St Dunstan's School

Ten minutes of “Drop Everything and Read” is built into the daily routine, signalling a school that treats literacy as everyone’s business, not just an English department priority. That focus sits alongside a straightforward behaviour and rewards system built around being “On Track”, with points and rewards used consistently to reinforce expectations and celebrate effort.

St Dunstan’s serves Glastonbury and a ring of surrounding villages, with a mid-sized 11 to 16 intake and a modern site shaped by phased investment over time. The current headteacher is Mr Paul Balkwill, appointed from 01 September 2024.

The most recent inspection outcome is Good, with Good judgements across quality of education, behaviour and attitudes, personal development, and leadership and management.

This is a school that tries to make its values operational. The published values are Truth, Resilience, Ambition, Community, and Kindness, and these are repeated across the school’s character language and reward structures.

The “On Track” framework is more than branding. It is used as a practical shorthand for learning habits and behaviour, and it gives pupils a clear sense of what is expected in lessons and around the site. Rewards are structured around points and “Dunnie Dollars”, which helps make recognition visible and consistent, particularly for pupils who respond well to tangible milestones.

As a community secondary, it draws from both Glastonbury and nearby rural villages. That mix matters for families because it can shape friendship groups, transport routines, and how broad the intake feels across each year group.

In FindMySchool’s GCSE outcomes ranking, St Dunstan’s is ranked 3,606th out of 3,895 schools in England for GCSE academic outcomes and 1st in the Glastonbury area. This is a proprietary FindMySchool ranking based on official data.

The wider GCSE picture still suggests performance in the lower part of the national distribution, based on the school’s current placement in the FindMySchool percentile banding for GCSE outcomes.

Headline indicators include an Attainment 8 score of 45.7 and a Progress 8 score of 0.08, which indicates slightly positive progress from pupils’ starting points. The average EBacc APS is 4.1, with 18.2% of pupils achieving grade 5 or above across EBacc subjects.

For parents comparing local options, the FindMySchool Local Hub and Comparison Tool can be useful for lining up outcomes and progress measures side by side, rather than relying on impressions.

The curriculum intent is explicit about building literacy and numeracy, with reading positioned as a gateway to accessing the Key Stage 4 curriculum and examinations. The school’s reading approach includes daily DEAR time during tutor periods, structured support for weaker readers, and repeated assessment points in Key Stage 3 to guide book choice and track progress.

At Key Stage 3, the published curriculum model allocates dedicated reading time alongside English and other subjects. For example, English is allocated 7 hours per week in Years 7 to 9, with a further 1 hour allocated to reading. Mathematics is allocated 8 hours per week in Years 7 to 9.

At Key Stage 4, the structure is designed around a strong academic core and an EBacc-leaning pathway. All students take History or Geography, and most also take French, alongside additional options drawn from a mixed GCSE and vocational offer. Options listed include Computer Science, Cambridge National iMedia, Design and Technology, Eduqas Food Preparation and Nutrition, Media Studies, and Cambridge National Sport, alongside arts and music pathways such as Art and Design, Graphic Design, and NCFE Music.

As an 11 to 16 school, post-16 progression is about preparing students for the right sixth form, college, or training pathway rather than retaining them in-house. Careers education is positioned as a planned programme delivered through PSHE, tutor time, assemblies, trips, and work experience placements, with explicit attention to apprenticeships as well as further study.

Work experience is built into the wider programme too. The school’s Enrichment Week model includes work experience for Year 10, giving students a structured point in the year to test interests and build confidence around workplace expectations.

For families with pupils in the Autism Resource Centre (ARC), the route beyond Year 11 is described as planned with families and focused on future education and training opportunities, alongside mainstream lesson participation where appropriate.

Year 7 entry is coordinated through Somerset’s secondary admissions process, rather than a direct application to the school. Families should use Somerset’s current secondary-transfer timetable for application deadlines and offer-day information for their entry year.

For this school, families should confirm the current published admission number for Year 7 in the admissions arrangements for the relevant entry year.

Transition preparation is detailed and starts early. Students are invited to transition afternoons during Year 5, and Year 6 families are offered an autumn open evening plus morning tours during the school day. Transition Day is typically the first Wednesday in July as part of a county-wide moving up day, and the first day in September is dedicated to Year 7 only, with the rest of the school returning the following day.

If your decision depends on proximity or likely place allocation, use FindMySchoolMap Search to check exact distance and understand how allocation can shift year to year. Where distance data is not published, treat it as a variable and prioritise the oversubscription criteria in the admissions policy.

Pastoral support is structured and visible. The school publishes named mental health leads, including a Designated Senior Mental Health Lead and an SLT Mental Health Lead, with routes for 1 to 1 support and small-group anxiety workshops. The school also describes itself as part of the Mental Health Support Team model locally.

Safeguarding information on the school’s statutory site emphasises staff training, clear reporting mechanisms, and partnership work with external agencies. It also references a secure digital reporting platform used to record and monitor concerns.

For families of pupils with SEND, the most recent inspection commentary is relevant, particularly around strengthening communication with families about SEND support and embedding improvements to review systems.

The enrichment programme is not limited to clubs after school. Enrichment Week sits as a recurring feature for Key Stage 3, with “drop-down days” and trips intended to broaden experience, and a dedicated work experience strand for Year 10.

For ongoing weekly activities, the published 2025 to 2026 programme includes both academic and practical options. Examples include Quest Club (library-based), Youth Speaks public speaking, Science Club, and Just Write Club, alongside Production in drama and a range of revision and catch-up sessions for Year 11.

Sport is present in both inclusive and targeted formats, with clubs such as badminton and basketball in the sports hall, football for Years 7 and 8, and rugby for Years 7 to 9, plus gym sessions for older year groups. For students who benefit from routine and belonging, a consistent weekly programme like this can be the difference between simply attending school and feeling part of it.

Students are expected on site by 08:45, with the school day ending at 15:15, followed immediately by homework routines and after-school clubs.

The site has limited parking, and families are asked not to bring vehicles onto the site during peak arrival and departure windows on weekdays in term time. Coach access is prioritised for students travelling from surrounding villages.

As a state-funded school, there are no tuition fees. Families should still plan for the typical extras associated with secondary schooling, such as uniform, equipment, trips, and optional clubs.

• No sixth form on site. Post-16 progression will mean moving to a college or sixth form provider after Year 11, so it is worth exploring local options early and understanding travel implications.

• Oversubscription is a realistic factor. Year 7 admissions are coordinated by Somerset, and families should confirm the current published admission number and oversubscription criteria for the relevant entry year. Late applications and weaker preferences can reduce the likelihood of securing a place.

• SEND communication is an area to probe. External review commentary highlights that communication with some families about SEND support has been a concern historically, with improvement work underway. Families should ask specifically how review cycles and parent updates work in practice.

• Drop-off logistics need planning. Limited parking and protected coach access can make peak times feel pressured, particularly for new families in the first term.

St Dunstan’s School offers a clear structure for learning and behaviour, underpinned by a strong reading strategy and a practical character framework that pupils can understand and use. It suits families who want an 11 to 16 community secondary with consistent routines, visible expectations, and a timetable that supports both academic catch-up and broader participation. The key decision points are admissions timing and, for some families, confidence in how SEND communication is handled.