The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Bohunt Horsham is a state-funded, co-educational all-through school for pupils and students aged 4 to 16, serving the Horsham area, including Roffey. It opened in September 2019 and moved into a purpose-built site in January 2022, which matters because the facilities and routines now reflect a permanent, planned layout rather than an interim solution.
Leadership continuity is a defining feature. The school is led by Ms Georgette Ayling, described by the school as its founding headteacher, and it sits within Bohunt Education Trust.
For parents, the first practical headline is that there are no tuition fees because this is a state school. The second headline is competition. For September 2026 entry, the school highlights distance-based priority rather than a defined catchment, and both Reception and Year 7 are run through West Sussex County Council for the normal admissions round.
The most recent inspection picture is clear and specific: Ofsted rated the school Good at its first full inspection, with Behaviour and Attitudes and Leadership and Management graded Outstanding (inspection dates 31 October and 1 November 2023, published 12 January 2024).
This is a comparatively new school, so culture has been built deliberately rather than inherited. The inspection report describes pupils rising to high expectations, behaviour that is considerate, and pupils learning to debate and discuss, then using those skills in lesson dialogue and structured pupil voice activities. That combination tends to suit children who like clear routines, clear standards, and being asked to articulate their thinking, not just complete tasks.
A notable design choice is how the primary and secondary phases relate to each other. The primary provision is described as purpose-built and two-form entry, and the school explains that the primary phase is built as a separate, secure area with controlled access between phases. For families weighing all-through options, that matters because it reduces the “big secondary site” feeling for Reception and Key Stage 1 pupils, while still allowing selective sharing of specialist spaces as the school develops.
The school also foregrounds “community” as a daily organising principle for students. Its community system launched in 2024, with every student and staff member belonging to a community group, and inter-community competitions spanning sport and creative activities. Even without needing the names of each community to understand it, the structure points towards a school that invests time in belonging and collective identity, which can support transition for students joining at Year 7.
Finally, there is a distinctly modern operational feel. The school positions technology as part of learning routines, including the use of digital classroom systems to identify who needs additional help and to give feedback quickly. The key implication for families is that organisation, homework, and feedback loops are likely to be more system-led than paper-led, and that can be a positive for students who respond well to clear, trackable expectations.
The school’s published performance picture for secondary is solid and slightly above typical on key measures.
Ranked 1086th in England and 3rd in the Horsham area for GCSE outcomes, this places the school above the England average, within the top 25% of secondary schools in England (FindMySchool ranking based on official data).
An Attainment 8 score of 51 indicates a broadly above-average profile of GCSE outcomes. Progress 8 is 0.08, which indicates students make slightly above-average progress from their starting points across eight subjects.
The average EBacc average point score is 4.81, above the England average of 4.08. The percentage achieving grades 5 or above in the EBacc is 27.6.
A sensible interpretation is that outcomes look securely “good”, with the most distinctive strength being the behaviour and leadership backdrop the inspection describes. In practice, behaviour, clarity of routines, and consistent expectations are often the difference between similar-looking schools on paper, because they shape learning time, classroom climate, and staff capacity to intervene early.
If you are comparing multiple local options, use the FindMySchool Local Hub comparison tool to view these GCSE indicators and ranking context side-by-side, rather than trying to compare from memory.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
Curriculum intent is framed around challenge for all and a mix of academic and applied pathways. The school describes a curriculum that aims for appropriate ambition across EBacc subjects as well as vocational routes through BTEC Technical Awards. It also highlights immersion language teaching and the Mandarin Excellence Programme as examples of curriculum differentiation and stretch. The implication is that languages and literacy are likely to be given structural weight, not treated as add-ons.
Teaching practice, as described in the inspection report, leans towards frequent checking of understanding and rapid identification of who needs extra help, supported by digital classroom systems. The report also notes that, as the school has grown quickly, curriculum planning is secure overall, but implementation is more variable in a small number of subjects. For parents, this is a useful nuance: the direction of travel is clear and purposeful, but consistency across every subject area is still being embedded as staffing and systems scale up.
