Epsom and Ewell High School

A secondary timetable built around long teaching blocks can change the feel of a school. Here, the day begins with registration at 8.30am, followed by four extended lesson periods, finishing at 3.00pm; clubs run until 4.00pm on the days they operate.

The most recent Ofsted inspection (March 2022) confirmed the school continues to be Good, with effective safeguarding. Under that inspection lens, behaviour was calm, pupils felt safe, and relationships with staff were strong. The report also highlighted a mental health focus, including a Gold Mental Health Award for Schools, and a broad curriculum with carefully sequenced content.

Academically, outcomes now sit closer to the national middle at GCSE level by ranking, while post-16 results remain around the lower end of the middle band in England schools. Ranked 2,147th out of 3,895 schools in England and 6th in Epsom for GCSE academic performance (FindMySchool ranking, based on official 2025 data), the school is below the national midpoint. Ranked 1,454th out of 2,549 schools in England and 5th in Epsom for A-level outcomes (FindMySchool ranking, based on official 2025 data), it remains broadly within the middle range of sixth forms by rank.

The clearest thread running through official evidence is stability and order. The 2022 inspection described a calm behavioural culture and positive attitudes to learning, reinforced by high expectations of conduct and quick follow-up when issues arise. Pupils were reported to feel safe, with bullying handled promptly when it occurred.

The school’s structure supports that culture. Longer lesson blocks mean fewer transitions across the site and more time to settle into deep work, which can suit students who learn best when they can stay with a concept for longer. Equally, it asks students to manage focus and organisation across extended sessions, especially in subjects that require sustained writing or problem solving.

Leadership context is worth understanding. The 2022 inspection lists James Newman as headteacher at that time; the Department for Education’s school register now lists Mrs Aisleen Campbell as headteacher. Families visiting in 2026 should treat this as a prompt to ask about current priorities, how improvement is being measured, and what is changing (or intentionally staying the same).

GCSE

Results data suggests a mixed profile. In the 2024-25 / 2025 dataset, the school’s Attainment 8 score is 44.1 and Progress 8 is -0.39, indicating students make less progress than peers nationally with similar starting points. EBacc average point score is 3.8, with 6.5% achieving grades 5 or above across the EBacc.

Ranked 2,147th out of 3,895 schools in England and 6th in Epsom for GCSE academic performance (FindMySchool ranking, based on official 2025 data), the school sits a little below the national midpoint by rank. This does not mean individual students cannot do very well here; it does mean families should look closely at subject-level support, how teaching addresses gaps early, and what the school does for students aiming for higher grades at GCSE.

Sixth Form

A-level headline grade distribution is weaker in the 2025 dataset, across 119 total exam entries. The proportion of grades at A* is 0%, with 0.2% at A and 0.2% at B; overall, 0.4% of grades fall in the A* to B range. Families should read those headline figures alongside subject choice, cohort size and the school's pathway mix when assessing sixth form fit.

Ranked 1,454th out of 2,549 schools in England and 5th in Epsom for A-level outcomes (FindMySchool ranking, based on official 2025 data), this performance remains broadly in the middle range by rank but with weaker headline grade distribution. For students considering staying on, the implication is straightforward: ask targeted questions about the subjects you care about most, including class sizes, resit support, and independent study expectations.

Curriculum thinking appears to be deliberate. The 2022 inspection described a broad and balanced curriculum with careful attention to sequencing, and teachers with secure subject knowledge who use assessment information to address misconceptions. The same report noted whole-class reading sessions and an accelerated pathway for pupils who have fallen behind, with progress tracked via reading fluency software.

This combination, structured curriculum design plus targeted literacy support, matters most for families trying to understand how the school responds to uneven prior attainment. The practical question to ask on a visit is how quickly gaps are identified in Year 7, and what the weekly rhythm of catch-up looks like without pulling students away from core learning too often.

At sixth form level, the website describes three routes: an A-level-only pathway of three A-levels; a vocational pathway built around three vocational subjects (for example, BTECs); and a hybrid option combining A-level and vocational study. That flexibility can suit students whose strengths are clearer in applied learning, or those who want to keep doors open while specialising.

The school promotes careers and next-steps planning as a key strand of sixth form life. In the 2023/24 leaver cohort, 45% progressed to university, 6% to apprenticeships, 35% to employment, and 2% to further education.

Oxbridge outcomes are not published as a count in the available data for this review period. That is neither a red flag nor a guarantee of absence; it simply means families focused on highly selective university pathways should ask for the most recent destination picture, and how the school supports competitive applications in practice (super-curricular planning, personal statement coaching, admissions tests, and interview preparation).

