The De Montfort School Review 2026: A rare Year 6 to Sixth Form pathway in Evesham

A single school that takes children from Year 6 through to Year 13 brings a particular kind of stability, especially in a county where transfers between tiers can otherwise disrupt friendships and routines. This school’s published culture is built around “The TDMS Way”, with values framed as ambition, commitment, creativity, and integrity.

Academic outcomes present a mixed picture by phase. Key Stage 2 results are a relative strength, while GCSE and A-level indicators sit below many comparable schools in England, albeit with a positive Progress 8 score. The headline accountability judgement is Good, including Good sixth form provision.

The most distinctive feature is structural rather than architectural: pupils can enter at 10+ and remain through sixth form. In practice, that creates a community that can feel more continuous than a conventional secondary. Families with more than one child, or those who value long-term relationships with staff, often prioritise this sort of through-route.

Behaviour expectations are presented as clear and consistent, with the school’s shared language giving pupils and students a simple reference point for conduct, effort, and belonging. The published ethos leans towards calm routines and purposeful learning habits, including an explicit focus on punctuality and being ready to learn.

Leadership information available publicly is straightforward. The current headteacher is Anna Allen. (A specific appointment date is not consistently published across official sources, so it is best treated as something to confirm directly if it matters to your decision.)

The wider governance context is also relevant. The school is within the Four Stones trust family, and admissions policies for key entry points sit under the trust’s published arrangements.

Key Stage 2 (Year 6)

In 2024, 76.67% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%. At higher standard, 19.67% achieved greater depth, compared to the England average of 8%. Reading and maths scaled scores were 105 and 104 respectively.

Ranked 9,334th in England and 2nd in the Evesham area for primary outcomes (FindMySchool ranking based on official data), results sit below England average in the ranking distribution, but with attainment indicators that look stronger than that headline position suggests. The difference usually reflects how competitive the distribution is and how small cohort variation can move rankings year to year.

GCSE (Key Stage 4)

At GCSE level, the average Attainment 8 score is 40.7, below the England average of 45.9. Progress 8 is +0.16, which indicates students make above-average progress from their starting points even where attainment remains a work in progress.

Ranked 3,207th in England and 2nd in the Evesham area for GCSE outcomes (FindMySchool ranking based on official data), this places the school below England average overall on the ranking distribution.

A practical note for parents reading the Ebacc fields: Ebacc entry and achievement indicators are lower than many schools in England, which may reflect curriculum choices, student preferences, or cohort profile, rather than teaching quality in isolation.

A-levels (Sixth Form)

At A-level, 26.17% of grades are A* to B, below the England average benchmark of 47.2% A* to B. A* grades represent 8.41% of entries, and A grades 4.67%.

Ranked 2,017th in England and 2nd in the Evesham area for A-level outcomes (FindMySchool ranking based on official data), the sixth form sits below England average on the ranking distribution.

What this means in practice is that the sixth form proposition is likely to appeal most to students who want continuity, small-community feel, and a supported route into adult plans, rather than those shopping solely on headline grade distributions.

Curriculum structure is presented as knowledge-led and sequenced, with a focus on building secure foundations early and then supporting students to sustain habits through GCSE and post-16 study. The published information emphasises regular retrieval, structured homework routines, and consistent expectations around reading.

There is evidence of subject-specific enrichment that goes beyond generic statements. For example, mathematics includes participation routes such as the UK Schools Mathematics Challenges alongside Maths Club and enrichment days, which gives stronger mathematicians something to stretch into without narrowing the timetable for everyone.

At Key Stage 4, the options structure indicates a balance of academic and applied choices. Triple Science or Combined Science sits alongside a choice of humanities, with additional options that include Computing, Business, Psychology, Art, Music, Drama, Sport, Food, and Design and Technology. The implication for families is that a student can keep doors open while still shaping a pathway that matches interest and likely post-16 direction.

Because this is an all-through setting across multiple transfer points, “next steps” means different things at different ages.

For pupils entering at Year 6, the key question is whether the Year 6 to Year 9 experience feels coherent. The school’s published admissions arrangements recognise multiple entry points, which usually means transition support is built into routines and pastoral structures.

