Droitwich Spa High School and Sixth Form Centre

The sole provider of free secondary education in Droitwich Spa since 1971, this school has deep roots in its community. Founded when the former Droitwich Secondary School closed, the current campus on Briar Mill has grown from its original administration, science, sport, languages and technology blocks into a comprehensive facility serving approximately 1,280 students aged 12 to 18. The school holds specialist Sports College status and converted to academy status in July 2011, gaining greater autonomy while maintaining its comprehensive character.

Under new leadership since June 2025, Co-Headteachers Claire Moss and Gemma Lloyd Davies have inherited a school rated Good by Ofsted in February 2024, with all areas including sixth form provision meeting that standard. The sixth form of around 276 students adds a post-16 dimension that distinguishes this school from many local alternatives, offering students a pathway from Year 8 through to university or employment without needing to change institution.

The values that shape daily life here are straightforward: Ready, Kind and Respectful. These three words appear throughout the school, from corridor displays to the weekly Feel Good Friday awards that recognise students who embody them. There is nothing complicated about this approach; instead, it reflects a practical focus on the behaviours that make communal learning possible.

The school's co-headteachers describe their ambition in pragmatic terms. They acknowledge that success takes different forms, from high GCSE achievement to vocational training pathways. This flexibility of outlook matters in a comprehensive school serving an entire market town and its surrounding villages. Not every family arrives with university as the end goal, and the leadership team appears comfortable with that reality.

The house system provides structure to social life beyond the classroom. Competitions throughout the year culminate in the annual House Fest event during the summer term, giving students a sense of identity and belonging that extends beyond their tutor group. Charity fundraising features prominently, with pupils raising considerable funds for various causes over the academic year.

Physical rebuilding has shaped the school's development. In August 1992, an arson attack destroyed the drama and music block. The four-year reconstruction that followed demonstrates the resilience of the institution and the importance the community places on creative facilities. Today, the Theatre with its tiered seating arrangement stands as evidence of that recovery, hosting performances and assemblies throughout the year.

The integration of sixth form students within the main school creates a vertical community where older students serve as visible role models. This arrangement brings benefits for both groups; younger pupils see realistic examples of what academic progression looks like, while sixth formers develop the responsibility that comes with being observed.

GCSE Results

GCSE outcomes present a mixed picture that requires honest assessment. The school's Attainment 8 score of 41.3 sits below the England average, and the Progress 8 score of -0.28 indicates that pupils make slightly less progress than might be expected given their starting points.

Within Worcestershire, however, the picture has local context. The school ranks 1st in Droitwich for GCSE outcomes (FindMySchool ranking), though this reflects its position as the only secondary school in the town rather than competitive success against nearby alternatives. At England level, the school sits in the bottom 40% of schools for GCSE performance, placing it below England average.

The EBacc average points score of 3.47 falls below the England average of 4.08, reflecting lower take-up and achievement in the English Baccalaureate subjects. Just 5.7% of pupils achieved grades 5 or above across all EBacc subjects.

These figures require context rather than excuse. Droitwich Spa High School serves the entire community without academic selection. The intake includes the full range of abilities and circumstances that a comprehensive school should expect. Progress measures compare pupils against statistically similar students across England, and the negative Progress 8 score indicates room for improvement regardless of intake.

The February 2024 Ofsted inspection acknowledged this complexity. Inspectors found that teachers have good subject knowledge and use this effectively in the classroom. New ideas are presented carefully and pupils are given opportunities to practise. However, they also noted that checks on learning are not consistently effective, pointing to an area where improvement could lift outcomes.

A-Level Results

The sixth form presents a notably stronger picture. At A-level, 54.5% of grades achieved A*-B, exceeding the England average of 47.2%. Breaking this down further, 6.9% achieved A* grades and 17.5% achieved A grades, combining for 24.3% at A*-A, slightly above the England average of 23.6%.

