Twynham School Review 2026: A large Christchurch secondary with a clear sixth form pathway

Twynham School is a mixed, non-selective secondary with sixth form, serving ages 11 to 19 in Christchurch. It sits within Twynham Learning, and operates with a dual leadership structure, with an Executive Headteacher and an Associate Headteacher.

The most recent full inspection (May 2024) rated the school Good across all graded areas, including sixth form provision. That headline judgement matters, but it is the detail underneath that parents tend to find most useful: a broad curriculum, generally calm learning, strengthening behaviour expectations, and a clear improvement focus on depth and quality of extended writing and knowledge in some subjects.

For families comparing local options, the school’s GCSE outcomes sit in line with the middle 35% of schools in England (25th to 60th percentile) on FindMySchool’s ranking, while its A-level performance lands in the same broad band. For many households, that combination translates into a pragmatic proposition: a comprehensive intake, steady academic outcomes, and a sixth form that offers a defined route to post-16 study without needing a change of setting.

Twynham’s public-facing message is consistent: high-quality teaching and learning paired with strong relationships between students and staff. In practice, that tends to show up in the operational basics parents care about, predictable routines, clear expectations, and adults who know students well enough to spot when effort or wellbeing slips.

Leadership is currently presented as a two-tier model. The website lists Mr Matthew Woodville as Executive Headteacher and Miss Kate Ball as Associate Headteacher. That structure is worth understanding as a parent, particularly because external documents sometimes refer to the headship slightly differently. The latest inspection report names Kate Ball as headteacher at the time. The practical implication is straightforward: families should expect the Associate Headteacher to be the visible day-to-day lead, with executive oversight sitting above.

The school’s culture also leans towards participation rather than a narrow focus on examinations. Formal observations describe students who generally have positive attitudes to learning, with behaviour expectations that have been raised recently and are usually met. For parents, that suggests a mainstream comprehensive feel, purposeful when it needs to be, with enough breadth that students can find their place through music, trips, leadership roles, or clubs.

Twynham’s GCSE outcomes place it Ranked 1,241st in England and 2nd in Christchurch for GCSEs (FindMySchool ranking, based on official data). That positioning sits in line with the middle 35% of schools in England (25th to 60th percentile), which is consistent with a large, comprehensive intake rather than selective entry.

Looking at the underlying measures, the school’s Progress 8 score is 0.16, which indicates students make above-average progress compared with others nationally who had similar starting points. Attainment 8 stands at 49.8, and the average EBACC APS score is 4.55. The proportion achieving grades 5 or above in the EBACC is 25.8%. These figures point to a school that is not relying on a small high-attaining cohort for its outcomes, but instead is generating steady progress across a broad group.

At A-level, the school is Ranked 1,099th in England and 2nd in Christchurch for A-level outcomes (FindMySchool ranking, based on official data). This again places it within the middle 35% band nationally. Grade distribution provides more texture: 7.88% A*, 14.84% A, 26.89% B, and 49.61% A* to B. Compared with England averages, A* to B performance is slightly above the benchmark, while A* to A is slightly below. For parents, that often reads as a sixth form that supports a wide attainment range, with credible top-end outcomes for those aiming high, and a meaningful share of students achieving solid grades that keep options open.

If you are comparing local schools at a glance, it is worth using the FindMySchool Local Hub Comparison Tool to view GCSE and A-level outcomes side-by-side, rather than relying on general impressions.

The May 2024 inspection evidence points to a broad and ambitious curriculum, planned in a structured sequence so that students build on prior learning. The detail that matters for parents is how that plays out in classrooms. External evaluation describes teachers with strong subject knowledge who typically explain new material clearly, and routine checking of understanding that leads to adjustments when students make errors.

The key development point is also explicit and specific: in some subjects, students do not build enough depth in their understanding, or write in sufficient detail. This is the type of improvement area that can be meaningful to families, because it affects how consistently students are pushed beyond surface coverage into genuine mastery. In practical terms, parents of students who need extended writing practice, or who do best with precise feedback and frequent retrieval, should pay attention to how departments explain their approach to knowledge checks, correction, and longer-form work.

SEND support is described as a strengthening area. The school has recently improved how needs are identified and assessed, and teachers are expected to use information provided to adapt learning for students with SEND. For families, the key question is less “is there support” and more “how consistently does it reach every classroom”. When visiting or speaking to staff, ask how class teachers are held accountable for implementing strategies, not only what the SEND team provides.

Twynham has a sixth form, and that affects post-16 decision-making for Year 11 families. The school’s published sixth form admissions information makes clear that demand is significant, and that students may be placed on a reserve list once the projected enrolment number is reached.

For longer-term destinations, where schools do not publish detailed Russell Group or university progression numbers, general progression statistics become more useful. In the 2023 to 2024 leaver cohort, 45% progressed to university, 29% entered employment, 5% started apprenticeships, and 4% went into further education. These figures are best read as a broad picture of routes taken, rather than a measure of quality in isolation.

