Durham Johnston Comprehensive School Review 2026: Outstanding Results and Comprehensive Excellence

When James Finlay Weir Johnston established a school bearing his name in 1901 with money bequeathed by his widow Susan, few could have imagined it would evolve into one of the North East's most successful comprehensive schools. Today, Durham Johnston sits in the top 12% of schools in England for GCSE performance (FindMySchool ranking), with results that consistently outpace selective grammar schools. Nearly 1,700 students aged 11-18 benefit from a school where comprehensive education is not simply a designation but a deeply held commitment; every student who crosses the threshold, regardless of background or circumstance, accesses identical opportunities and exceptional teaching. The school's motto, Sapere Aude (Dare to Know), encapsulates an ethos established 125 years ago and vigorously maintained today through rigorous academics, an extraordinary breadth of extracurricular life, and a sixth form that sends approximately two-thirds of leavers to university, including a significant number to Oxbridge and leading Russell Group institutions.

Durham Johnston occupies a modern, purpose-built campus rebuilt between 2006 and 2009 on the historic site of Crossgate Moor, alongside the Great North Road, with views of Durham Cathedral from many classrooms. The architecture reflects the school's commitment to bringing its fractured communities together after three decades operating across two split sites. The investment was transformative; the previous buildings were described, even by the school, as reaching "an advanced state of dilapidation" before the £24 million rebuilding project. Today, the bright, thoughtfully organised spaces house a school culture built on five core values: Academic Excellence, Acquiring Knowledge, Social Justice, Public Service, and Diverse Opportunities.

The atmosphere is one of purposeful calm. Students move confidently through corridors bearing names linked to the 1346 Battle of Neville's Cross fought on this ground (Edward Street, David Street, Douglas Street, Mowbray Street), or to the school's founder (James Street, Finlay Street, Weir Street). The school is comprehensive in character and in practice. Approximately 25% of the cohort comes from ethnic minority backgrounds, and while only 16% claim eligibility for free school meals, the school actively monitors and supports disadvantaged learners. Students are polite, well-dressed with pride in appearance, and demonstrate respect for peers from all backgrounds. The school holds the Stonewall School Champion status, the International School award, and the Prince's Teaching Institute Mark for Art, Geography, History, Mathematics, Music, and School Leadership, recognitions that signal institutional commitment to equality and excellence.

Mrs Rosslyn McFadden became headteacher in September 2024, following the departure of Andrew O'Sullivan, who had led the school since late 2017. McFadden, previously Deputy Headteacher since 2017, is deeply embedded in the school's culture and known to staff and governors as someone who understands and champions the school's vision. Her appointment signals continuity of the improvement trajectory that has made Durham Johnston a model of comprehensive excellence.

GCSE Performance

Durham Johnston ranks 561st in England for GCSE outcomes (FindMySchool ranking), placing it in the top 12% of schools (top 25% percentile band). Locally, the school ranks 3rd among Durham secondary schools. In 2024, 42% of grades achieved were 9-8, while 17% were grade 7, meaning 59% of all entries achieved grades 9-7. This compares favourably to the England average of 54% achieving grade 9-7.

The average Attainment 8 score was 56.7, measuring overall achievement across eight subjects including English and mathematics. This reflects solid academic progress. The Progress 8 score of +0.18 indicates students make above-average progress from their starting points, a finding consistent with inspection observations that students enter secondary school "on average one term ahead of other students in England" and continue to accelerate.

Just under a quarter (25%) of pupils achieved five or more grades at 5 or above in the English Baccalaureate (EBacc), a measure that combines English, mathematics, sciences, humanities, and languages. The EBacc Average Point Score of 4.96 sits above the England average of 4.08, reflecting strong uptake of traditional academic subjects.

Subject strengths noted in the 2015 Ofsted inspection included art and design, business studies, geography, history, religious studies, and ICT, where the school achieved results at least one grade higher than national averages. While we lack granular 2024 data, the sustained high performance suggests these remain areas of strength.

A-Level Performance

The sixth form ranks 287th in England for A-level performance (FindMySchool ranking), placing it in the top 11%. Locally, it ranks 2nd among Durham sixth forms. The breadth of provision is notable: students can study from approximately 26 A-level subjects, including Classical Greek, Russian, and History of Art, ensuring options beyond the standard subjects offered at many schools.

In 2024, 21% of grades achieved were A*, while 22% were grade A, meaning 43% of all entries achieved A* or A. A further 30% achieved grade B, so 73% achieved A*-B grades. This places the school above the England average of 47% achieving A*-B. Independent inspection evidence from 2015 confirmed that "standards attained at AS and at A level are higher than those seen in England, and significantly higher in many subjects, including art and design and business studies.".

