Gildredge House Review 2026: All-through free school with strong primary outcomes

Because Gildredge House is all-through, it is helpful to look at outcomes at both key points: the end of primary (Key Stage 2) and GCSE.

Primary outcomes (Key Stage 2)

In 2024, 75% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 21% achieved greater depth in reading, writing and mathematics combined, compared with an England average of 8%. These figures suggest a primary phase that supports both secure literacy and numeracy, and a meaningful proportion of pupils pushing into higher attainment.

On FindMySchool’s rankings (based on official data), the school is ranked 8,144th in England and 4th in Eastbourne for primary outcomes. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile), while also sitting strongly in its immediate local context.

The practical implication for families is that the primary phase appears to offer a credible academic foundation, with enough stretch for higher attainers, without needing the school to be narrowly exam-driven at younger ages.

Secondary outcomes (GCSE)

At GCSE level, the school’s Attainment 8 score is 48, and Progress 8 is 0.16, indicating students make above-average progress from their starting points across eight qualifications. The school’s EBacc average point score is 4.32.

On FindMySchool’s rankings (based on official data), the school is ranked 1,549th in England and 1st in Eastbourne for GCSE outcomes. That places performance in line with the middle 35% of schools in England (25th to 60th percentile), while standing out locally.

For parents comparing options, this is where FindMySchool’s Local Hub pages and Comparison Tool become useful, because local rank is often more decision-relevant than a national position when transport, friendship groups, and daily travel time are real constraints.

A key feature of the school’s approach is the drive for consistency across phases, with shared teaching principles and a stated intention that curriculum knowledge builds in a coherent “through-line” from Reception to Year 11. In an all-through setting, that is more than branding, it can reduce the learning dip that often comes with Year 7 transition, because expectations and classroom routines are designed to feel familiar rather than alien.

Curriculum design has been an active area of change. The most recent inspection describes work to break complex concepts into smaller components so pupils can link learning from one lesson to the next, alongside a push to strengthen language learning earlier so pupils are better prepared for modern foreign languages later. The implication is encouraging, because it points to deliberate sequencing rather than a set of disconnected topics, but it also highlights that consistency is still the goal in every classroom rather than a fully uniform reality across the whole school.

Reading is treated as a whole-school priority. Early reading is taught with clarity in Reception, and older pupils have structured reading time supported by access to a wide range of books. For families, the best indicator here is not simply that reading is valued, but that time and staffing are explicitly allocated to it, which tends to produce more dependable outcomes than relying on independent reading alone.

This is a school that currently runs through to Year 11, so the main transition is post-16. The school places clear emphasis on careers education and on ensuring students understand the full range of options after GCSE, including sixth form, further education, and technical routes. It also describes engagement with a wide set of education and training providers, including local colleges and sixth-form institutions, alongside opportunities for employer engagement.

For families, the implication is that post-16 planning should start early, especially for students who would benefit from a particular pathway (for example, a technical course, a college-based route, or a sixth form with specific A-level combinations). Schools that end at 16 can work very well for many students, but they do require a deliberate approach to Year 11 guidance, open events, and application deadlines.

Admissions operate at two main entry points, Reception and Year 7, with applications managed through East Sussex County Council’s coordinated admissions process. The school is oversubscribed at both points based on the most recent demand data available.

For Reception entry, there were 185 applications for 59 offers, which equates to about 3.14 applications per place. For Year 7 entry, there were 341 applications for 90 offers, about 3.79 applications per place. The practical meaning is that, for many families, admission is the limiting factor rather than whether the school is a plausible option in principle. In oversubscribed settings, parents should treat distance, priority criteria, and sibling rules as decision-critical, not as small-print details.

For September 2026 entry (academic year 2026 to 2027), East Sussex County Council lists these key dates: applications opened on 12 September 2025, the secondary closing date was 31 October 2025, and the primary closing date was 15 January 2026. Offer days are 2 March 2026 for secondary and 16 April 2026 for primary. Parents applying after these dates should check the late application rules and evidence requirements.

Open events are published by the school and tend to follow an annual rhythm. For example, the school has previously advertised a Year 7 open evening in September and Reception open events in the autumn term, with additional early-years sessions in January. Because published dates can expire quickly, families should use the school’s admissions pages to confirm the next cycle and booking requirements.

