The Charter School East Dulwich Review 2026: Rapid Rise, Strong Results

Founded in 2016, this free school in East Dulwich has transformed from a temporary site in Peckham into one of South London's most oversubscribed secondaries. On a multi-million pound campus designed by FCB Studios, the school has grown from an initial intake of 120 students to over 1,300 across Years 7-13. The May 2024 Ofsted report describes it as a "highly inclusive school that provides an exceptional education," and performance data confirms strong academic progress measured against England benchmarks. Headteacher Alison Harbottle, an experienced mathematics educator with 15 years of leadership experience across the Charter Schools Trust, emphasises that the school's rapid expansion has been anchored to consistent expectations and inclusive values.

Non-selective by admissions policy, the school draws from a mixed socioeconomic catchment in Southwark, serving families from Dulwich Village and Herne Hill alongside social housing communities. At 1,344 pupils on roll (against a capacity of 1,680), capacity is tight but not yet bursting. The school is part of the larger Charter Schools Educational Trust, which operates seven schools across south-east London.

The culture here reflects a relatively young school still defining itself, though certain markers are already clear. Students move between lessons in uniform consisting of polo shirts and jumpers (no ties or blazers), creating a deliberately relaxed appearance that belies what the school describes as a culture of high expectations and structured discipline. Mobile phones are confiscated for a week if discovered; hair must be conventional; piercings beyond one pair of ear studs are not permitted. These rules are applied consistently, and most students accept them as reasonable trade-offs for stability.

Behaviour is notably calm. Sixth formers mentor younger students. Year groups have dedicated heads who know pupils individually. The school operates on the principle that clarity about expectations creates psychological freedom, rather than oppression, and this appears to have taken hold. Teachers have strong subject knowledge and expectations are high; the curriculum is deliberately "desirably difficult" for all students, pitched to stretch rather than simplify. Student voice is genuinely heard through annual surveys with high participation rates.

The physical campus is new and ambitious. Since moving from temporary accommodation in 2019, students have benefited from modern science labs, state-of-the-art design technology workshops, and dedicated art spaces. Phase 2 of the building project is due to complete during 2024-25, bringing a purpose-built library, dedicated drama and music suites, a theatre, and additional sixth form facilities. The sports block, completed in 2019, houses a large sports hall capable of accommodating three badminton courts, an activity studio, and a purpose-built multi-use games area (MUGA). For a state school only eight years into operation, the physical investment is striking.

The headteacher's presence is felt. Parents specifically cite her leadership as a strength in feedback surveys. At 95% parent satisfaction, this is notably high for a comprehensive secondary serving a diverse catchment.

GCSE Performance

In 2024, the school achieved an Attainment 8 score of 51.7, a measure of achievement across eight key qualifications. This sits above the England average of 45.9, placing the school in the upper band of secondary schools nationally. The Progress 8 score of +0.19 indicates that pupils make above-average progress from their starting points at age 11 to GCSE, controlling for prior attainment (FindMySchool ranking).

The school ranks 972nd out of 4,593 secondary schools in England for GCSE performance, placing it in the top 25% of schools nationally (FindMySchool ranking). Within Southwark, it ranks 12th among secondary schools. Just over 31% of pupils achieved grades 5 and above in all English Baccalaureate subjects (English, mathematics, sciences, languages, humanities), which is above the England average of approximately 40% participation but reflects a school where language take-up, while growing, is still developing.

A-Level Performance

The sixth form's second cohort showed continued improvement. In 2024, 27% of all A-level grades achieved A*/A, with 56% attaining B grade or above. The average A-level point score was 37.1 (approximately Grade B), above both national and Southwark 2023 averages. 80% of all grades sat achieved A*-C, a notable improvement from 73% the previous year.

The school ranks 868th in England for A-level performance out of 2,649 sixth form centres (FindMySchool ranking), placing it in the solid middle tier of post-16 provision. Within Southwark, it ranks 10th for A-level outcomes. These figures reflect a school where the sixth form is progressing steadily; destinations data shows 60% of 2024 leavers progressed to university, with smaller cohorts entering further education (5%) or employment (16%).

The curriculum is built around what the school terms "powerful knowledge" found in academic subjects as well as creative and expressive arts. Teachers use what is described as a "coherent sequence" rather than ad-hoc topics, meaning pupils encounter concepts repeatedly across years at increasing depth. Lessons are planned with high expectations for all; students with special educational needs are integrated into mixed-ability classes with additional support provided in-class where needed.

Subject expertise is evident. Specialist facilities support learning: dedicated science labs with current equipment, art and design technology workshops with proper machinery, separate subject spaces. Science is taught as three separate subjects (biology, chemistry, physics) from Key Stage 3, signalling serious intent. Languages are offered (French and Spanish confirmed at GCSE level, with students studying these from Year 7). History, geography, and sciences form a strong foundations tier, with additional humanities subjects like sociology available at GCSE and A-level, positioning students to explore complex social questions alongside traditional curricula.