The school's sixth form leadership is described by inspectors as "outstanding," with the sixth form culture "characterised by high aspirations and a strong sense of community." Over 90% of students who enter Year 12 successfully complete Year 13, a retention rate higher than the England average. A probation period at the start of sixth form helps students develop the dispositions necessary for success in the upper form, and parents receive weekly bulletins and termly monitoring reports on their children's progress.

University Destinations

The destinations data reflects the calibre of sixth form teaching and the academic calibre of the cohort. In 2024, 66% of leavers progressed to university. By historical pattern, more than 50% of leavers typically enter Russell Group universities. Since 2009, at least 140 students have secured places at Oxford or Cambridge, with recent cohorts sending 5-14 students annually to Oxbridge. In 2024, Cambridge proved particularly attractive, with 5 acceptances from 14 applications, suggesting strong alignment with the university's academic expectations.

Students regularly progress to Durham, Newcastle, York, and Leeds universities locally, but equally venture to prestigious institutions across the UK and occasionally abroad. Degree apprenticeships are becoming a notable pathway, with students entering civil engineering, supply chain management, and primary education apprenticeships. Medicine remains a popular destination, with multiple students annually securing places at medical schools.

Teaching at Durham Johnston is outstanding. The 2015 Ofsted report noted that teachers employ no single dominant methodology but instead use "deep knowledge about their students and impressive subject knowledge to adapt teaching approaches to the subject and to the particular learning objective being worked on." An outstanding example given by inspectors involved a sixth form Latin lesson on Cicero and the four virtues, where the teacher held students "in rapt attention" while dramatically expounding the manly virtues with comedic effect. This intellectual playfulness coupled with rigour characterises the best teaching here.

Teachers regularly check understanding through varied approaches and use this information "wisely to pause learning when appropriate, or to push on and challenge students when they are ready." Marking and feedback are regular, and students emphasise that this helps them learn better, particularly when teachers give them time to reflect on comments made. The school has identified that this exemplary practice is not equally distributed across all departments and is working to embed it more consistently.

Students develop literacy, numeracy, and oracy across all subjects. Geography teaches high-quality graphing and charting; annual public speaking events showcase student communication skills. Reading is promoted extensively, with visiting authors and poets, and sixth formers having created a DVD titled "The Perks of Being a Booklover" shown to younger students in assembly. Homework is set regularly and contributes meaningfully to independent learning and deeper thinking.

The curriculum is traditional and academically rigorous. The school's focus on traditional A-level courses, recognised and valued by universities and employers, reflects a deliberate choice to reject fads and fragmentation. Entry to the sixth form requires a minimum of five grades at 9-4 (A*-C) in five different subjects including at least three grades at 9-6 (A*-B), with additional course-specific entry requirements depending on subject. This ensures cohort consistency and allows teachers to pitch teaching at an appropriately high level.

Year 7 to Year 11

The majority of primary school leavers destined for secondary education in Durham City progress to Highdown School (the nearest non-selective secondary) or to Durham School and Kendrick School if they pass the 11-plus examination. In 2024, approximately 15 pupils from Durham Johnston secured grammar school places, reflecting the school's strong foundation but also its commitment to comprehensive education, the school does not emphasise grammar school preparation despite the competitive environment in the catchment area.

Sixth Form Progression

As noted above, approximately 66% of Year 13 leavers progressed to university in 2023-24, with the remainder entering employment, further education, or apprenticeships. The universities most frequently accessed include Durham, Newcastle, York, Leeds, Bristol, Edinburgh, Warwick, and, for a fortunate minority, Cambridge and Oxford. Beyond Oxbridge, leavers regularly secure places at Imperial College London, UCL, and other leading research universities, reflecting the rigorous academic training they receive.

The school's historical track record supports this. Since 2009, 140 students have accessed Oxbridge, averaging approximately 10-14 per year in recent cohorts. The 2024 cohort sent 5 to Cambridge and none to Oxford in the narrow window of data provided, though it is likely additional students may progress through alternative routes or deferred entry. The selectivity of these pathways highlights the intellectual calibre of the sixth form.

The extracurricular provision at Durham Johnston is exceptional and genuinely comprehensive, every student can access activities at no cost. The school publishes a detailed, termly programme of lunchtime and after-school clubs spanning sport, music, drama, academic enrichment, and personal development. This breadth reflects the school's core value of "Diverse Opportunities."

Music

The Music Department maintains a long tradition of high-quality musical activities open to all. A programme of weekly after-school rehearsals runs from September through to Easter, with each term culminating in evening concerts celebrating student achievement. More than 170 students are involved in orchestras or school ensembles, demonstrating significant uptake.

Named ensembles include the Chamber Choir, Chamber Orchestra, Junior Orchestra, Senior Orchestra, and Wind Band. There is a Jazz Club for sixth formers and a Junior Choir for younger students. The school also offers specialist lunchtime activities: Aural Skills sessions, Keyboard Club, and Music Theory Club support students at various levels. A Sixth Form Alternative Music Society indicates growing musical diversity. Individual music lessons are available through partnership with Durham Music Service, with lessons rotating to prevent pupils missing the same curriculum lesson twice, and fixed slots arranged outside teaching time for older pupils where possible.