For sixth form leavers, published destination statistics for the 2023/24 cohort show 36% progressing to university, 9% to further education, 2% to apprenticeships, and 38% to employment. This spread suggests a sixth form that serves a broad mix of student intentions, with meaningful numbers moving into work as well as study.

The school’s sixth form materials also describe structured guidance, including personal tutoring around post-18 applications and a programme of enrichment with talks and visiting speakers, which can matter for students who need help turning aspiration into a plan.

Entry points and how they work

The school publishes three main entry points: Year 6, Year 9, and Year 12. Published Admission Numbers for September 2026 are 120 places for Year 6 and 90 external places for Year 9.

Year 6 and Year 9 admissions operate through the local authority coordinated process, with a stated closing date of 31 October 2025 for applications.

For Year 12 entry in September 2026, the sixth form admissions policy sets out a clear timetable: online applications open from 25 September 2025; the deadline is 6 January 2026 for current TDMS Year 11 students and 1 February 2026 for external applicants. External places have a published minimum of 10, subject to entry requirements.

How competitive is it

At one entry route, the latest published demand figure indicates 12 applications for 1 offer, which is consistent with an oversubscribed intake even if the absolute numbers are small. Competition can vary substantially by year group and by the local cohort pattern, so families should treat any single-year ratio as indicative rather than predictive.

If you are shortlisting locally, FindMySchool’s Map Search is useful for checking how your home location sits relative to catchment assumptions and likely travel time, especially where a school uses distance tie-breaks.

Pastoral messaging is explicit: pupils and students are expected to show respect, follow routines, and meet clear standards, with structured support when they fall behind. A daily homework club is part of that practical support, giving students a supervised environment with access to resources for completing work and building routines.

The school also highlights character development alongside academic content. That combination tends to suit families who want the school to take the lead on behaviour, organisation, and expectations, not just subject delivery.

The latest Ofsted inspection, carried out on 10 to 11 October 2023 and published on 16 November 2023, judged the school to be Good across all areas, including sixth form provision.

Ofsted confirmed that safeguarding arrangements are effective.

Extracurricular provision is referenced consistently across the school’s published materials, with a mix of academic support, enrichment, and leadership opportunities.

A useful example is the combination of structured support and stretch. Homework club provides a routine option for students who need a quiet place to complete work and access resources, while subject enrichment such as Maths Club and UK Schools Mathematics Challenges gives higher-attaining students an extension route.

Sixth form enrichment appears more deliberately framed than a simple club list. The sixth form prospectus describes protected non-contact time on Wednesday afternoons for societies, mentoring, or representing the sixth form, plus a lecture series bringing in visiting speakers to broaden thinking and inform pathways. The implication is that sixth form students are expected to build a wider profile, not just accumulate grades.

There are also concrete indications of wider opportunities such as music and computing, with curriculum planning and option structures that keep arts and technical subjects visible through to Key Stage 4.

The school publishes a timetable that begins with tutor time at 9.00am, with lessons ending at 3.30pm. Arrival is indicated from 8.40am, and families are advised that supervision outside the school day is limited unless a pupil or student is staying for a school activity.

For transport, Worcestershire’s school travel directory includes dedicated services for the school, which is relevant for families outside comfortable walking distance.

As a state school, there are no tuition fees. Families should still budget for the usual extras such as uniform, trips, and optional activities.

• Outcome profile varies by phase. Key Stage 2 indicators look strong, while GCSE and A-level metrics sit below many schools in England. Families should decide which phase matters most for their child, and whether the positive Progress 8 story at GCSE aligns with their priorities.

• Entry complexity. Multiple entry points (Year 6, Year 9, Year 12) are helpful for newcomers, but they can also mean cohorts are less fixed than in a single-intake secondary. Some children enjoy the mixing; others prefer a settled group.

• Sixth form external places are limited. The published minimum for external Year 12 entrants is 10, so joining at 16 can be more competitive than staying on internally.

• Attendance is a stated improvement priority. Families for whom consistent attendance is already a challenge may want to understand the school’s current strategy and practical support, as published improvement priorities emphasise this area.

This is a school that makes most sense for families who value continuity from Year 6 through to sixth form, with clear routines, structured support, and a steady community feel. It suits pupils and students who respond well to explicit expectations and who benefit from stable relationships over time. The academic profile is not uniform across phases, so it is best approached as a long-term fit decision rather than a single headline-results choice.