King Edward VI School, Lichfield: Five Centuries of Education in Staffordshire's Cathedral City

Samuel Johnson walked these grounds. David Garrick honed his craft here. Erasmus Darwin, grandfather of Charles, studied within these walls. For over 530 years, King Edward VI School has shaped young minds in the shadow of Lichfield Cathedral, making it one of England's oldest continuously operating schools. Today, this comprehensive secondary serves approximately 1,600 students from Year 7 through to Year 13, combining genuine historical heritage with a distinctly modern approach to education. The school's values of Aspiration, Belonging, and Collaboration are not merely words on a wall but principles that underpin daily life, from the mixed-ability tutor groups to the extensive extracurricular programme.

The present campus on Upper St John Street has served the school since 1903, though the institution's roots stretch back to 3rd November 1495, when Bishop Smythe established it as a free grammar school attached to St John's Hospital. Four buildings have housed the school over five centuries: the original Hospital Chapel, a 1577 schoolhouse donated by wealthy citizens, an 1849 structure whose hammer beam roof now forms the District Council Chamber, and the current site expanded across multiple decades.

The 1971 merger with Kings Hill Secondary Modern transformed the selective grammar into a mixed comprehensive, opening access to all local families. This transition brought significant green spaces for recreation and athletics, creating a campus that blends heritage architecture with purpose-built facilities. Recent additions include science blocks, a music block featuring ecological green roofs built in 2008, a dedicated Sixth Form building, and modern history classrooms.

Mrs Catharine Forster became Headteacher in September 2024, having first joined the school in 2012 as Assistant Headteacher before promotion to Deputy Headteacher in 2014. Her appointment followed the departure of previous head Jane Rutherford at the end of the 2023-24 academic year. The transition represents continuity rather than upheaval; Mrs Forster knows this school intimately.

The four houses honour historical figures with connections to the school or city: Addison (Joseph Addison, the essayist born 1672), Garrick (David Garrick, the playwright and actor), Darwin (Erasmus Darwin, physician and polymath), and Clinton (Bishop Clinton, who founded the 12th-century priory housing the original school). This house system provides pastoral structure and competitive spirit across sports, academic achievement, and community contribution.

Behaviour is calm and purposeful. The October 2022 Ofsted inspection found that behaviour in class and around the school is very strong, with pupils reporting that staff work hard to help them do their best. The school has gained recognition as a trauma-informed and attachment-aware institution, suggesting pastoral care extends beyond surface-level support.

GCSE Performance

King Edward VI School ranks 1,051st in England for GCSE outcomes (FindMySchool ranking), placing it comfortably within the top 25% of schools in England. Locally, the school sits 3rd among secondary schools in Lichfield.

The average Attainment 8 score of 53.1 significantly exceeds the England average, indicating students achieve across a broad range of subjects. Progress 8 of +0.18 confirms pupils make better than expected progress from their Key Stage 2 starting points, a measure that accounts for prior attainment and provides a fairer picture of the school's contribution to student development.

The EBacc average point score of 4.77 exceeds the England average of 4.08, reflecting strong performance in the English Baccalaureate subjects of English, mathematics, sciences, humanities, and languages.

A-Level Performance

At A-level, the school ranks 1,092nd in England (FindMySchool ranking), placing it in line with the middle 35% of schools in England (25th to 60th percentile). Within Lichfield, the school ranks 3rd for sixth form outcomes.

Results show 5.7% of grades at A*, 17.3% at A, and 28.9% at B, with 51.9% of all grades at A*-B. While these figures sit slightly below the England average of 47.2% at A*-B, they reflect the comprehensive intake rather than any deficiency in teaching quality. This is a non-selective school achieving respectable outcomes across a diverse cohort.

The 2022 Ofsted inspection rated all areas Good, confirming that quality of education, behaviour and attitudes, personal development, leadership and management, and sixth form provision all meet the expected standard.

The curriculum follows the English Baccalaureate framework with breadth maintained across Years 7-9 before GCSE specialisation. Setting operates in core subjects while maintaining mixed-ability groupings for pastoral support. Form tutors remain with their cohorts throughout all five compulsory secondary years, building relationships that support both academic progress and personal development.

Lessons develop mental health and wellbeing skills, citizenship, and financial capability, reflecting a curriculum that prepares students for life beyond examinations. Values of wellbeing, collaboration, and aspiration underpin the community, creating a culture where academic achievement exists alongside personal growth.

