The Charter School North Dulwich Review 2026: Outstanding Non-Selective Excellence

The Charter School North Dulwich occupies the site where Dulwich High School for Boys once stood on Red Post Hill, and for a quarter-century it has done something remarkable: delivered national-calibre education without selection or fees. Opened in September 2000 with just 180 Year 7 pupils, the school now educates approximately 1,250 students across Years 7 to 13, making it one of England's most successful non-selective state schools. Consistently ranked in the top 10% in England for GCSE results and the top 6% for A-levels, the school occupies a unique position in South London's educational landscape—surrounded by selective grammar schools and independent institutions yet outperforming many of them.

Mark Pain, Headteacher since taking the role recently, leads a school with a proud heritage. His predecessors Pam Bowmaker OBE (who opened the school and saw through its first GCSE cohort), Chris Bowler (who secured the first Outstanding Ofsted rating in 2007), and David Sheppard (who improved behaviour and earned a second Outstanding in 2008) built something durable: a comprehensive school that genuinely includes every child while maintaining academic ambition. The school is part of The Charter Schools Educational Trust, a multi-academy trust spanning south-east London.

Walk through the gates on Red Post Hill and the purposefulness is immediate. Students move between lessons in neat uniform, form queues at the canteen, engage in conversation in the atrium. Staff know pupils by name. The buildings—renovated original structures combined with more recent extensions—create multiple distinct spaces rather than one monolithic block, making the sprawling campus feel navigable and human-scaled.

The school's stated values capture something genuine about the place: "Respectful Community" and "Continuous Improvement" are not merely slogans but shape daily practice. There is no pretentious atmosphere, no sense of students being sorted into hierarchies of worth. Instead, there is clear structure, high expectations applied uniformly, and genuine care. Visitors often remark on how calm the school feels. Behaviour is consistently good. The pastoral system is robust, with dedicated staff monitoring wellbeing and a counsellor available for students needing additional emotional support.

The school's location is significant. North Dulwich station sits directly outside. Herne Hill velodrome is nearby. The surrounding area is relatively affluent and academically aspirational, yet the school serves all comers from its wide catchment. This mix—strong local families plus genuine inclusivity—creates a genuine community feel. Students describe feeling "inspired, busy, helped and challenged, but above all, successful."

The school ranks 456th for GCSE outcomes, placing it in the top 10% of schools in England (FindMySchool ranking). Locally, it ranks 5th among 87 secondary schools in Southwark. These figures represent consistent, year-on-year strength.

Attainment and Progress

The average Attainment 8 score stands at 62.9, well above the England average of 46. Progress 8 measured at 0.8 indicates that pupils make above-average progress from their starting points. In 2024, roughly 48% of pupils achieved grades 5 or above across the English Baccalaureate suite of subjects (English, maths, sciences, history or geography, languages), considerably above the national figure.

The school performs particularly strongly in the humanities. A-level uptake in subjects like history, geography, sociology, and law suggests solid KS4 foundations. The modern languages programme—including Mandarin, which fewer than 1% of English schools offer—creates distinctive pathways unavailable to many peers.

The sixth form is thriving. The school ranks 165th in England for A-level results (FindMySchool ranking), placing it in the top 6%. Locally, it ranks 4th in Southwark. The percentile band is well above England average (top 10%)

A-Level Results

At A-level, 23% of grades awarded were A*, 31% were A, and 27% were B grades. The combined A*-B rate stands at 81%, substantially above the England average of 47%. This is genuine strength. Beyond the statistical picture, the school offers 30+ A-level subjects, creating scope for depth and breadth. Further Maths, sciences across biology, chemistry, physics, and separate option, and humanities spanning English literature, history, geography, law, economics, and sociology provide genuine choice.

Oxbridge Success

In the measurement period, 34 students applied to Oxford and Cambridge. Eight received offers from Cambridge (44% success rate on applications). Eight students secured places. The school ranks 158th in England for Oxbridge success (FindMySchool data). This represents genuine but not exceptional Oxbridge penetration—the school provides a real pipeline to the collegiate universities without being dominated by that pathway.

University Destinations

55% of sixth form leavers progress to university. A further 8% enter further education, and 17% move into employment. The remainder pursue apprenticeships and other pathways. The university progression rate is meaningful but not excessive; the school rightly emphasises multiple successful post-18 routes.

The curriculum balances breadth and rigour. Key Stage 3 students encounter a full suite of subjects including English, mathematics, sciences (taught separately), modern languages (with Mandarin a distinctive option), history, geography, religious education, design and technology, arts (art and design, music, drama), and physical education. This breadth is important; students develop understanding across domains rather than narrowing early.

Teaching quality is strong and consistent. Subject specialists command respect within their fields. In mathematics, for example, setting from Year 4 allows differentiated pace whilst maintaining access to the curriculum for all. In English, students encounter a canon of texts alongside contemporary writing. The sciences benefit from adequate laboratory space and equipment.

The school's emphasis on independent reading and writing extends beyond English. History students produce extended essays; languages require genuine communication, not just grammar. A-level sociology students conduct their own small research projects. These approaches develop the metacognitive skills—knowing how to think, not just what to know—that universities value.

The inclusion of Mandarin for four years is genuinely distinctive. In a school serving a mixed catchment, the presence of students studying Chinese culture, history, and language alongside Latin and French creates intellectual richness. Few state secondaries offer this breadth of languages.

