Ferndown Upper School Review 2026: 50 Years of Comprehensive Excellence

In 1972, when Ferndown Upper School opened its doors, it began a mission that continues unchanged: to provide every student, regardless of background, with the teaching, support and opportunities needed to achieve their ambitions. Half a century later, the school remains fiercely committed to this ideal. Located in the Dorset town of Ferndown, between Bournemouth and Poole, it serves approximately 1,100 students aged 13 to 19, drawing from across the catchment area and beyond.

The school's defining characteristic is its breadth. Rather than selecting the highest-attaining pupils, it accepts all students and works to bring out the best in each. This comprehensive ethos extends throughout the curriculum and community life. The school operates a sixth form with strong progression rates. Results have improved consistently over recent years, with students regularly achieving the highest Progress 8 scores in Dorset. The latest GCSE cohort achieved results placing the school above England averages in core subjects, with 80% securing grade 4 (standard pass) or above, 60% achieving grade 5 (strong pass) or higher, and 20% reaching the top grades of 8 or 9. The Ofsted report from December 2021 rated the school Good, praising pupils' behaviour, pastoral support, and the welcoming atmosphere created across the campus.

The school's identity crystallises around what staff and students call the "Ferndown family"—a phrase that appears consistently across the community and speaks to something genuine. When you walk through the main entrance, past the administrative blocks and into the heart of the school, the atmosphere is one of purposeful calm. Students move around in purposeful flow, engaged and generally focused. The buildings blend older structures with more recent extensions, creating a layered campus that feels both established and actively maintained.

Leadership matters enormously here. Headteacher Philip Jones has shaped the school's recent trajectory, bringing clarity of vision and high expectations for every student. Under his leadership since his appointment, the school has pursued an explicit commitment to excellence for all — not excellence defined narrowly as selective attainment, but excellence in character, work ethic, and genuine achievement from each student's starting point. This philosophy filters through everything from curriculum design to pastoral structures to the physical environment.

The values framework, known as "The Ferndown Way," emphasises respect, responsibility, and resilience. These are not merely displayed on walls; staff reference them explicitly in discipline procedures, reward systems, and routine conversations. Sixth-form students articulate this particularly clearly, often noting that the pastoral support system was decisive in their decision to remain for A-levels. The school has built a culture where it is normal for students to know staff by name, for tutors to take genuine interest in individual progress, and for support to be offered before problems become crises.

The physical spaces reflect this ethos. The school recently invested in renovations including new learning spaces, and the campus benefits from good natural light. A dedicated arts precinct houses the Main Stage (a professional-standard performance space with lighting and sound), the Drama Studio (B1), and the Dance Studio, each properly equipped. The learning commons in B Block serves as a hub for independent work and resource access. Sports facilities, shared with Ferndown Leisure Centre, include a 25-metre pool, two gym halls, squash courts, and extensive outdoor pitches. These aren't luxury add-ons; they're fundamental to the school's commitment to offering every student genuine choices about how to develop their talents.

GCSE Performance

Attainment 8 (measuring performance across eight GCSE subjects) stands at 48.3, which sits slightly below the England average of 46.5. However, the Progress 8 score of +0.34 indicates pupils make above-average progress from their starting points, particularly given that the school accepts all students regardless of prior attainment. This has significant meaning: pupils who arrived with moderate prior achievement in primary school are leaving with stronger qualifications than their peers nationally achieved from similar starting points.

The school ranks 2,457th in England for GCSE outcomes (FindMySchool ranking), placing it within the middle 35% of schools in England (middle 35% of schools in England). Locally, it ranks 1st among Dorset secondaries, a position it has maintained for three consecutive years, with the school claiming the best Progress 8 results in the county.

In GCSE grades achieved, 80% of entries reached grade 4 or above (the standard benchmark), and 60% achieved grade 5 or above (strong pass). Most significantly, 20% of entries achieved the top grades of 8 or 9. This depth of high achievement is noteworthy given the school's non-selective intake.

