The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
A newer school can sometimes feel like it is still deciding what it stands for. Here, the opposite impression comes through. The culture is deliberately structured, with clear routines and a stated aim of building “successful lives” through a balance of academic expectations and personal development. The most recent inspection describes a highly inclusive setting where pupils feel safe and supported, and where well-established routines shape calm day-to-day behaviour.
Leadership has also moved quickly as the school has grown. Dr Catherine Cusick became headteacher on 01 May 2025, taking over a school that opened in 2019 and moved into its new building in April 2022.
For families, the practical headline is demand. The available admissions data for the normal Year 7 entry route shows 659 applications for 231 offers, with the school marked as oversubscribed.
The school is explicit about values and how they are meant to show up in daily conduct. The RIDES framework is used to set expectations for behaviour and self-management, and it is reinforced through systems that pupils encounter repeatedly, including house points and competitions.
The house system is not cosmetic. Houses are named after figures selected to represent perseverance and achievement through challenge, with Hawking, Johnson, Edison, and Seacole used as the organising identities for points, events, and a sense of belonging within a larger secondary setting. This matters because a newer, expanding school can feel anonymous if structures are not deliberate. A strong house model is one of the most reliable ways to make a larger roll feel smaller for pupils, particularly in Years 7 and 8.
External evaluation aligns with this “clear structure” picture. The inspection report describes “warm and strict” routines, high staff visibility, and consistent rules, with pupils responding well and behaviour usually very strong. Those are not vague claims, they are practical indicators that daily corridors, transitions, and lessons are run in a predictable way.
The headline accountability judgement is straightforward. The latest Ofsted inspection (17 October 2023; published 23 November 2023) judged the school to be Good overall, with Leadership and management graded Outstanding.
On outcomes, the available GCSE measures suggest performance broadly in line with the middle of the England distribution, rather than at an extreme. Ranked 2234th in England and 7th in Dartford for GCSE outcomes (FindMySchool ranking based on official data), results sit in line with the middle 35% of schools in England (25th to 60th percentile).
In the most recent GCSE here, Attainment 8 is 44.9 and Progress 8 is -0.15. The average EBacc APS is 4.01, and 11.9% achieve grades 5 or above across the EBacc entry. What that tends to mean in practice is that the school is not relying on a highly selective intake to drive headline figures; instead, the more meaningful question for many families is whether the structured routines, inclusion, and teaching consistency help pupils make steady progress from their starting points.
Sixth form performance measures are not included in the available results, and the school is not shown as ranked for A-level outcomes in the provided information.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
Curriculum intent is described in practical terms, with a preference for active learning and a degree of setting by subject, including gender setting where the school considers it appropriate. The implication is a model that aims to keep expectations high while still tailoring delivery to different learning needs, which can be particularly relevant in a large, mixed-ability non-selective intake.
Homework systems are also quite defined. Home learning is set and tracked through Arbor, with links out to subject platforms including Sparx for Maths and Science, and pupils are expected to complete work on the external platform and then record submission through Arbor. For families, the value is clarity: it is easier to support a child when tasks, deadlines, and submission expectations sit in one place rather than spread across informal channels.
Support for pupils with additional needs is described as a core part of how the school operates, rather than a bolt-on. The inspection report highlights that pupils with SEND are supported well and that the school is ambitious for them.
What is clear is that the school is putting significant weight on employability, work experience, and “next steps” literacy rather than leaving this to chance. The careers programme is framed around workplace encounters, employer visits, and talks, supported by tools such as Unifrog for progression planning.
The sixth form offer, branded as SL6, is positioned as a mix of Level 2 and Level 3 pathways, with academic and vocational options, plus structured support such as work experience placements, a destination-focused careers programme, and encouragement to take the Extended Project Qualification (EPQ). For students, the implication is that progression planning is meant to be part of weekly life rather than a late Year 13 scramble.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Outstanding
FMS Inspection Score calculated by FindMySchool based on official inspection data.
For Year 7 entry, the school describes itself as a non-selective free school with a published admission number of 240 for Year 7. Applications for secondary transfer in Kent follow the local authority’s coordinated timeline, with applications opening on 01 September 2025 and closing on 31 October 2025 for September 2026 entry. Offers are issued on 02 March 2026, with the acceptance deadline on 16 March 2026.
Demand is meaningful. The admissions here shows 659 applications for 231 offers for the recorded year, and marks the school as oversubscribed. The practical implication is that families should treat this as a competitive local option, even though it is non-selective.
For sixth form entry (Year 12), the published admissions information is unusually specific. The sixth form admissions policy for 2026 to 2027 indicates a maximum of 125 places in Year 12, with minimum entry requirements including grade 4 or better in Mathematics, grade 4 or better in English Language or English Literature, and at least five grades 9 to 5 plus three grades 9 to 4 across GCSEs (or equivalent). The school’s sixth form page also publishes a clear application deadline of 26 January 2026.