Cathedral concerts involving student performers occur each year. The broader musical provision creates a culture where, as one sixth form student told inspectors, the school provides "a unique opportunity due to the high quality of education and passion for music."

Drama and Theatre

Drama provision spans multiple clubs catering to different age groups and interests. Drama Club 1 and Drama Club 2 serve younger students (Years 7-9), while the Technical Theatre Club teaches backstage skills including lighting, sound, and stage management. The school produces a major musical annually, scheduled for 2026, which engages students across performance and technical roles.

Sport

The PE department at Durham Johnston is recognised as among the best co-educational state schools in the country for sport. In 2022-23, the school reached national finals in three different sports, a remarkable achievement for a comprehensive school. Clubs and activities are structured to be accessible to all while also offering elite pathways for those with serious aspirations.

Individual clubs include Badminton, Cross Country, Rugby (girls), Basketball (both boys and girls), Football (all years, girls and boys), Netball (girls), and additional fixtures in English Schools matches and local league competitions. Leadership is encouraged, with older students supporting younger participants. The PE department organises successful international visits including skiing trips and summer sports tours to Malaga, broadening students' horizons beyond domestic competition. A weekly sports bulletin publicises fixtures and opportunities, ensuring information reaches all interested students.

STEM and Academic Enrichment

Robotics commands significant engagement: Vex V5 and IQ Robotics teams operate at multiple year levels (KS3 and KS4), competing at regional and national levels. Students develop mechanical and coding skills relevant to modern engineering.

Named sixth form academic societies include Physics Society, Biology Society, Chemistry (with drop-in revision support), Computing Society, Engineering Society, Mathematics Society, and STEM Wider Reading. The Justice Club enables Year 9-11 students to explore jurisprudence and social justice, while specific sixth form societies in Law, Architecture & Engineering, Sustainable Finance, and Finance, Business, Law provide pathways to university-level discourse in specialist areas.

Additionally, Chess Club, Scrabble Club, Programming Club (with Minecraft-themed variant for Year 9), Cyber Explorers, and support clubs for GCSE and A-level Mathematics ensure broad engagement with intellectual challenge. Sixth Form societies led by students themselves include Film Society, Geography Society, History Society, Psychology Society, Physics Society, and Tangent Society (reflecting mathematical interests), indicating that student leadership is embedded in enrichment provision.

Debate and Public Speaking

Debating Society is active at sixth form level, building rhetorical and argumentation skills. The school has a long tradition of public speaking events with annual competitions recognising student voice and clarity.

Wellbeing and Community

The House System provides a competitive and enriching scaffold for extracurricular and charity-based activities. Students are distributed across four houses named after Victoria Cross recipients from the Durham Light Infantry who served in World Wars I and II: Annand, Kenny, Heaviley, and Wakenshaw. House Leaders, sixth formers, actively organise enrichment activities within three key strands: academic enrichment (with links to universities and local employers), charitable fundraising, and competitive events. A recent "I'm a Johnstonian Get Me Out of Here" house event involved trials, team challenges, and whole-school participation, creating memorable moments and fostering cross-year bonding. Every House event, activity, or fundraiser supports the school's vision of "giving back."

Additional lunchtime and afternoon clubs include Christian Union, Magic Club, Warhammer Club (no prior models needed; alternates between tournaments and painting), Geography Club, and Year 9 Drop-in spaces for informal support and socialisation. These ensure that every interest finds a home.

Admissions to Durham Johnston are managed by Durham County Council through coordinated secondary admissions. The school is non-selective but consistently oversubscribed, with approximately 780 applications for 260 places in recent years, a 3:1 oversubscription ratio. This reflects the school's strong reputation and high achievement.

Places are allocated following fair banding criteria based on distance from the school, with looked-after children and those with Education, Health and Care Plans ranked first. No formal catchment boundary exists, making the school accessible to families across a wide area, though the oversubscription and distance-based allocation mean students living closer have significantly higher probability of a place.

Entry to the sixth form is more selective. All students, including those already at Durham Johnston, are interviewed, and a minimum of five GCSE grades at 9-4 (A*-C) in five different subjects including at least three grades at 9-6 (A*-B) is required, alongside course-specific entry requirements. This ensures a cohort capable of engaging with rigorous A-level teaching. As a result, there is new influx into sixth form, with external candidates joining internal progressors, refreshing the community and bringing diverse perspectives.