The school has earned the Isaac Physics Gold Award, recognising excellence in physics teaching and student engagement with this challenging A-level subject. The Scholars Programme, run in partnership with the Brilliant Club, offers Year 10 students tutorials with PhD researchers, culminating in a 2,000-word dissertation. This initiative aims to give able students experience of university-style learning and strengthen UCAS applications for competitive courses.

Teachers have good subject knowledge and high expectations. Homework and marking show some inconsistency across departments, a common challenge in large comprehensive schools, but core subjects including English, mathematics, and art demonstrate particular strength.

The sixth form enrolls approximately 380 students, with most having attended since Year 7, though external candidates joining at 16 are welcomed. Well over 100 students leave Year 13 to continue education at university each year.

According to 2024 leavers data, 49% progressed to university, with 30% joining employment directly, 6% starting apprenticeships, and 2% continuing in further education. The employment figure reflects both student choice and the practical orientation of some course pathways rather than any limitation in university preparation.

In the measurement period, 10 students applied to Oxbridge, with 1 securing a place at Cambridge. While modest in absolute terms, any Oxbridge success from a non-selective state school demonstrates that genuinely able students receive the support needed to compete at the highest level.

The school runs Zero Gravity, connecting students with Oxbridge mentors who provide one-to-one guidance on personal statements, revision techniques, and further reading. This programme, combined with preparation for admissions tests required by competitive courses in law, medicine, and dentistry, ensures students aiming for the most selective universities are not disadvantaged by attending a comprehensive.

Parents comparing local university progression can use the Local Hub page to view these results side-by-side using the Comparison Tool.

Year 7 admissions are coordinated through Staffordshire County Council rather than directly by the school. King Edward VI has adopted the local authority's standard admission arrangements, with a planned admission number of 250 students per year.

The school is significantly oversubscribed, with 609 applications for 245 places in the most recent admissions round, a ratio of approximately 2.5 applications per place. Most places go to students within the catchment area, with remaining spaces allocated according to Staffordshire's published oversubscription criteria.

An annual Open Evening takes place in the summer term for Year 5 families, allowing prospective students and parents to tour facilities and learn about school life. Admitted Year 7 students participate in a two-day induction before the autumn term, followed by a parent information evening. Each new student receives a peer guide to support orientation during the first week.

The school collaborates closely with feeder primary schools, obtaining student records and transition information during spring and summer terms. Students enter mixed-ability tutor groups averaging 27 students, assigned through consultation with primary staff to ensure appropriate peer groupings.

Sixth Form Entry

Applications for September 2026 entry have closed, though late applications are accepted through a formal process. Entry requires a minimum of 33 GCSE points from the best 7 results (including English and Maths) to study three A-levels, rising to 50 points for four A-levels. Individual subjects have additional prerequisite qualifications beyond the overall points threshold.

The sixth form offers 29 A-level qualifications spanning STEM, humanities, languages, and creative subjects. Notable options include Further Mathematics, Computing, Medical Science, Music Technology, and Sport and Exercise Science (BTEC format). This breadth allows students to pursue academic, vocational, or mixed pathways according to their ambitions.

Parents should use the FindMySchool Map Search to check distances and understand the local admissions landscape.

Form tutors provide the primary pastoral relationship, remaining with their cohorts throughout Years 7-11. This continuity builds genuine knowledge of each student's circumstances, strengths, and challenges. Tutor groups of approximately 27 students meet daily, providing a stable base within a large school.

The school's designation as trauma-informed and attachment-aware indicates staff training in recognising and responding to students whose life circumstances affect their learning. Miss Katie Hinz serves as designated safeguarding lead, with Mrs Laura Hurn as deputy, ensuring welfare concerns receive appropriate attention.

Behaviour management emphasises high expectations consistently applied. The Ofsted inspection found pupils feel staff work hard to help them do their best, suggesting a culture where adults and students share responsibility for maintaining standards.

Sport

The sports programme offers extensive opportunities across multiple disciplines. Girls can participate in netball, hockey, dance, football, badminton, basketball, and cheerleading. Boys access rugby, hockey, football, dance, badminton, basketball, and cheerleading. Clubs welcome all students regardless of skill level, with a focus on developing performance skills alongside community engagement.

Competitive success includes County Cup victories, a Cheerleading World Champion among alumni, and U16 Netball County Champions. Students may progress to district, county, and regional fixtures, representing the school in leagues and national competitions. Facilities include the Sports Hall, Astro pitch, and courts, with strong relationships established with local sports clubs providing pathways beyond school-age participation.

