Tanbridge House School Review 2026: Outstanding 11 to 16 comprehensive serving Horsham

Care, kindness and achievement are not presented as posters on a wall here, they show up in how pupils are known, supported and challenged across a large, busy 11 to 16 setting. The most recent inspection in June 2024 judged the school Outstanding overall, with Outstanding grades across quality of education, behaviour and attitudes, personal development, and leadership and management.

Leadership has also recently stabilised after a period of change. Mark Sheridan moved from interim headteacher in January 2022 to the permanent headteacher role on 14 March 2022, following the departure of Jules White.

For parents, the practical headline is that this is a popular West Sussex community secondary with a clear academic and pastoral spine. In FindMySchool’s GCSE ranking, the school sits in line with the middle 35% of schools in England (25th to 60th percentile), and ranks 1,345th in England and 4th in Horsham for GCSE outcomes (FindMySchool ranking based on official data).

A defining feature is consistency at scale. With more than 1,500 pupils on roll, routines have to work for everyone, every day. The published school-day structure is tightly organised, beginning with a morning bell at 08.40 and ending with period 5 finishing at 15.25, followed by enrichment activities from 15.30 to 16.30.

The tone, as described in the latest inspection, is calm and settled, with behaviour around site reported as orderly and low-level disruption described as rare. The same report highlights the strength of relationships between staff and pupils, and notes that bullying is uncommon and addressed quickly when it occurs.

Pastoral support is designed to be both preventative and practical. A specific example is The Bridge, a dedicated space used to help a small minority of pupils who struggle to meet expectations for conduct, with a focus on learning self-regulation so that behaviour improves over time.

This review uses FindMySchool’s rankings and metrics for exam performance, and does not override them with external sources.

At GCSE level, Tanbridge House School’s outcomes sit in the “solid performance” band for England, in line with the middle 35% of schools (25th to 60th percentile). In FindMySchool’s GCSE ranking, the school is ranked 1,345th in England and 4th in Horsham for GCSE outcomes (FindMySchool ranking based on official data).

Looking at the available GCSE performance indicators:

• Attainment 8 is 53.1.

• Progress 8 is 0.4, which indicates pupils make above-average progress from their starting points, because 0 is the England benchmark for similar prior attainment.

• EBacc average point score is 4.62, and the England average shown is 4.08.

• The percentage achieving grades 5 or above in the EBacc measure shown is 15.4.

Official evaluation also presents a strong picture of outcomes over time, describing GCSE performance as impressive and including pupils with special educational needs and or disabilities.

Curriculum intent is expressed as planned progression, not a loose collection of topics. The latest inspection describes a carefully considered curriculum that plots the knowledge and skills pupils need to learn across subjects, including those with special educational needs and or disabilities. Teaching is characterised by clear explanations, modelling of effective answers, and precise checking of learning so that misconceptions are corrected quickly.

A practical example of how academic stretch is structured is the Scholars programme. In the inspection narrative, pupils can take part as subject scholars or global scholars, developing leadership and study skills. The school’s enrichment pages expand on this approach with a wider Scholars framework and a linked external programme delivered by The Brilliant Club, which brings university-style tutorials led by PhD tutors and culminates in an assignment marked in a university essay style, plus a visit to a high-ranking university and a graduation event.

Reading is treated as a whole-school priority. The inspection report describes tailored interventions for pupils who struggle with fluency, and a wider expectation that literacy and subject-specific vocabulary are developed across the curriculum rather than confined to English lessons.

Tanbridge House School is an 11 to 16 school, so transition planning matters in two directions, the move into Year 7, then onward to post-16 routes after Year 11.

On the post-16 side, the inspection confirms that the school meets provider access legislation requirements, which relates to ensuring pupils receive information and encounters connected to technical education and apprenticeships, as well as other progression options. The school also signposts careers and next-steps support through its published careers and pathways areas, including guidance on apprenticeships, T Levels, work experience and post-16 destinations.

The practical implication for families is that sixth form is not an on-site option. For some pupils, that change of setting at 16 is a benefit, it creates a clear reset and a broader peer group; for others, particularly those who value continuity, it is worth factoring into the decision early and discussing in Year 10.

Admissions are coordinated by West Sussex County Council rather than handled directly by the school. For September 2026 entry into Year 7, the school publishes a clear timeline:

• Applications open on Monday 8 September 2025

• The deadline is Friday 31 October 2025 at 23.59

• Out-of-time applications close on Friday 28 November 2025

• Offer day is Monday 2 March 2026

• The new term begins in early September 2026

Catchment context is important in Horsham. West Sussex’s secondary transfer booklet for September 2026 entry explains that Horsham has a community designated area, with Tanbridge House School positioned as the community school for children living west of a defined north to south line (with The Forest School and Millais School sharing the eastern side). The booklet also notes that oversubscription criteria in this area differ from other community schools in the county, so families should read the relevant criteria carefully when making preferences.

