Dagenham Park CofE School Review 2026, Faith-led comprehensive with an ambitious sixth form offer

Clear routines and a strong inclusion narrative are central here, in a large 11 to 19 setting serving Barking and Dagenham. The school sets out three core ideas, Believe, Grow, Succeed, and uses them as a practical lens for behaviour, participation, and aspiration. That matters in a community context where a school needs to do two things at once, keep standards consistent for all, and create credible pathways for students aiming higher.

The most recent Ofsted inspection (23 to 24 April 2025, published 20 May 2025) confirmed the school has maintained its Good standard, and safeguarding arrangements are effective.

For families considering Year 12, DP6 positions itself as a broad A-level and vocational sixth form with structured enrichment and clear application deadlines.

Inclusion is not treated as a bolt-on. Leadership opportunities are designed to be visible and normal, with examples such as a junior leadership team fundraising locally, sports leaders helping younger pupils access activities, and an equalities group running events that reflect the school’s diversity.

The Church of England character shows up most clearly through the language the school uses about ethos and role-modelling, and through faith-shaped sixth form enrichment such as Eucharist assemblies alongside trips framed around Christian heritage. This is not presented as a narrow faith intake. It reads more as a values-based approach to community, service, and personal development.

Leadership is currently under Headteacher Christopher Ash. An earlier Ofsted report states that the head of school was due to become the substantive headteacher in September 2020, which anchors the current phase of leadership and curriculum redesign.

At GCSE, the school is ranked 2,594th in England for outcomes (FindMySchool ranking based on official data), and 11th locally within Barking and Dagenham. This places performance in line with the middle 35% of schools in England (25th to 60th percentile).

The headline GCSE measures show an Attainment 8 score of 42.1 and a Progress 8 score of -0.25. The Progress 8 figure indicates students, on average, make less progress than pupils with similar starting points nationally. EBacc measures are also challenging, with an average EBacc APS of 3.65 compared with an England average of 4.08, and 12.1% achieving grades 5 or above across the EBacc subjects.

At A-level, the school is ranked 1,754th in England for outcomes (FindMySchool ranking based on official data), and 8th locally. The grade profile shows 43.29% of entries achieving A* to B, compared with an England average of 47.2%. A* to A outcomes total 10.37%, compared with an England average of 23.6%.

What to take from that, in practical terms, is a mixed picture. The school’s published outcomes are not yet consistently reflecting the stronger curriculum intent described in external review, and families should read the sixth form offer as structured and ambitious, but with outcomes that still have ground to make up against England benchmarks. Use FindMySchool’s Local Hub and Comparison Tool to look at nearby alternatives side-by-side, especially if Progress 8 is a priority in your shortlist.

Curriculum sequencing and recall routines are emphasised, with teachers expected to explain clearly, revisit prior learning, and check misconceptions quickly. In the sixth form, students are described as willing to debate and discuss ideas, which tends to be a reliable indicator that classroom culture supports higher-order thinking rather than just task completion.

A key strategic point is that the school has made substantial changes to what pupils study, with the intent to broaden and raise ambition. That is the right direction of travel, but the same external review notes that a small number of pupils with SEND do not have the curriculum adapted precisely enough to meet their needs, which can limit progress.

For sixth formers, DP6 highlights both academic and vocational pathways, plus add-ons such as Extended Project Qualification and Core Maths to support subjects where mathematical fluency is a differentiator.

The sixth form destination picture is best read through two lenses, progression and stretch. For the 2023/24 leavers cohort, 72% progressed to university, 3% began apprenticeships, 1% went into further education, and 14% entered employment.

For the highest academic stretch, the measured Oxbridge pipeline shows five applications with one acceptance overall, and that acceptance was to Cambridge. This is not a volume Oxbridge school, but it does demonstrate that, for the right student, the school can support competitive applications.

DP6 also puts heavy weight on preparation, with structured careers work, a careers fair, targeted university visits, and guidance tailored to different pathways. Students considering apprenticeships should view this positively, because the same infrastructure that supports university applications can also raise the quality of apprenticeship choices and interview readiness.