This performance places the school 1st in Droitwich and 952nd in England for A-level outcomes (FindMySchool ranking). That England position sits within the middle 35% of schools, representing solid performance in line with schools in the 25th to 60th percentile nationally.

The contrast between GCSE and A-level outcomes is notable. Students who progress into the sixth form have already demonstrated commitment to continued education, and the smaller cohort allows for more individualised attention. The sixth form entry requirements, asking for at least grade 4 in English and Mathematics plus 32 points from six best other qualifications, establish a baseline that selects for engaged learners.

Mrs Joanna Evans, Assistant Headteacher and Head of Sixth Form, leads a team focused on both academic achievement and personal development. The emphasis on independence and responsibility appears in all sixth form communications, preparing students for the transition to higher education or employment.

The curriculum spans 16 academic departments, offering breadth that a school of this size can sustain. Core subjects in English, Mathematics and Science provide the expected foundation, while the creative arts, humanities, modern foreign languages and technical subjects extend options throughout Key Stage 3 and into GCSE choices.

The February 2024 Ofsted inspection confirmed that teachers have good subject knowledge and use this effectively. The description of new ideas being presented carefully, with pupils given opportunities to practise, suggests a pedagogy built on explanation, consolidation and application. This structured approach makes particular sense in a comprehensive setting where student abilities vary widely.

The inspection also identified inconsistency in how teachers check learning. This finding points toward variation between departments or individual classrooms, where some staff verify understanding thoroughly while others move forward without confirming mastery. Leadership will need to address this unevenness if academic outcomes are to improve.

Subject-specific strengths emerge across departments. Mathematics generated particular pride when student Owen E ranked in the top 10 nationally, excluding private and grammar schools, in the Ritangle competition. His team placed 4th out of more than 1,800 international entries, demonstrating that high-achieving students can flourish here when given appropriate challenge.

The Design and Technology department offers Engineering and Product Design pathways, while Computer Science includes Digital Media options that reflect contemporary employment needs. Physical Education benefits from the school's Sports College status, with Cambridge National and Technical qualifications available alongside traditional GCSE and A-level routes.

Modern Foreign Languages provision includes French and German at all levels, maintaining the traditional offering even as some schools have reduced language departments. The combination of Music, Drama and Dance departments, rebuilt after the 1992 fire, provides comprehensive creative arts coverage.

Post-16, the curriculum expands to include subjects not available earlier. Business and Economics, Psychology, Sociology and Criminology appear at A-level, alongside Philosophy and Ethics, Government and Politics, and further specialisation in previously studied subjects.

For the 2023-24 cohort of 95 sixth form leavers, 49% progressed to university, while 31% entered employment directly. Apprenticeships attracted 8% of leavers, and 1% continued to further education.

External data suggests that 76% of students go on to higher education or training after A-levels, with 21% joining Russell Group universities. These figures, while not from the school's own published materials, indicate a respectable proportion of leavers reaching selective institutions.

The school explicitly mentions Degree Level Apprenticeships as a successful pathway alongside traditional university routes. This dual emphasis reflects the practical outlook expressed in the leadership's values; not every successful outcome involves a degree, and the school appears to celebrate employment and apprenticeship progression alongside academic achievements.

The Young Enterprise programme has produced tangible success. The student business Strung Together won the Best Customer Focus award at Worcester Christmas Fayre, demonstrating the entrepreneurial opportunities available alongside academic study.

For younger students completing GCSEs, the majority continue into the school's own sixth form. External destination data suggests 85% continue education after GCSE, with 5% entering employment. This retention indicates that most families see value in maintaining continuity through to 18, rather than seeking alternative sixth form provision elsewhere.

Year 8 Entry

Droitwich operates a three-tier education system, meaning students join this school in Year 8 rather than Year 7. The Published Admission Number of 305 places reflects the intake from the town's two middle schools, drawing from Droitwich itself and surrounding villages.