Parents considering this school should use FindMySchool’s Map Search to check precise travel distance and to sense-check feasibility against the admissions criteria used locally, particularly if relocation is part of the plan.

Pastoral support is structured around clear routines and expectations, including the school’s Ready, Respectful and Safe framework, plus the House system as a source of belonging. This matters in a large all-through school because it provides more than one “home base” for pupils, especially during the socially volatile years of early secondary.

Attendance is treated as a practical priority, with a stated focus on working with families and external professionals where barriers exist. When attendance and engagement slip, a school’s ability to respond early is often the difference between a temporary wobble and a lasting pattern, so families should look for evidence of persistence, clarity, and follow-up, rather than simply punitive language.

Ofsted also confirmed that safeguarding arrangements are effective.

Extracurricular life is one of the more distinctive aspects of Gildredge House, partly because it runs across phases and is tied into personal development rather than treated as a bolt-on. The school describes cross-phase opportunities such as older students reading with younger pupils and pupils accessing specialist spaces such as science labs, which is a practical advantage of the all-through model when it is organised well.

The named programme of clubs is broad and includes activities that signal genuine variety, not simply a standard menu. Examples include Aspire Radio Club, where students can work towards a certificate in radio broadcasting, plus Music Tech Club focused on podcasting and production skills. For students who thrive with an authentic output, these are the kinds of activities that can build confidence quickly, because they produce something shareable and real, not just participation.

Music is supported through structured opportunities, including an Orchestra and an All-through Choir spanning Year 2 through Year 11. The practical implication for families is that music does not have to be reserved for a small specialist group. A choir that runs across multiple year groups can be particularly helpful for students who find transitions challenging, because it provides continuity of peer group and staff relationships across phases.

STEM and academic extension also show up in named provision, including a STEM Club for Years 7 to 9 and primary activities such as Radtastic Science sessions. In a school that ends at 16, practical STEM clubs can also serve a careers function, helping students see where subject knowledge connects to technical and vocational routes post-16.

Environmental action is another visible strand. The school describes itself as Green Flag accredited and highlights a student-led Eco Committee. For families who value social responsibility, the important point is that this is framed as ongoing work rather than a one-off event.

The structure of the school day varies by phase. For Years 7 to 11, tutor time begins at 8.25am, and students depart at 3.05pm, with after-school clubs typically running until 4.00pm to 4.15pm. Primary-phase timings differ by year group, with early morning clubs listed from 7.45am, and end-of-day departure running from 2.45pm in Reception through to 3.05pm for Years 4 and 6.

Wraparound is offered through Fireflies Childcare for primary-phase children, with sessions listed as 3pm to 5pm (£10) and 3pm to 6pm (£13), with the later session including supper.

For travel, the school notes that it is within walking distance of Eastbourne’s train station and that it has ample parking and local transport links. Families should expect congestion at peak drop-off and pick-up times and plan accordingly.

• Oversubscription at key entry points. Demand is high at both Reception and Year 7, with multiple applications for each place. Families should treat admissions rules as central to the decision, and avoid relying on informal assumptions about availability.

• Consistency is still being strengthened. The most recent inspection points to stronger curriculum sequencing and staff training, but also identifies variability in how consistently learning is adapted and checked across classrooms. This may matter more for pupils who need highly predictable teaching routines.

• No in-house sixth form pathway. Because the school currently runs through to Year 11, every student makes a post-16 transition. That suits many teenagers well, but it does require early planning and a clear view of the preferred post-16 route.

• A large, multi-use site. The benefits are space and facilities, but families with younger children may want to understand practicalities such as where each phase is based, how drop-off is managed, and how the school keeps younger pupils feeling secure within a larger all-through community.

Gildredge House is a credible all-through state option for families who value continuity from Reception to GCSE, a structured approach to behaviour and culture, and a co-curricular offer that includes distinctive activities such as Aspire Radio and cross-phase music. Academic outcomes are strongest in their local context, with particularly convincing primary attainment compared with England averages.

Best suited to families who can engage early with admissions, want a large, organised school with clear routines, and are comfortable planning a post-16 move to college or another sixth-form route.