A practical structural detail is that Key Stage 3 is described as two years and Key Stage 4 as three years. That model typically means earlier GCSE option decisions and longer runway for GCSE courses once chosen, which can benefit students who do best with depth and repetition. It is also a reminder to families to pay attention to option timing and how quickly subject interests become commitments.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Good
Leadership & Management
Outstanding
FMS Inspection Score calculated by FindMySchool based on official inspection data.
Because the school is all-through from Reception to Year 11, the most relevant transition point for many families is primary to secondary, and that is largely internal. The school’s design and pastoral structures are built with that continuity in mind, and it also describes cross-phase collaboration such as mentoring and access to specialist teaching spaces and specialist teachers for areas like modern languages and sport.
At 16, students move on to post-16 providers elsewhere because the age range is 4 to 16. In practice, families usually consider school sixth forms and sixth form colleges across the wider Horsham and West Sussex area, and the right choice depends on the mix of A-levels, vocational courses, travel time, and the student’s preferred learning environment.
The inspection report notes that pupils value careers sessions and that the school encourages ambition about life beyond school. That is helpful context, particularly for students who benefit from structured exposure to routes beyond GCSEs rather than having to self-navigate.
Admissions are a central consideration here because demand is high in both phases.
Reception entry for September 2026 is coordinated by West Sussex County Council. The school states it does not operate a catchment area; if oversubscribed, priority is based on criteria including looked-after children, exceptional needs, children of staff, siblings, then distance as a straight line measurement.
Also indicates oversubscription pressure at Reception entry level, with 185 applications for 60 offers, roughly 3.08 applications per place. Competition at that level usually makes early planning important, particularly for families moving into the area.
Year 7 entry for September 2026 is also coordinated by West Sussex County Council for the normal round, and the school again frames priority around living nearer to the Bailey Road site rather than a defined catchment.
The figures show 756 applications for 243 offers, roughly 3.11 applications per place, which is consistent with a school that has become a popular default choice in a fast-growing area.
For Year 7 entry in September 2026, the school lists:
applications open 1 September 2025
national closing date 31 October 2025
national offer day 2 March 2026
For Reception entry in September 2026, the school lists:
applications open 1 September 2025
national closing date 15 January 2026
national offer day 16 April 2026
If you are shortlisting on proximity, use the FindMySchool Map Search to check your exact distance to the school gates and sanity-check whether your address is likely to be competitive year-to-year. The school is clear that it uses distance as a priority lever when oversubscribed, and small differences can matter.
(There is no last-distance-offered figure in your dataset for this school, so it is not possible to quote a distance boundary for a recent admissions round.)
95.3%
1st preference success rate
222 of 233 first-choice applicants received an offer
Places
243
Offers
243
Applications
756
83.3%
1st preference success rate
50 of 60 first-choice applicants received an offer
Places
60
Pastoral support is often where new schools either struggle or stand out, because systems have to scale quickly as year groups fill. The inspection report describes pupils feeling supported by staff, knowing who to talk to if they have concerns, and a calm, cooperative climate that helps learning.
The school also describes structured work on wellbeing and safety, with tutor time and focus days addressing keeping safe, relationships and sex education, and health education in an age-appropriate way. For families, the implication is that personal development content is planned rather than reactive, which can be reassuring in an 11 to 16 setting.
Technology boundaries matter too. The school frames itself as a 1:1 iPad school but also states it does not allow iPad use during social time, explicitly prioritising face-to-face interaction at breaks and lunch. That is a useful signal for parents concerned about screen time and social dynamics.
According to the most recent inspection report, safeguarding arrangements are effective.
A strength here is that enrichment is described as still developing, but the actual club and trip menu is already specific and varied, which is often the more meaningful test for families than general claims.
The published clubs timetable includes both mainstream and distinctive options. Examples from the current after-school and lunchtime offer include:
Bushcraft Club
KS3 Science Club
Rock Band
Pride Club
Dungeons and Dragons and Warhammer Clubs
Logic Games Club
Chinese Language and Culture
Chess Club
Roller Skating Club
These are not token clubs. Several are explicitly linked to specialist spaces, such as the drama studio, music rooms, sports hall, dance studio, and an outdoor classroom. That kind of infrastructure-to-activity link tends to correlate with sustained participation because the school is resourced to run activities properly, not just list them.