This is a state school with no tuition fees. Admission into Year 7 is managed through Barking and Dagenham’s coordinated admissions process, and the school states it will not accept informal applications.

For September 2026 entry, the local authority deadline for applications is 31 October 2025. National Offer Day is stated as the evening of 2 March 2026, and families are also told to provide proof of address documents by 20 January 2026 where requested.

Open evening information is published by the local authority. For this school, the listed open evening is 23 September 2025 (4:30pm to 7pm), and an open morning is listed for Friday 26 September 2025 (9:30am to 10am).

Demand is a material factor. The most recent available application cycle data shows 357 applications for 149 offers, which is roughly 2.4 applications per place, and is consistent with an oversubscribed profile. Where distance or proximity becomes relevant in oversubscription, parents should use FindMySchoolMap Search to understand how their home location might compare with typical local travel patterns, and then validate the current year’s criteria with the local authority.

For Year 12, DP6 states applications are open and will close on Friday 13 February 2026.

Safeguarding communication appears structured and named, including an identified safeguarding lead on the school’s safeguarding information pages.

Beyond safeguarding, the pastoral model is supported by clear behaviour systems. Students are expected to understand routines and apply them consistently, with low disruption described as the norm, which matters in a large school because small inconsistencies scale quickly.

SEND capacity is a notable feature. The school has a specialist SEND resource base described as supporting 50 pupils with moderate learning difficulties, and the Additional Resource Provision (ARP) is described as small-group learning for pupils with moderate to severe learning difficulties who need higher levels of adult support. This is an important differentiator for families seeking mainstream education with specialist on-site support.

The enrichment offer is strongest where it is specific, sustained, and linked to outcomes. Duke of Edinburgh is a good example. The school describes Bronze being offered in Year 9 and Year 12, including structured training, expeditions in Epping Forest, and practical support such as providing group kit. It also lists student-paid charges for participation, which helps families plan realistically.

Clubs and leadership are also used to build identity. The 2025 inspection highlights activities such as sewing and hip-hop club, and points to leadership roles including sports leaders and a junior leadership team.

In the sixth form, enrichment becomes more explicitly career-facing. DP6 lists Debate Mate, coding, yoga, an equalities group, needlework and sewing, Duke of Edinburgh, and a junior leadership team. It also positions sport academies as a parallel pathway, including a DP6 Basketball Academy and a football offer linked to Barking Football Club. For students who need motivation through a clear personal pathway, this blend of enrichment and purpose can be a strong fit.

The published school day structure runs from 8:30am tutor time, with five one-hour periods and a 3:00pm finish. Lunch is listed 12:15pm to 1:00pm, and break is 11:00am to 11:15am.

There is no nursery provision. Associated costs to plan for typically include uniform, food, trips, and optional activities such as Duke of Edinburgh charges and equipment needs, for example walking boots for expeditions.

• Progress 8 is below average. A Progress 8 score of -0.25 indicates students, on average, make less progress than pupils with similar starting points nationally. Families should explore what support is available for their child’s particular needs, especially in core subjects.

• EBacc outcomes are a weak point. The share achieving grades 5 or above across EBacc subjects is 12.1%. If EBacc breadth is important, discuss subject choices and support early.

• SEND adaptation consistency. External review notes that for a small number of pupils with SEND, teaching does not always adapt the curriculum precisely enough, which can limit progress. For families relying on these adjustments, ask direct questions about classroom strategies and monitoring.

• Competitive entry. With 357 applications for 149 offers in the latest available cycle, admissions pressure is real. Plan your preferences carefully and use the local authority timeline to avoid late application risks.

A large, inclusive Church of England secondary with a clearly articulated ethos, strengthened behaviour systems, and a sixth form that is trying to be more than a course list, with enrichment, careers structure, and sport pathways that can motivate the right student. Best suited to families who value a values-led community school and want accessible post-16 routes locally, including vocational options, alongside A-levels. The main trade-off is that headline outcomes, particularly Progress 8 and EBacc measures, do not yet consistently match the ambition described in the curriculum narrative.