Applications are coordinated through Worcestershire County Council rather than directly to the school. The deadline for September 2026 entry is 31 October 2025. Late applications are considered after all on-time applications have been processed, with no guarantee of success.

As an academy maintaining comprehensive character, Droitwich Spa High School admits students without academic selection. The school participates in Worcestershire's coordinated admissions scheme and applies its own oversubscription criteria where applications exceed places.

In-year admissions for Years 9-11 follow a separate process through Worcestershire County Council's in-year applications system. Families moving to the area or seeking to transfer from other schools should contact the council directly.

Sixth Form Entry

Students wishing to join the sixth form require at least grade 4 in English (Language or Literature), at least grade 4 in Mathematics, and 32 points from their six best other Level 2 qualifications. Exceptions may be made for students narrowly missing these criteria if they select an appropriate curriculum, suggesting flexibility for committed applicants.

Individual A-level and vocational subjects carry higher requirements; the school advises prospective students to consult the course directory for specific details. The application deadline for September 2026 entry is 30 January 2026.

External applicants are welcome alongside internal progression. The application portal accepts both routes, and the school actively recruits from beyond its current student body to maintain sixth form numbers.

Open Events

The Open Evening for September 2026 entry takes place on Thursday 18 September 2025 from 6pm to 8pm. Families can also arrange visits during normal school days by contacting the school directly. The prospectus provides additional information for those unable to attend in person.

The February 2024 Ofsted inspection rated Behaviour and Attitudes as Good, finding that pupils appreciate the support they receive and are generally polite and well-behaved. This assessment suggests a school where relationships between staff and students function effectively.

The school's emphasis on being Ready, Kind and Respectful provides a simple framework that students can understand and staff can apply consistently. Weekly Feel Good Friday awards recognise students demonstrating these values, creating positive reinforcement rather than relying solely on sanction for misconduct.

The leadership's stated commitment to ensuring young people can be safe, to be themselves without threat or harassment, reflects contemporary priorities around inclusion and wellbeing. Whether this translates effectively into daily experience requires ongoing vigilance, but the explicit statement signals intent.

Alternative provision operates on site through The Centre, offering support for students who struggle in mainstream classroom settings. This internal resource allows the school to address difficulties without necessarily excluding students from the school community entirely.

The safeguarding team includes Mrs Gemma Lloyd-Davies as a senior leader with specific responsibility, alongside Mr Jamie Broughton as Assistant Headteacher and Designated Safeguarding Lead. The explicit naming of safeguarding responsibilities on the school website indicates appropriate structures, though effectiveness depends on consistent implementation.

Civic engagement features in the school's approach to personal development. Five Year 9 students participated in Wychavon's Democracy Day, advocating for youth services in Droitwich. Such opportunities extend students' horizons beyond the classroom and develop confidence in public settings.

Sport

The Sports College designation shapes the school's extracurricular identity. Facilities include a large sports hall, gym and dance studio, netball and tennis courts, and grass football pitches. These spaces support both curriculum delivery and after-school activities throughout the year.

The specialist status has historical significance, predating academy conversion and reflecting an earlier era when schools could apply for subject-specific designations. While the formal programme ended, the facilities and culture established during that period continue to influence the school's character.

Duke of Edinburgh Award expeditions run annually, with several trips planned each year at Bronze, Silver and Gold levels. This programme combines physical challenge, skill development, volunteering and expedition, providing structured challenge for students willing to commit.

Creative Arts

The Theatre with tiered seating provides a dedicated performance space for drama and music events. The rebuilding after the 1992 arson attack demonstrates the community's commitment to creative provision; the four-year reconstruction invested significantly in facilities that many schools lack entirely.

Drama, Dance and Music departments operate as distinct subject areas rather than a combined performing arts faculty. This separation allows specialist focus in each discipline while the shared theatre space enables collaborative production work.

Music provision includes RSL qualifications alongside traditional GCSE and A-level routes, offering industry-recognised certification that suits students interested in music technology and contemporary performance alongside classical traditions.