Students engage with visiting professionals in drama and other creative subjects, ensuring that learning is not insulated from real-world practitioners. Reading is prioritised across the school; a dedicated librarian (Ms Hewlett) manages the library space, and the school has an explicit reading focus embedded in pastoral time and lessons. For a newer school, the purposefulness of curriculum sequencing is more developed than might be expected.

In the 2024 leavers cohort (117 students), 60% progressed to university. This reflects good progression for a non-selective comprehensive, particularly given that the cohort included students across the full ability range. The school provides dedicated support for sixth form students seeking Oxbridge and medical school places, and there is evidence of bespoke guidance helping students secure offers at research universities.

The sixth form operates on the principle that entry is accessible (five grades 4 or above in GCSE, including English and mathematics) but progression to specific A-level subjects is condition-based (for example, grade 7 in GCSE mathematics to study A-level mathematics). This prevents mismatch and maintains course viability. Twelve months before leavers depart, transition discussions about destinations are formally begun, with dedicated sixth form support staff (the Sixth Form Progress and Destinations Lead) working with students to plan realistic pathways. A small number of students enter apprenticeships or employment, supported by work experience and employer partnerships integrated into the sixth form curriculum.

This is a school where extracurricular life is woven into everyday culture rather than bolted on. Participation is expected; the school notes on its prospectus that students are "expected to participate enthusiastically in the extra-curricular life of the school." This creates a thriving ecosystem of clubs and activities.

Music: Developing Ensemble Culture

The music department runs a diverse programme. Students access group lessons in keyboard, strings, brass, woodwind, drums, and steel pans, with singing lessons also available. Extracurricular ensembles include a choir, keyboard club, strings groups, a song-writing club, and steel pans, with collaborative opportunities planned with the orchestra at the sister school, The Charter School North Dulwich. A summer showcase provides performance opportunities, and the school newsletter references recent ensemble pieces (a version of "God Only Knows" by The Beach Boys performed by students and staff). The music suites opening in phase 2 of the building project will provide dedicated ensemble and rehearsal spaces, currently a constraint.

Drama: Professional Spaces Taking Shape

Drama is thriving as a subject and activity. All students study drama as part of the Key Stage 3 curriculum, exploring Shakespeare and medieval theatre alongside contemporary texts (Blood Brothers, Lord of the Flies, I Love You Mum I Promise I Won't Die). Students interested in GCSE or A-level study performance and directing techniques through the work of companies like Frantic Assembly and Kneehigh. A dedicated drama society meets regularly, and school productions offer opportunities for performance and design. The new purpose-built drama studio (opening 2024-25) will relocate provision from makeshift spaces to a professional environment, significantly expanding what is possible.

Sports: Broad Participation and Excellence

The school takes a deliberately inclusive approach to sport - it is not just about winning but encouraging students to enjoy sport. However, competitive fixtures are strong. Students compete in athletics, cricket, football, netball, rugby, volleyball, basketball, trampolining, and swimming. Teams compete across termmly fixtures, and several students achieve national and regional recognition, particularly in swimming, football, and netball. The school has strong partnerships with local clubs including JAGS (for swimming use of their pool), and networks with cycling clubs in the area.

Facilities have expanded steadily. The sports hall (approximately 600 square metres, equivalent to three badminton courts) houses regular sessions in badminton, table tennis, gymnastics, basketball, and indoor football. An activity studio provides yoga, dance, and flexibility-based work. Outdoors, the purpose-built MUGA (multi-use games area) opened in 2021, providing AstroTurf courts for football and netball training. Sports pitches are available for cricket, athletics, and rugby. The school also uses the JAGS (James Allen's Girls' School) swimming pool nearby for aquatic programmes.

Clubs & Societies: Substantive Participation

Beyond the major arts and sports pillars, the school operates 20+ clubs across lunchtime and after-school slots. Named clubs include:

• Academic/intellectual: Debating Society, Dissection Society (for biology-curious students), Chess Club, Maths Olympiad preparation
• Creative: Photography Club, School Newspaper, 3D Modeling Club
• Interest-based: Eco Club (environmental activism and conservation), LGBTQ+ Club (safe space and social), Rubik's Cube Club, Coding Club
• Cultural: Collaborations with North Dulwich on joint ensembles, volunteering schemes
• Sixth form specific: Work placement partnerships, university mentoring

Duke of Edinburgh Award runs to Gold level, with students undertaking outdoor expeditions, community service, and skill-building across years. Year 12 students undertake one hour per week of structured community service, embedding civic responsibility into the sixth form curriculum.

The school publishes club timetables termly, signalling that participation is organised and ongoing rather than ad-hoc. The breadth suggests a school that takes seriously the principle that education is more than grades.