Outdoor education is positioned as a core strand. The school references a thriving bushcraft club, trips to Jamie’s Farm, and weekly trips to East Clayton Farm. This is a coherent set of experiences: repeated exposure to outdoor learning tends to support confidence, teamwork, and practical problem-solving, particularly for students who thrive outside purely desk-based work.
ERA Week is described as an annual programme designed to broaden enjoyment, respect, and achievement through creative, fun, and challenging tasks, including residential trips to France and Spain and creative arts projects that result in installations around the school.
The facilities narrative is unusually detailed for a school of this age. The school references a robotics laboratory, expressive and performing arts spaces, and an outdoor classroom used across phases. These are the kinds of features that can make STEM and arts participation feel normal rather than niche.
School day timings. Secondary lessons begin at 08:30. On most days, the timetable runs through to 15:20, with different lunch arrangements for Years 7 to 9 and Years 10 to 11.
For primary, the day begins with pupils greeted at 08:30, the site is secured shortly after, and the day ends at 15:00.
Wraparound care (primary). The primary phase FAQ states wraparound care is available from 07:15 and after school until 18:00, delivered by Rocketeers childcare.
Catering. The school uses Accent Catering and operates a cashless system for secondary break and lunchtime purchases. Primary catering is also delivered by Accent Catering, with food prepared on site, and Universal Infant Free School Meals apply for Reception to Year 2.
Travel. The school has communicated regularly with families about safe travel, with an emphasis on walking, cycling, and public transport where possible, alongside ongoing changes in bus routing as the local area develops.
If travel time will be tight, prioritise attending an open event and walking the route at drop-off time, because for growing schools, traffic patterns can change quickly from year to year.
Competition for places. Demand indicators are strong at both Reception and Year 7 entry and the school also frames priority around distance when oversubscribed. Families considering a move should treat admissions as uncertain and plan alternatives.
Consistency is still being embedded. The inspection report notes that curriculum planning is secure overall, but implementation is more variable in a small number of subjects, with an explicit focus on continuing to develop staff understanding as the curriculum beds in.
Earlier GCSE runway. A two-year Key Stage 3 and three-year Key Stage 4 structure can suit students who benefit from depth and consolidation, but it also means option choices may arrive sooner than in a three-year Key Stage 3 model.
Technology is integral, with boundaries. The school positions itself as a 1:1 iPad environment for learning, while restricting device use during social time. That balance will feel ideal for some families and restrictive for others, depending on how your child manages independence and device habits.
Bohunt Horsham looks like a well-organised, ambitious all-through that has achieved early stability in behaviour and leadership while scaling quickly. GCSE indicators are above average, and the wider offer, particularly outdoor education and the specificity of clubs, suggests the school is serious about experience as well as outcomes.
Who it suits: families seeking a modern, structured school with clear expectations, strong behaviour culture, and a co-curricular programme that includes both mainstream sport and distinctive options like bushcraft and STEM clubs.
The limiting factor is admission rather than the day-to-day education, so families should plan with realistic contingency options.
The school was graded Good at its first full Ofsted inspection, with Behaviour and Attitudes and Leadership and Management graded Outstanding. GCSE outcomes and progress indicators are above average, and the school is oversubscribed at key entry points.
Yes, the admissions data supplied for this review indicates more applications than offers at both Reception and Year 7 entry. The school also sets out distance-based priority when oversubscribed, so living close can matter, but it does not guarantee a place.
For September entry in the normal admissions round, both Reception and Year 7 applications are coordinated through West Sussex County Council. The school states it does not operate a catchment area and describes distance-based priority if oversubscribed, alongside standard criteria such as looked-after children and siblings.
Secondary teaching starts at 08:30 and runs to mid-afternoon depending on the day. Primary pupils are greeted from 08:30 and the day ends at 15:00. The primary phase states wraparound care is available from 07:15 to 18:00 via an external provider.
Beyond sport and performing arts, the published offer includes Bushcraft Club, KS3 Science Club, Rock Band, Pride Club, Logic Games Club, and Dungeons and Dragons and Warhammer Clubs. The school also describes ERA Week, including trips and creative projects, plus regular outdoor learning links such as farm visits.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
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Offers
60
Applications
185