Academic Enrichment

The Ritangle mathematics competition success demonstrates that academic enrichment reaches beyond the classroom. Student Owen E's top-10 national ranking, achieved with a team placing 4th internationally, shows what highly able mathematicians can accomplish when given appropriate challenge and support.

Young Enterprise provides business experience that connects classroom learning to practical application. The Strung Together student company's award for Best Customer Focus at Worcester Christmas Fayre brought regional recognition while developing commercial skills.

Community Engagement

The house system generates regular competition throughout the academic year, culminating in House Fest during summer term. Charity fundraising runs alongside these events, with pupils raising funds for various causes.

International trips feature in the school's broader provision, though specific destinations and programmes vary year to year. Such opportunities extend students' cultural horizons while building independence for those able to participate.

The school day operates on a schedule that families can build routines around, though specific start and finish times should be confirmed directly with the school. The Briar Mill campus sits within Droitwich Spa, accessible to families across the town and surrounding villages.

Transport arrangements reflect the school's role serving a geographic catchment rather than selecting by ability. Students arrive from across Droitwich and neighbouring communities, with the school recognising its position as the sole provider of free secondary education in the area.

Digital platforms support home-school communication. The myDSHS portal, SchoolCloud for parents' evenings, and Arbor system provide multiple access points for families to track progress and communicate with staff. The school's launchpad provides Office 365 access for students completing work at home.

School catering operates on site. The emergency gas repairs completed in January 2026, which briefly closed the school, demonstrate that infrastructure requires ongoing maintenance in a building that has grown incrementally since 1971.

Upcoming events include Year 8 Parents' Evening on 5 February and Year 12 Work Experience Week beginning 9 February. The school calendar published online provides full details of term dates, parents' evenings and other significant events.

GCSE outcomes require honest assessment. The Progress 8 score of -0.28 indicates pupils make slightly less progress than statistically similar students elsewhere. Families prioritising GCSE outcomes above all else should weigh this data carefully. However, the 2024 Ofsted inspection rated Quality of Education as Good, suggesting appropriate curriculum and teaching that should support improvement over time.

Comprehensive intake means comprehensive range. As the only secondary school in Droitwich, this institution serves every family in the catchment regardless of academic ability or circumstance. Students will learn alongside peers across the full spectrum, which brings social benefits but may feel different from more selective environments.

Sixth form performance exceeds GCSE results. The stronger A-level outcomes suggest that students who commit to continued study here achieve well. Families disappointed by GCSE figures should note this improvement, though it partly reflects the selection effect of sixth form entry requirements filtering the cohort.

Leadership transition brings uncertainty. The arrival of Co-Headteachers Claire Moss and Gemma Lloyd Davies in June 2025 means the school is adjusting to new leadership. This transition may bring fresh energy and direction, but also the inevitable disruption that accompanies any leadership change.

Droitwich Spa High School and Sixth Form Centre is the school that serves Droitwich. That simple fact shapes everything about the institution, from its comprehensive character to its integration with the community it has educated since 1971. Families within the catchment do not face the competitive entry challenges that characterise selective schools elsewhere; instead, they receive their local provision as a matter of course.

The mixed academic picture requires parents to approach with realistic expectations. GCSE outcomes sit below England average, and Progress 8 data indicates room for improvement. However, the Good Ofsted rating across all areas, the notably stronger sixth form results, and the breadth of curriculum and extracurricular provision suggest a school that works effectively for students who engage with the opportunities available.

Best suited to families seeking a comprehensive education with clear values, genuine community connection, and the option of continuing through sixth form without changing institution. Students willing to take advantage of the extracurricular programme, from Duke of Edinburgh to Young Enterprise, will find structured opportunities beyond academic study. Those who thrive in competitive, high-pressure academic environments may find the pace less demanding than they seek. For the community it serves, Droitwich Spa High School provides what a comprehensive school should: opportunity for all who come through its doors.