For core subjects specifically, 74% achieved standard passes (grades 9-4) in both English and Mathematics, significantly above national benchmarks. Among those who began secondary school with strong prior attainment, 88% went on to achieve strong passes in English and Maths.

A-Level Performance

The sixth form has emerged as a particular strength. A-level results show 45% of grades at A*-B level, with 5% at A* and 16% at A*-A combined. The school ranks 1,501st in England for A-level outcomes (FindMySchool ranking), again placing it within the middle 35% of schools nationally. A combined GCSE/A-level ranking of 1,427th in England reflects the consistency of performance across both phases.

Importantly, the sixth form operates as a genuine two-year programme with proper depth of study. Students choose from 26 A-level subjects, including traditional academic subjects alongside vocational options. The school was the first in Dorset to launch T-Level courses (newer technical qualifications aligned to employment), offering further diversification beyond A-levels and GCSEs for students pursuing practical career routes.

The curriculum philosophy is deliberately broad. All pupils study English Language, English Literature, Mathematics, and the three separate sciences (Biology, Chemistry, Physics) as GCSE. This science policy — unusual among non-selective state schools — reflects deliberate strategy to keep scientific pathways open. An All-Party Parliamentary Committee examining STEM education cited this innovation as best practice in a 2020 report.

Beyond the compulsory core, pupils choose from a substantial range of options. In Years 10 and 11, every student must select one qualification from Health & Fitness, Events Management, Mathematics Statistics, or Ethics & Philosophy, then three additional GCSE or equivalent options from a list including History, Geography, Art, Drama, Music, Business Studies, Media Studies, Photography, Health and Social Care, Computer Science, Fashion and Textiles, Spanish, French, Design Technology, Food Technology, and PE. This flexibility within structure is deliberate: it allows genuine personalisation while maintaining breadth.

Teaching quality is underpinned by subject expertise. The school has invested in specialist staff, and the inspection noted that pupils learn in a purposeful, focused way within clear structures. Teachers generally exhibit strong subject knowledge, and feedback systems in strong subjects provide pupils with clear guidance on improvement. The school has initiated recent work on consistency of feedback across all departments, acknowledging that practice varies.

A notable strength is the culture of intellectual engagement. The inspection noted that pupils "debate with political leaders and learn from international experts." The forensic linguistics club, for example, enables students to study the field with a recognised leading expert in the subject. This extends beyond enrichment; it signals to all pupils that intellectual curiosity is normal and valued.

After GCSE

Leavers' destination data shows strong progression into continued education. Among the 2024 cohort, 30% progressed directly to university, 2% entered further education, 5% began apprenticeships, and 36% entered employment. These figures indicate a diverse range of pathways, reflecting the mixed prior attainment intake.

However, the sixth form captures the largest proportion of GCSE leavers who wish to pursue further study. The school's strong pastoral systems mean that students commonly choose to remain, with sixth-form leaders citing pastoral support as a key factor in retention decisions.

After A-Level and Sixth Form

Progression to higher education from the sixth form is notably strong. In 2024, approximately 69% of A-level leavers progressed to university or degree-level study, with 8% securing places at Russell Group universities. The school does not publish detailed Oxbridge numbers, though individual successes occur. Destinations commonly include universities such as Bristol, Exeter, Durham, and Edinburgh, with particular strength in STEM subjects leading to places on engineering and science courses.

The apprenticeship route is well-supported for students choosing alternative progression. The school maintains strong links with local employers and has invested in dedicated careers guidance focused on apprenticeship placements.

The curriculum extends far beyond timetabled lessons, and the school has invested substantially in extracurricular provision. This is not treated as peripheral enrichment but as an integral part of students' development of resilience, teamwork, and aspiration.

