. The school employs a counsellor and operates peer support schemes. The THRIVE Awards system recognises positive contributions to community, encouraging students to see themselves as valued members of a wider whole. Mental health provision has expanded in recent years, reflecting national recognition of student anxiety and emotional need.

Attendance stands at 90% (school data), with persistent absence at 40% of the cohort. These figures sit below national averages and reflect broader challenges in this particular geographic and demographic area. The school tracks attendance carefully and intervenes where patterns emerge, though the published figures suggest some families face barriers to consistent school engagement.

The school's anti-bullying strategy is publicised and staff report swift resolution when bullying is reported. However, Ofsted's November 2024 inspection noted that low-level poor behaviour is not always addressed with complete consistency across all staff, suggesting room for improvement in uniform behaviour management.

The extracurricular provision reflects the school's dual specialist heritage in Science and the Arts. Sport clubs include netball (girls and mixed sixth form teams competing in Sussex leagues), rugby, football, basketball, badminton, athletics, and tennis. The school runs a dedicated Sports Academy, a selective pathway within the school that combines academic GCSE and A-level study with elite sports coaching. Academy students receive additional training sessions, participate in competitive fixtures, and often secure significant grades in vocational qualifications (BTEC Level 3 in Sport). Academy leavers regularly progress to university sport scholarships or competitive university teams.

Music provision includes school choir (performing at various venues), orchestra, brass ensemble, jazz ensembles, and individual lessons. GCSE Music achieved 100% pass rate (grade 4 or above) in 2024, and A-level Music attracts sufficient students to justify sustained provision. The school's historical specialist status in the arts means dedicated music spaces and staff expertise.

Drama is centred around the Centenary Theatre, a 400-seat performance space built in 2009. Productions include whole-school performances (recent examples include Matilda Jr and various school-produced shows), departmental showcases, and sixth form drama performances. The theatre is also used for assemblies and events, making it a focal point for school life. GCSE Drama achieved 92% pass rate in 2024; A-level Drama attracts smaller cohorts and focuses on performance and critical studies.

STEM clubs include robotics, coding, and science enrichment. The school benefits from the South Downs Planetarium, located on campus and named after the Patrick Moore Building. While the planetarium operates as a separate facility, sixth form physics students make use of its resources, and younger pupils attend programmes. The physics curriculum is enhanced by this proximity.

Further activities include Combined Cadet Force (CCF), open to all years and drawing participants interested in military discipline and outdoor skills. Duke of Edinburgh Award schemes (Bronze through Gold) run through the enrichment programme, with outdoor expeditions organised during summer holidays. Trips beyond the classroom include destinations such as France (languages), Italy (art), and adventure activities across the UK.

Library and reading support programmes include Accelerated Reader, a computerised reading system encouraging independent fiction engagement across Year 7-9. The school prioritises literacy, running a structured reading curriculum and recognising that engagement with text underpins broader academic success.

The school runs a Careers Fair annually, welcoming local employers, universities, and apprenticeship providers. Year 10 students undertake mandatory work experience, and the sixth form accesses university mentoring, shadowing, and interview preparation.

The school is non-selective at 11 and 16+, though entry at 12+ (Year 8) is not available in the current structure. In recent years, approximately 415 applications have been received for around 167 Year 7 places, reflecting a subscription rate of approximately 2.5 times oversubscribed. This oversubscription places pressure on families within the catchment and suggests the school is genuinely popular at the main entry point.

Sixth form entry (Year 12) requires a minimum of five GCSEs at grade 5 or above, though some subjects have additional entry requirements (e.g., grade 6+ in the A-level subject sought, where applicable). The sixth form draws students from across West Sussex and beyond, including external candidates from other schools and colleges. Approximate 300-350 students are in the sixth form at any one time, making it a substantial post-16 centre.

The school is part of the West Sussex local authority coordinated admissions scheme. Parents can use the FindMySchoolMap Search to check their distance from the school gates if distance becomes a criterion in oversubscribed years, though the school's admissions policy emphasises fair banding and social priority as key allocative factors alongside locality.

The school day runs from 8:50am to 3:20pm for main school, with sixth form timings slightly extended to accommodate study periods and enrichment. There is no wraparound care advertised (breakfast club or after-school supervision), though some enrichment clubs run after school and the school operates a library facility during the afternoon for independent study.

Transport links are reasonable. The school sits off Kingsham Avenue, accessible by bus from Chichester town centre (approximately 1 mile). A-road access (A27 bypass) is nearby, and Chichester railway station is approximately 15 minutes' walk or a short bus ride. Parking on-site is limited but available for parent visits; parking for daily drop-off is more restrictive. Many families use school buses or public transport given the suburban setting.

Uniform policy requires a purple blazer (the unified colour since 2016, replacing the boys' green and girls' navy), school tie, and grey trousers or skirts. The school operates a Nut Free Zone policy and manages dietary requirements through the catering contractor. School meals are provided daily; packed lunches are permitted.

Oversubscription and access. With 2.5 times as many applications as places, getting into Year 7 is genuinely competitive. Families outside the immediate catchment should check distance carefully and may face a wait-list situation. Internal progression from Year 11 to sixth form is not automatic, and students must meet the stated entry grades.

Below-average GCSE outcomes. While the school serves a mixed-ability intake and operates with genuine inclusivity, GCSE results sit below national averages in the key metrics (combined English and Maths pass rates, Attainment 8). Families seeking a school with strong lower school results may find more attractive options, particularly among the selective grammars locally. However, this does not reflect lack of teaching quality; rather, it reflects the particular cohort profile and the school's comprehensive mission.

Behaviour consistency. The Ofsted report noted that low-level poor behaviour is not addressed uniformly. While serious incidents are managed firmly and safeguarding is strong, some pupils report that minor disruption can persist. Families with children who need very tight behavioural structures may want to consider schools with more intensive behaviour systems.

Progress 8 below average. The Progress 8 score of -0.43 indicates pupils make slightly below their expected progress from starting points. This may suggest some curriculum acceleration is needed, or that the school's value-added proposition at Key Stage 4 is not as strong as the national average. Families interested in rapid progress trajectories should investigate this further during school visits.

Chichester High School is a comprehensive that serves its broad community with genuine commitment. The historic strength of the dual specialist pathway in Science and the Arts is evident in facility excellence and subject outcomes (Drama, Music, Art all show strong GCSE pass rates). The sixth form genuinely excels, with an Outstanding Ofsted rating, improving A-level results, and excellent university destinations. This is not a school where all pupils achieve equally; nor is it designed to be. Rather, it is a school that works hard to enable each student to progress from their starting point and to find pathways — academic, vocational, creative, or practical — that suit them.

Best suited to families within or near the catchment who value a comprehensive, inclusive education with particular strength in the arts and a genuinely excellent sixth form. The main school offers solid, supportive teaching but will suit students who thrive in mixed-ability settings and who do not require the most intensive exam-focused curriculum. For sixth form, this is a strong choice for students aiming at good universities or diverse post-18 pathways.