Open events appear to be a key part of the sixth form recruitment cycle. A sixth form open evening is listed for 04 December 2025 (5:30pm to 8:00pm) in official event listings. For Year 7, historic events suggest that open mornings and an open evening are typically run in October, but dates vary year to year and families should check the school’s calendar for the current cycle.
Parents comparing options can use the FindMySchool Map Search to check travel practicality and shortlist alternatives realistically, particularly when oversubscription reduces flexibility.
Applications
659
Total received
Places Offered
231
Subscription Rate
2.9x
Apps per place
Pastoral culture is presented as “structured support” rather than loose reassurance. The inspection evidence points to pupils feeling safe, knowing adults will help if there is a problem, and staff going further than expected to support wellbeing. In practical terms, that sort of culture is usually most visible in how staff respond to minor issues early, before they become pattern behaviour.
The school also emphasises student voice through leadership roles. The inspection report notes that opportunities for responsibility have expanded as the school has grown, including student leaders and school council roles that contribute positively to the school and wider community.
Support structures for SEND are clearly signposted, including a named SENDCo and a stated commitment to inclusion across school life.
Extracurricular breadth is best judged by specifics rather than general claims. The school publishes a clubs programme for 2025 to 2026 that includes, among others, F1 Club, First Aid, Christian Union, Dance, Maths Games Club, Basketball, Art Club (KS3/KS4), Trampolining, Drama and Theatre Club (KS3), Duke of Edinburgh (invitation), Crochet Club, STEM on Track, Archaeology Club, Young Writers Club, and football options for girls and boys in KS3.
That mix matters because it spans three different “types” of enrichment. There are participation clubs that build routine and belonging (Homework Club, Art Club, Drama and Theatre Club), identity and service options (First Aid, Christian Union), and skills-led pathways that connect to curriculum and careers (F1 Club, STEM on Track, Archaeology Club). For pupils who need structure, a weekly timetable of predictable clubs can be a significant protective factor for confidence and attendance.
At sixth form, enrichment is framed around employability, leadership, and community projects, with a tutor programme that includes current affairs discussion and structured debate, plus personalised weekly academic mentoring. The implication for students is that the school is trying to make post-16 feel deliberately different from GCSE years, with more autonomy but also clearer expectations around professionalism.
The school day is published as 08:40 to 15:30 on Monday, Tuesday, Thursday, and Friday; Wednesday finishes at 14:30. Breakfast Club runs 08:00 to 08:35 each morning, and Homework Club runs after school every day except Wednesday, 15:30 to 16:30.
For transport, families often rely on local bus routes and school services. One publicly listed option is the “4” route described as running between New Ash Green and the school, provided by 1st Bus Stop Ltd, which can be useful context when planning travel logistics.
Oversubscription reality. The available admissions data shows 659 applications for 231 offers, and the school is marked oversubscribed. If you are relying on a place, treat application planning as time-sensitive and keep realistic backup options.
Results are not the only story. GCSE outcomes sit around the middle of England distribution on the provided ranking, so the main draw may be the school’s structured culture and inclusive practice rather than league-table positioning.
Sixth form expectations are specific. Entry requirements for Year 12 are clearly set out, including minimum GCSE thresholds and course suitability. This clarity helps students plan, but it also means some pathways will not be open without the required grades.
Homework systems need routine at home. With tasks set through Arbor and subject platforms such as Sparx, students who lack organisation may need early parental support to establish habits.
Stone Lodge School offers a clear, structured approach to mainstream secondary education, with inclusion and predictable routines at the centre of how it operates. The school suits families who want a non-selective option with strong behaviour systems, clear expectations, and an expanding enrichment and post-16 offer. The main barrier is admission competition at Year 7, and for older students, meeting the sixth form entry requirements.
Parents comparing local schools can use the FindMySchool Local Hub and Comparison Tool to view results side-by-side and make trade-offs explicit.
The most recent inspection judged the school to be Good overall, with Leadership and management graded Outstanding. Beyond the headline judgement, official evaluation also describes a highly inclusive setting where pupils feel safe and routines support calm behaviour.
Yes, the available admissions results marks the school as oversubscribed, with 659 applications for 231 offers in the recorded year. That level of demand means families should apply on time and keep alternative preferences realistic.
Year 7 applications are made through Kent’s coordinated secondary admissions process. For September 2026 entry, the local authority window opens on 01 September 2025 and closes on 31 October 2025, with offers issued on 02 March 2026.
The provided GCSE measures include Attainment 8 of 44.9 and Progress 8 of -0.15 shared here. On a FindMySchool ranking based on official data, the school is ranked 2234th in England and 7th in Dartford for GCSE outcomes, which aligns with the middle of the England distribution rather than an extreme.
The sixth form admissions policy sets minimum GCSE thresholds, including grade 4 or better in Mathematics and in English Language or English Literature, alongside a wider GCSE profile requirement. The school also publishes a Year 12 application deadline of 26 January 2026, and promotes an open evening cycle for prospective students.
Get in touch with the school directly
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Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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