Music

King Edward VI holds Lead Secondary School status within The Music Partnership in Staffordshire, collaborating with regional providers to expand music education access. The 2008 music block provides state-of-the-art facilities for both classroom teaching and ensemble rehearsal.

Ensembles span all abilities and styles. Eddie's Jazz Band tackles jazz and funk repertoire for players at Grade 2-3 and above. Fuse welcomes all instruments, abilities, and styles in one large ensemble. Three choirs cater for different age groups, with Junior Choir welcoming all Year 7-9 students regardless of experience. String, flute, brass, percussion, guitar, and keyboard ensembles provide focused practice for instrumentalists at various levels. Orchestra brings together strings, woodwind, brass, percussion, and keyboard players.

Rehearsals run at lunchtime (12:40-1:10pm) and after school (3:20-4:15pm) throughout the week, with concerts including a Spring Concert programme and involvement in school productions.

Drama

The Drama Club meets Thursdays in Bader Hall, the school's performance venue. Recent productions include Oliver Junior as a whole-school musical across all key stages, with double casting for main roles to maximise performance opportunities. Previous productions have included FAME and Shrek!, indicating ambitious programming.

Clubs & Societies

Academic enrichment includes Code Club for Years 7-11, Chess Club, Debating Club for sixth formers, and a Medical Society Club for Year 12 students considering healthcare careers. Reading Club for Years 7-8 and the Sixth Form Literature Society encourage engagement with texts beyond the curriculum.

Creative pursuits range from Art Club and Textiles Club to Model Engineering Club, where students engage with practical projects. Gaming options include Dungeons and Dragons (limited spaces for Years 7-9) and Warhammer Club.

The Duke of Edinburgh Award runs at Bronze, Silver, and Gold levels, while World Challenge offers international expeditions for those seeking adventure further afield. Young Enterprise provides business and entrepreneurship experience.

STEM

The Isaac Physics Gold Award recognises the school's physics teaching. The Scholars Programme partnership with the Brilliant Club brings PhD tutors to work with able Year 10 students on super-curricular topics, providing university-style learning experiences that strengthen UCAS applications.

The school day runs standard secondary hours. Lunchtime clubs operate 12:35pm to 1:10pm, with after-school activities running 3:15pm to 4:15pm or 4:30pm depending on the session.

The campus sits on Upper St John Street in Lichfield city centre, within walking distance of Lichfield City railway station. The city's compact size means many students walk or cycle, though parking is limited in the immediate area. Bus services connect surrounding villages and suburbs.

Significant oversubscription. With 2.5 applications per place, securing Year 7 entry is far from guaranteed. Families living outside the catchment area face particularly uncertain prospects. Those with hearts set on this school should understand the admissions criteria thoroughly and have alternative plans in place.

A-level outcomes sit in the middle band. While GCSE results place the school in the top 25% in England, A-level performance reflects the comprehensive intake more directly. Students aiming for the most competitive university courses will need to demonstrate exceptional individual achievement rather than relying on school reputation alone. That said, the Oxbridge support programmes provide genuine assistance for those with the ability and ambition.

Large school size. With over 1,600 students, this is not a small or intimate environment. While the house system and consistent form tutors provide pastoral structure, some students may feel anonymous within such a large cohort. The extensive extracurricular programme offers one route to building smaller communities of interest within the broader school population.

Transition in leadership. September 2024 marked a change of headteacher, though Mrs Forster's long tenure at the school suggests continuity rather than revolution. Parents should nonetheless pay attention to any shifts in priorities or approach as the new leadership establishes itself.

King Edward VI School offers genuine historical pedigree combined with the practical benefits of a large, well-resourced comprehensive. The 530-year heritage is not merely decorative; the house names connect today's students to the likes of Samuel Johnson and Erasmus Darwin who walked these grounds centuries ago. Academic outcomes, particularly at GCSE, place the school among the stronger performers in Staffordshire, while the breadth of extracurricular provision ensures students with musical, sporting, dramatic, or academic passions can find their niche.

Best suited to families within the catchment area who value a school combining traditional character with comprehensive accessibility. The Oxbridge support and Scholars Programme demonstrate that able students receive appropriate challenge, while the trauma-informed approach suggests pastoral care extends to those facing difficulties. The main challenge remains securing a place in an oversubscribed school. For families who succeed, this is a school where history lives alongside ambition.

Families interested in this option can use the Saved Schools feature to manage their shortlist.