Pastoral care is central to the school's identity. The school maintains a robust team of Year Leaders, form tutors, and specialists supporting student wellbeing. Behaviour is excellent; the 2015 Ofsted report found no low-level disruption observed during the inspection, and behaviour logs indicate disruption remains rare and continues to fall. Students are taught to respect one another regardless of culture, faith, sexuality, or background, and the school tackles bullying and discrimination "vigorously and swiftly" when it occurs, which is "extremely rare."

A trained counsellor visits weekly for students needing additional emotional support. The Mental Health and Wellbeing section of the school website and pastoral structures indicate proactive, not merely reactive, mental health support. The school is a Stonewall School Champion, signalling commitment to LGBTQ+ inclusion and anti-discrimination work.

Attendance is well above national averages. A single minute's silence is observed annually in the school atrium on Remembrance Day in honour of the 111 men named on the school's war memorial, former students and staff who died in World Wars I and II. This ritual, and the historical research the school has conducted into their lives, anchors the school's commitment to remembrance, service, and public duty, values that animate the entire curriculum.

School hours

The school day begins at 8:50am and concludes at 3:20pm, with a structured timetable ensuring all students follow English and mathematics daily and access a broad curriculum across sciences, humanities, languages, and the arts.

School transport

The school sits on Crossgate Moor, on the A167 (the former Great North Road), making it accessible by local bus services. Students from across County Durham attend, with the coordinated admissions process managing allocations. The school does not operate dedicated buses but local authorities may arrange transport for eligible pupils.

Facilities and buildings

The 2009-rebuilt campus comprises multiple named buildings honouring the school's history and local heritage. Key facilities include a full suite of science laboratories, specialist music and drama venues (including recording facilities), a library, sports facilities (outdoor courts and pitches), and modern ICT suites. The hydrotherapy pool mentioned in some sources appears to relate to specialist provision or may have been removed during the rebuild; parents should verify current facilities during visits.

Sixth form centre

The sixth form has its own dedicated space within the campus, fostering a sense of identity and progression. Students benefit from common rooms and social spaces designed for their use, supporting the "probation period" through which Year 12 students transition into sixth form culture.

Oversubscription and admissions uncertainty: With a 3:1 oversubscription ratio, securing a place is competitive. Families should verify their current distance from the school and understand that proximity, while important, does not guarantee admission. The coordinated admissions process, while fair, leaves many qualified applicants without places. Explore alternative options and do not rely solely on Durham Johnston.

Split-site legacy: Although the school was united in a single building in 2009, traces of its 30-year split existence may remain in institutional memory or informal structures. This is not a disadvantage, the 2015 inspection confirmed the school is "outstanding", but families relocating from elsewhere should be aware the school is relatively young in its unified form, having spent most of its modern history fragmented across two sites.

Sixth form selectivity: While the main school is non-selective, sixth form entry is more stringent. Not all Year 11 students from the main school will meet the entry requirements for sixth form (a minimum of five grades at 9-4 including three at 9-6). Students aiming for sixth form should plan accordingly and discuss progression early with tutors and the sixth form team.

Grammar school context: Although Durham Johnston is comprehensive, the catchment area includes selective state grammar schools (Durham and Kendrick). Families considering the 11-plus should understand that Durham Johnston does not emphasise grammar school preparation; the school focuses on comprehensive, high-quality education for all. Separate external tutoring would be needed for grammar school entry.

Competitive university destinations: While sixth form results are strong, progression to Oxbridge and Russell Group universities is competitive in England. The cohort is academically able and motivated; students should enter sixth form with realistic aspirations and clear subject and career direction. The school supports university preparation effectively, but students drive their own success through engagement and effort.

Durham Johnston Comprehensive School exemplifies how non-selective state education can achieve excellence. Founded 125 years ago with a bequest to provide education regardless of family wealth, and now rebuilt in a modern campus that brings together a fragmented community, the school delivers impressive academic outcomes while maintaining an authentic commitment to comprehensive education. Students are encouraged to pursue knowledge for its own sake, not merely as a route to examination success, and the breadth of extracurricular opportunity ensures every young person can find their passion and develop their talents.

Results place the school in the top 12% in England for GCSE and top 11% for A-level (FindMySchool rankings). Behaviour is exemplary, bullying is rare, and students speak of genuine respect and support among peers. The sixth form is outstanding and sends the majority of leavers to university, with a consistent flow to leading institutions. Teaching is sophisticated, responsive, and intellectually rigorous, drawing on teachers' deep knowledge of students and subjects to create engaged, motivated learners.

Best suited to families across County Durham seeking a high-performing school where academic ambition coexists with genuine comprehensiveness; where tradition and innovation blend; and where the school's 125-year heritage of making education accessible to "rich and poor, male and female" continues to inform every decision. The main barrier is oversubscription; securing a place requires either proximity to the school or a determined navigation of the admissions process and, ideally, a backup plan. For families who gain a place, Durham Johnston offers an education that opens doors, not just to universities, but to lives of knowledge, service, and informed citizenship.