Music

Music plays a significant part in school and community life. The school maintains a thriving music department with regular concerts, a Christmas service, informal workshops, competitions, and productions. Multiple ensembles operate, including:

• FUS Ensemble: A stable woodwind, brass, and strings ensemble meeting fortnightly, directed by the Head of Music, with opportunities for able students to develop conducting skills by assisting with rehearsals
• Singing Group: A vocal ensemble meeting weekly
• Rock School: After-school band programme meeting twice weekly, open to all abilities
• Vocal Jam: Wednesday sessions combining contemporary singing with informal performance

Individual instrumental and singing lessons are available from professional musicians with extensive industry experience. Informal practice sessions occur daily during lunchtimes in dedicated rehearsal rooms within the A Block. Music GCSE is offered as an option subject, and the department prioritises both accessibility and high achievement.

Drama and Performing Arts

Drama occupies a central place in the school's arts portfolio. The school has invested in dedicated spaces: a Main Stage with professional-standard lighting and sound, a Drama Studio (B1) fully equipped with lighting and blackout facilities, and a Dance Studio with mirrored walls and a sprung floor. All Year 9 students participate in drama fortnightly, exploring theatre practitioners and confidence-building through workshop presentations of Shakespeare and contemporary plays.

Year 10 students engage in a community play addressing topical issues — recent productions have tackled themes like refugee experiences. These aren't school hall dramas; they're substantial community pieces involving set design, sound cues, and multiple performances. Students learn that drama is both a discipline and a vehicle for voice.

STEM and Technology

The school's STEM specialism has evolved significantly. The Technology department has become a centre of excellence, with particular strength in robotics. The department's fernDOWNLOAD Robotics club became regional champions in the FIRST Tech Challenge competition in 2020 and now boasts the largest girls' competitive robotics club in the country. The school was designated a FIRST Champion School in recognition of its work as a centre of excellence in engineering and robotics.

Beyond competitive robotics, students can access the Independent Project Club (Wednesday afternoons) for coding personal games, apps, or other technology projects. These clubs attract students across the ability range, from beginners to advanced programmers.

Sports and Physical Activity

Physical Education is compulsory throughout the school, and the extracurricular sports programme is extensive. Students have access to a 5-court sports hall, fitness room, gymnasium, 25-metre swimming pool, 4 squash courts, tennis courts, and a 400-metre running track. The PE department offers lunchtime and after-school clubs covering:

• Football (Year 11, Year 10, Year 9 specific groups)
• Netball (all years, fixtures-focused)
• Fitness and Boxing (all years)
• Trampolining (all years)
• Dance (all years)
• Badminton (all years)
• Swimming (all years)
• Basketball (all years)
• Table Tennis (all years)
• Rugby (all years)
• Girls' Football (all years)

GCSE PE is offered, and students are required to engage in at least one after-school club weekly and participate in inter-house competitions, both of which contribute to the final grade. This embedded expectation normalises active participation.

Societies and Clubs

Beyond music, drama, and sport, the school offers a diversity of student-led and staff-led clubs including Rainbow Alliance (LGBTQ+ student support group), Spanish Experts Club, and subject-specific revision and extension groups. The Music Support and Revision Club runs weekly, offering targeted help for GCSE music students. GCSE Club and Music Theory Support provide targeted academic scaffolding.

Enrichment and Community

Field trips form part of the curriculum across many subjects. The school runs a Foundation Art programme with recent trips to London visiting Spitalfields, Brick Lane, the National Portrait Gallery, and exhibitions of contemporary art. These aren't tokenistic; they're integrated into curriculum objectives, with work explicitly drawing on the experience.

The school also hosts visiting speakers and experts. A planetarium visit is a regular highlight. These experiences are deliberately designed to broaden horizons and introduce pupils to worlds beyond their immediate experience.

The school is non-selective, accepting all pupils within its catchment area or those with significant travel commitment. Admissions are managed through the local authority coordinated admissions scheme. Transfers from Ferndown Middle School (ages 9-13) typically feed most of the cohort, though the school also accepts external pupils.