At the very top end, the available data shows 11 Oxbridge applications, resulting in 1 offer and 1 accepted place in the measurement period. That is a small pipeline relative to the cohort size, but it signals that the school does support students through highly competitive applications, even if Oxbridge is not a dominant destination.

Twynham is non-selective and sits within Bournemouth, Christchurch and Poole (BCP) local authority arrangements for Year 7 admissions. The council’s coordinated scheme for entry into Year 7 for September 2026 opened applications from 01 September 2025, with the national closing date of 31 October 2025. If you are reading this in late January 2026, note that BCP also published a “first late allocation” cut-off of 23 January 2026 for that intake.

Demand indicators show an oversubscribed picture in the latest published admissions data, with 610 applications for 261 offers, or 2.34 applications per offer. For parents, that means admission is possible, but not guaranteed, and the priority criteria and your address matter. Where distance, catchment, or feeder rules come into play, families should use FindMySchool’s Map Search to measure their route to the gate precisely and sense-check their position against recent patterns.

For sixth form entry, the school describes a structured journey that includes open events, an online application, and interviews. In the most recently published cycle on the sixth form admissions pages, the application deadline sat at the end of January, with interviews running from late autumn into February. Families should treat those dates as a pattern rather than a promise for the next intake, and check the school’s current sixth form admissions pages for the live timetable.

Pastoral care in a large 11 to 19 setting usually succeeds or fails on consistency. The latest inspection evidence points to a school where most students conduct themselves well around the site and learn without disruption, supported by raised expectations around behaviour. That is a meaningful indicator for day-to-day wellbeing, because classrooms that stay calm create space for learning, and reduce stress for students who are easily distracted.

The other non-negotiable for parents is safeguarding. Inspectors confirmed safeguarding arrangements are effective. For families, the practical test is whether students know who to speak to, whether staff act quickly on concerns, and whether online safety and respectful behaviour are treated as everyday expectations rather than assembly topics. The school’s published focus on safeguarding and wellbeing suggests it is positioned as a core part of school life, and families should validate that by asking how issues are logged and followed up, and how students are supported when problems involve peers, social media, or anxiety.

A broad extracurricular offer matters most when it is specific and sustained, rather than a list of occasional clubs. The May 2024 inspection report flags a programme that includes opportunities in performing arts, student leadership, trips, and a set of named clubs. Examples referenced include participation in the school musical, Bands Night, and clubs such as robotics, gardening, and chess.

The useful implication for parents is that there appear to be multiple “routes to belonging”. A student who is not sport-focused can still find identity through music performance or a STEM-aligned club; a student who wants responsibility can pursue prefect roles, student senate involvement, or sports leadership. That matters in a large school, where feeling known is often tied to joining something beyond lessons.

Trips and visits also appear to be used as a genuine learning tool rather than only a reward. The inspection report references language-related travel, and a sixth form geography trip to Iceland, described as a way for students to apply classroom learning. For older students, that kind of academically linked trip can be an important motivator, and can help post-16 study feel purposeful rather than purely exam-driven.

This is a state school with no tuition fees. Families should still budget for the usual associated costs, uniform, equipment, optional trips, and any extra-curricular activities that involve travel or specialist provision.

The published school day runs from 08:40 to 15:15 for students. As a secondary school, wraparound care is not typically the same as a primary breakfast club and after-school club model; families needing early drop-off or late pick-up should check what is currently available, particularly for younger year groups and for students with additional needs.

Transport planning depends heavily on where you live across Christchurch and the wider BCP area. BCP’s family information directory signposts families towards journey planning support for the school, which can be useful if you are comparing feasibility across multiple options.

• Curriculum depth consistency. The latest external evaluation identifies that, in some subjects, students do not build sufficient depth in knowledge or write in enough detail. This is a manageable improvement area, but it matters for students who need stretching through extended writing and precise feedback.

• Oversubscription pressures. Latest published admissions data shows more than two applications per offer. Families should read the oversubscription criteria carefully and avoid assuming a place based on proximity alone.

• Sixth form demand. The sixth form describes a process that can include reserve lists once projected enrolment is reached. Students aiming for popular A-level combinations should apply on time and have contingency options.

• A large-school experience. Size can be a strength, offering breadth of subjects, clubs, and peer groups, but it can also feel busy. Students who prefer a smaller setting may need reassurance through structured pastoral support and clear routines.

Twynham School suits families who want a comprehensive, mixed secondary with a genuine sixth form route and a broad menu of activities that goes beyond sport. Academic outcomes are steady rather than selective-school level, with above-average progress and a sixth form profile that supports a wide attainment range.

It is best suited to students who do well with clear expectations and who will benefit from joining clubs, performance opportunities, or leadership roles to build belonging in a large setting. The main challenge for many families is admission competition at Year 7 and, later, navigating sixth form demand while maintaining strong grades across Year 11.