Because last-distance allocation data is not available in the provided dataset for this school, families should avoid relying on informal assumptions about how far offers will reach and instead use precise address checks and current-year criteria. FindMySchool’s Map Search is designed for exactly this step, allowing families to compare home-to-school distance calculations carefully when a school is in high demand.

Open events follow a predictable rhythm. The school ran an open evening for Year 6 families ahead of September 2026 entry in late September 2025, and also offers in-year admission tours at set points across the year. Dates can change, so families should treat published patterns as guidance and check the current calendar and booking arrangements.

Pastoral systems are framed around knowing pupils well and anticipating needs, rather than reacting late. The most recent inspection describes remarkably strong pastoral relationships and highlights mental health support as a priority within personal, social, health and economic education, tutor time and assemblies, alongside access to counselling when needed.

For pupils who need additional behavioural or emotional regulation support, The Bridge is a concrete provision that aims to improve conduct over the longer term by teaching self-regulation skills. This is important because it signals an approach that protects calm learning for the majority while not abandoning the minority who find school expectations harder to manage.

Day-to-day practical support is also clearly organised. The school’s new starters information describes a staffed medical suite and clear reception arrangements for pupils and visitors, which matters in a large setting where pupils need quick, predictable routes for help.

Enrichment is positioned as a core component of education rather than a bolt-on. The school’s enrichment charter includes expectations such as participating in a club, linking subjects through cross-curricular days, engaging with external speakers, and contributing through student voice and peer mentoring.

The Spring Term 2026 enrichment programme gives a helpful sense of breadth and specificity. Examples include Writer’s Club, UKMT Maths Challenge Club, the Technology Club STEAM Robot Project, Code Club, Debate Club, Eco Committee, and a dedicated DnD Club. For many pupils, this matters as much as headline outcomes, it creates identity and belonging, especially for pupils who do not define themselves primarily through exams.

There are also clear pathways for stretch and structured opportunity. Duke of Edinburgh is offered at Bronze (Year 9) and Silver (Year 10) levels, with training covering first aid, navigation, route planning and campcraft, and the inspection also highlights Duke of Edinburgh as part of a wider offer intended to be inclusive, with disadvantaged pupils prioritised for access.

Cultural experiences feature too, with the inspection citing a recent cultural trip to Glyndebourne as one example of the wider-development programme.

The school day is published in detail. Formal supervision begins at 08.25, pupils are expected on site from 08.30, and teaching time runs through five periods with two breaks and afternoon tutor time, finishing at 15.25, followed by enrichment from 15.30 to 16.30.

Transport and drop-off are a common pressure point for large secondary schools. The school explicitly advises that the site is extremely busy at the end of the day and suggests arranging collection off-site where possible. Bus-pass arrangements are also explained for West Sussex transport, and cycling is permitted with clear expectations around helmets, dismounting on site and secure storage.

This is a state school with no tuition fees. Families should still budget for variable costs such as uniform, trips and optional activities, which will differ by year group and choices.

• No sixth form on site. Education finishes at Year 11, so every pupil transitions to a new provider at 16. This suits pupils who are ready for a fresh setting, but families who want continuity through to 18 should shortlist accordingly.

• Size and navigation of a large school. With around 1,525 pupils on roll and a capacity of 1,500, the setting is busy and structured. Some pupils thrive on the energy and breadth; others prefer smaller environments.

• Admissions are criteria-led and Horsham catchment rules are specific. The local authority describes a defined community designated area approach in Horsham with a boundary line shaping catchment entitlement. Families should read the relevant oversubscription criteria carefully before relying on proximity assumptions.

• Drop-off and pick-up can be congested. The school advises that the site is extremely busy at the end of the day and suggests off-site collection where possible. This is worth testing in practice if daily logistics are tight.

Tanbridge House School combines calm routines with broad opportunity, and the most recent inspection outcome confirms that the quality of education and wider personal development are strengths. The best fit is for families seeking a state 11 to 16 school with high expectations for behaviour and learning, strong pastoral structures, and a well-specified enrichment menu that gives pupils multiple ways to belong.

The challenge is less about what the school offers day to day, and more about admission mechanics and the planned transition at 16. Families who are comfortable engaging early with West Sussex coordinated admissions and who want a clear, structured secondary experience will find this a compelling option.