For students who are not aiming for university, the existence of a substantial employment proportion in the cohort data is a useful signal to probe: what employer engagement exists, how work experience is organised, and what apprenticeship guidance looks like, including higher and degree apprenticeships.

Year 7 admissions are coordinated by Surrey County Council. For September 2027 entry, Surrey's secondary transfer route lists the on-time application window opening on 1 September 2026 and closing on 31 October 2026, with offers issued on 1 March 2027.

Open events for prospective families are usually scheduled in the early autumn term. For the 2026 entry cycle, the school advertised morning tours across late September and the first half of October, plus an open evening in early October, with booking required for at least some sessions. Treat these dates as a pattern rather than a permanent schedule, and check the school’s open events page for the current year’s booking instructions.

For students applying to the sixth form, the published entry requirements include minimum GCSE grade thresholds for an A-level route (including English and mathematics), plus subject-specific grade expectations where relevant; the school also describes greater flexibility for vocational and hybrid pathways, including resit provision for English and mathematics where needed.

When weighing competitiveness, parents should use FindMySchool’s Map Search to understand travel distances and practical routes, then cross-check Surrey’s published admissions criteria for how places are prioritised in the normal admissions round.

Wellbeing is a stated priority backed by inspection evidence. The 2022 inspection described leaders giving pupils’ mental and physical health a high priority, and referenced the school’s Gold Mental Health Award for Schools.

Safeguarding was judged effective, with detailed policies, comprehensive staff training, and strong processes around safer recruitment and record keeping. Pupils were reported to know how to stay safe online and to learn about healthy relationships and consent.

A distinctive element of inclusion is the specialist support centre for pupils with hearing impairment, referenced in the inspection report as part of how the curriculum meets the needs of all pupils. For families who need this type of provision, the key questions are about specialist staffing, communication approaches, and how support is integrated into lessons rather than added on as a separate track.

A strong enrichment offer matters most when it is specific and accessible. The school highlights an annual performing arts production and a house system where students represent four Olympians, with competitions designed for broad participation.

Several named academic and personal development programmes add definition. The Brilliant Club is offered to selected students, involving a university experience day, a mentored project, and a graduation ceremony held at a Russell Group university. For students who benefit from stretching experiences and academic confidence-building, that kind of programme can be a real lever.

STEM enrichment is also clear. The school runs Bronze and Silver CREST Awards across key stages 3 and 4, giving students structured, enquiry-based projects in science, technology, engineering and mathematics. There are also after-school further mathematics lessons for Years 10 and 11, positioned as an option for students ready for additional challenge.

For broader culture and belonging, the 2022 inspection listed clubs including choir, dance, drama, philosophy, creative writing, and a gender and sexual alliance club. That mix suggests the school tries to make space for both performance and discussion-based interests, which can be particularly important for students who do not define themselves through sport.

Duke of Edinburgh is well established. The school is a licensed centre for Bronze and Silver awards in Year 10 and Year 12, with multiple expeditions per year, including routes in the Surrey Hills and further afield for Silver.

The school day runs from 8.30am registration to a 3.00pm finish, with four extended lesson periods and two breaks. Extracurricular clubs are stated as finishing at 4.00pm on the days they run, which is useful for working families planning pickups.

As a secondary school, wraparound care is not usually structured in the same way as primary provision. For students who need supervised study before school or after 4.00pm, families should ask directly what is available beyond clubs and scheduled interventions.

• GCSE progress is an area to interrogate. A Progress 8 score of -0.39 indicates below-average progress from starting points. Families should ask what has changed since the latest published cycle, and how the school targets improvement subject by subject.

• Long lesson blocks suit some learners better than others. Extended periods can help concentration and depth, but they also demand sustained focus and good organisation. Students who struggle with attention may need explicit support strategies.

• Leadership context may have moved on since the last inspection. The most recent Ofsted report reflects March 2022, while the Department for Education’s current register lists a different headteacher. Use open events and meetings to understand the current improvement plan and how it is tracked.

• Sixth form pathways are flexible, but entry requirements matter. The A-level route has clear GCSE grade expectations, while vocational and hybrid routes are described as more flexible with English and maths resit support. Students should choose based on learning style and future plans, not just what friends are doing.

Epsom and Ewell High School offers a calm behavioural culture, strong safeguarding practice, and a clearly defined enrichment programme that includes academic stretch and structured personal development. The results picture is uneven, with below-average GCSE progress by published measures, alongside a sixth form that remains around the middle by rank but has weaker headline A-level grade distribution in the current dataset.

Best suited to students who value clear routines, benefit from longer lesson blocks, and will take up enrichment opportunities such as CREST, Brilliant Club, or Duke of Edinburgh. For families, the key decision is whether the school’s improvement trajectory and subject-level support match your child’s needs and ambitions.