The school is non-selective and operated on a distance-based criterion (after looked-after children and siblings). In 2024-25, the school was heavily oversubscribed, with approximately 3.93 applications for every place available (231 offers from 908 applications at the Year 7 entry point). This reflects genuine demand from the local community.

For Year 7 entry to the school, applications are made through Southwark's coordinated admissions process. The deadline for September 2026 entry was 31 October 2025; offers are made by the Local Authority on 2 March 2026, with acceptance required by 16 March. Late applications can be submitted directly to Southwark Council.

For Year 12 (sixth form) entry, the application process is separate. External applicants (those not already at the school) submit applications by mid-January; the deadline for September 2026 entry is 16 January 2026. Sixth form is more inclusive than Year 7 entry: all students can apply provided they meet minimum GCSE grades (typically five grades 4 or above in core subjects), and if oversubscribed, distance criteria are applied. Entry to A-level subjects is course-specific; for example, grade 7 in GCSE mathematics is required to study A-level mathematics.

The school explicitly states it is a community school serving the local area and does not select by ability. Distance to the school determines entry, with priority given to looked-after children, then siblings, then children of permanent staff, then distance. This inclusive approach means the cohort reflects diverse family backgrounds and prior attainment.

The school day runs from 8:50am to 3:20pm for main school, with staggered start and finish times for different year groups. Sixth form students receive a timetable of subject lessons, tutor time, and supervised study periods, with independent study time factored in. Students are not required to remain on site during free periods.

The school site and facilities can be hired through School Space, a local social enterprise, for community activities, parties, and classes. The sports hall, activity studio, and dining facilities are available for one-off and regular hire.

Transport: the school is located on Jarvis Road, East Dulwich, London SE22 8RB. Nearby transport includes bus routes serving the Dulwich area; walking from Dulwich Village or Herne Hill is feasible. The neighbouring Charter School North Dulwich is 0.8 kilometres away, and several primary feeder schools (Dulwich Hamlet Junior, Bellenden Primary) are within walking distance of 1-1.1 kilometres.

The school operates a house system combined with year-group pastoral care. Each student is assigned to a tutor group with a dedicated tutor, and year groups have heads who know pupils individually. The school employs a robust behaviour system based on consistent expectations and clear sanctions, which students describe as fair. Tutors meet students daily; form time includes academic mentoring, PSHE education (including assembly content on risk management and resilience), and reading.

Safeguarding is taken seriously. A designated safeguarding team is in place, with multiple points of contact for concerns. The school works closely with Southwark's social services and external agencies. Mental health support is integrated: the school notes that support is available for pupils experiencing anxiety, depression, or other wellbeing challenges.

Students with special educational needs are integrated into mainstream classes with in-class support provided where required. A SENDCo (Special Educational Needs Coordinator) oversees provision, and there is evidence from Ofsted that support for SEND students is a strength, though the school acknowledges that in some classes, support remains variable and development is ongoing.

Rapid growth and infrastructure. The school is only eight years old and still completing its permanent campus. While this brings new facilities, the ongoing building works (phase 2 due to complete in 2024-25) may create temporary disruptions. Families should check the school's facilities website for current status of library, drama, and music spaces before assuming they are fully operational.

Distance and oversubscription. With nearly four applications per place, entry is competitive. Families not within walking distance of the school (approximately 1-1.5 kilometres) should verify distance thresholds each year, as these change with application volume. The school is transparent about distance criteria, and the local authority publishes historical cut-offs; prospective families should obtain current distance data from Southwark admissions.

Sixth form entry. While more accessible than Year 7 (meeting five grade 4s with maths and English guarantees admission, subject to distance), specific A-level subjects have minimum GCSE grade requirements. A student achieving grade 5 in mathematics could not proceed to A-level mathematics; this requires grade 7. Families planning sixth form progression should familiarise themselves with these entry requirements early.

School uniform and discipline culture. The school operates a firm behaviour policy. Mobile phones are confiscated for a week; hair must be conventional; accessories and hoodies are not permitted. While parents and students largely support this clarity, families uncomfortable with strict discipline codes should visit and observe the culture carefully.

A young, ambitious state school that is performing well across all key metrics and expanding rapidly into one of South London's strongest secondary options. The headteacher's leadership is clearly valued. The facilities are modern and well-maintained. Teaching is rigorous, and the curriculum is coherent and challenging. Extracurricular provision is genuinely extensive, and participation is expected, creating a rounded experience beyond grades alone.

The school suits families seeking a non-selective comprehensive with serious academic intent, strong pastoral systems, and an inclusive ethos. It works particularly well for those within the local catchment (Dulwich, Herne Hill, East Dulwich) or those comfortable with distance-based admissions. High-achieving students thrive here; so do students with SEND or additional needs, who are integrated with support. The school is also a strong option for families valuing a structured culture with high expectations and clear discipline.

The main challenges are oversubscription (securing a place requires proximity) and the ongoing building works, though these are temporary constraints. For local families, this is a school to seriously consider.