Entry to the sixth form (Year 12) does carry expectations. Students typically require GCSE grade 4 or above in subjects they wish to study at A-level, and for some subjects (particularly sciences and mathematics), grade 5 is required. The school prioritises academic progress and engagement, and sixth form students understand that there is an expectation of mature behaviour and commitment to study.

The school operates two intake routes: transfer from feeder middle schools in summer (primary entry point) and admission to the sixth form from both internal progression and external applications. Open evenings are typically held in the autumn term; specific dates should be confirmed on the school website or by contacting the school directly.

The pastoral system is a strength that pupils consistently recognise. Every student has a form tutor and participates in daily tutor time. The school has invested substantially in counselling, peer support training, and staff mental health awareness. A trained counsellor visits weekly and is available to students requiring additional emotional support.

The inspection noted that pupils feel safe and are aware of safeguarding procedures. Behaviour expectations are clear and consistently applied. Inter-house competitions run throughout the year, creating structured communities within the larger school and fostering healthy competition alongside collaboration.

The school's approach to behaviour is restorative rather than purely punitive. Students are taught to understand the impact of their actions and to make amends. This philosophy aligns with the broader ethos of developing character and responsibility.

School day: Monday to Friday, 8:30am to 3:10pm (with lunch periods at 1:10pm to 1:40pm)

Transport: The school is accessible by bus, with routes running from across the local area. Those driving have parking availability, though parking around school is typical of suburban secondaries and fills quickly at peak times. A tree-lined walking route for pupils provides a pleasant pedestrian entrance.

Facilities: The school has disabled parking bays and fully accessible facilities including lifts and adapted toilet facilities. The Sports Centre (Ferndown Leisure Centre) is separate from the main campus but provides specialist facilities for PE lessons.

Catering: A cafeteria operates during break and lunch times, serving hot food, sandwiches, and snacks. Payment is via cash, card, or fingerprint recognition. Indoor seating (the Quad) and outdoor areas (the Conservatory) provide dining spaces.

Uniform: A uniform is required. Details are available on the school website.

Comprehensive intake means mixed peer groups. Unlike selective secondaries, pupils study alongside peers across a wide ability range. This mirrors real-world workplaces but means some high-attaining pupils will find the pace differs from selective alternatives. The school mitigates this through setting in core subjects and extension programmes for the most able, but families should consider whether they prefer the environment of a grammar school.

Teacher consistency in feedback: While strong in humanities and arts (as noted by inspectors), feedback quality varies across subjects. The school is actively working to improve this, but it means students' experience depends partly on which subjects they choose.

Sixth form entry has expectations: Whilst the school welcomes all pupils into sixth form who meet academic criteria, it is not a soft landing for those who struggled in GCSE. A-level study requires strong independent work habits and sustained commitment. Those expecting sixth form to be easier than GCSE may find it challenging.

Competition for places in certain subjects: Popular A-level subjects may have capacity limits. Entry requirements aren't just minimum grades; they reflect demand. Families should explore subject availability and limits during the sixth form open evenings.

Ferndown Upper School delivers solid, consistent education within a genuine comprehensive philosophy. Results are strong, particularly when progress from starting points is measured. The school excels in pastoral care, creating a community where most students feel valued and known. The breadth of opportunity — from robotics to drama to forensic linguistics — means most pupils find areas of genuine engagement.

The school is best suited to families seeking comprehensive secondary education with strong pastoral support, wide subject choice, and an explicit commitment to developing the whole student. It works particularly well for students who thrive in supportive communities, respond positively to clear expectations, and value breadth over narrow specialism. The ranks 2,457th nationally for GCSE (FindMySchool ranking), placing it in line with the middle 35% of England schools — a solid, unremarkable position that understates what matters most: that pupils from all backgrounds make good progress and leave with genuine qualifications and developed character.