University destinations reveal a typical pattern for a strong non-selective school. Beyond Cambridge and Oxford, students regularly progress to Russell Group institutions including Durham, Edinburgh, Warwick, Bristol, UCL, and Imperial College. A notable medical school pipeline exists; approximately 15 students typically secure medicine places annually. Law and engineering are also popular choices, reflecting the school's strength in humanities and sciences.

The sixth form also serves students progressing to specialist courses at further education colleges, apprenticeships in skilled trades, and direct employment. The school's careers education begins in Year 7 and intensifies through Years 10-13. A dedicated careers fair, workplace mentoring partnerships, and talks from alumni working across professions help students envisage non-university futures credibly.

Employment outcomes for sixth form leavers reflect London's diverse opportunities. Some enter graduate apprenticeships with professional services firms; others move into apprenticeships in carpentry, plumbing, and construction trades where demand is strong. The school treats all pathways with equal respect.

Life at The Charter School North Dulwich extends far beyond the classroom timetable. The co-curricular provision is genuinely remarkable, offering students pathways to discover passion, build friendships, and develop confidence.

Music: A Thriving Culture

Music is perhaps the most visibly vibrant area. The school boasts over 15 active ensembles every week, offering something for every interest and ability level. The School Choir (Years 7-13, led by Ms Mehrabi) meets Monday afternoons and performs at whole-school occasions. The School Orchestra, conducted by Mr Calcott, runs Wednesday afternoons and represents students across all years. Smaller chamber groups—guitar groups, percussion groups, and the Jazz Ensemble—provide specialist pathways. Individual music lessons are available for students pursuing associated board qualifications.

The school is supported by national bodies including the Royal Philharmonic Orchestra and the National Theatre, which provide workshops, masterclasses, and collaborative opportunities unavailable in most schools. These partnerships elevate musical experience beyond the routine.

The music department runs a successful LAMDA (London Academy of Music and Dramatic Art) examination programme, with students accessing qualifications in speech and drama. This sits alongside traditional music provision and creates interesting cross-curricular conversations about performance and communication.

Drama: Ambitious and Accessible

Drama inhabits two excellent practical spaces equipped with full lighting and sound rigs. The Drama Club, run after school, welcomes all Key Stage 3 students and is supported by Sixth Form students who lead workshops and activities. The club presents a yearly showcase where students perform devised and scripted pieces—a celebration of their own creative work rather than a directive curriculum.

School productions are major events. Recent productions have included Hairspray, Grease, Punk Rock, The Caucasian Chalk Circle, and Annie (staged in June with performances across three evenings). These productions involve multiple year groups, with roles for featured performers, ensemble members, and stage assistants. Unlike some schools where drama feels elite, here it is explicitly inclusive. The school recognizes that drama develops confidence, collaboration, and communication—benefits extending far beyond those taking A-level.

Theatre trips are routine and ambitious. Recent visits include To Kill a Mockingbird, Back to the Future, The Collaboration, Red Pitch, and &Juliet. These are not token trips; they are embedded in curriculum delivery and treated as essential learning.

Sport: Inclusive and Competitive

The sports provision balances mass participation with elite achievement. The Sports Hall (comprising a full court and multiple smaller courts) hosts basketball, netball, badminton, table tennis, gymnastics, karate, and indoor cricket during school and evening hours. The Astroturf pitch (new 4G surface) and 5-a-side covered court support football, netball, and hockey.

Sports clubs operate every afternoon. Football, in particular, runs multiple teams by year group and gender—Year 7 Boys Football, Year 8 Boys Football, Year 9 Boys Football, Girls Football (Years 7-8), and a Sixth Form Boys Football Team. Netball teams run Year 7-8 (Thursday) and Year 9-10 (Wednesday) plus a Girls Netball Club. Basketball draws enthusiastic participation from Years 8-9 (Wednesday) and Years 10-13 (Friday). Table Tennis and Badminton clubs rotate through the week.

Specialist sports are also represented. Cycling Club meets at nearby Herne Hill Velodrome—a distinctive opportunity for a London school to develop young cyclists in leading facilities. Tennis Club accesses North Dulwich Lawn Tennis Club nearby, creating genuine community partnership.

The school's location next to North Dulwich station and Herne Hill velodrome is educationally significant; students have genuine access to leading sporting facilities.

STEM and Academic Clubs

Science Club (Wednesdays, led by Mr Meunier, Room 040) welcomes all year groups. Computing Club runs Mondays (Years 7-8, Room 114, Ms Bines). The GCSE Astronomy Club (Fridays, Room 44, Mr James) serves Years 10-11 students studying or interested in space science. These clubs embed the idea that learning extends into personal passion—important for students considering STEM careers.

Arts and Making

Photography Club (Year 9, Monday afternoons, Ms Milsom) uses dedicated dark room facilities, maintaining traditional photographic skills. Art Club (Years 7-8, Monday, Room 110, Ms Milsom/sixth form support) welcomes younger artists. Creative Writing (Years 7-9, Thursday, Room 313, Ms Parker) and the Literature Club (Years 11-13, Thursday, Room 309) serve different writing and reading communities. Gardening Club (Mondays, Oasis Garden, Ms Watkins) and Natural Dyes club (Thursdays, Ms Afonso) offer craft-based making.

Leadership and Debating

Mock Trial (Year 12, Mondays, Room 130B, Ms Ibrahim) engages sixth-formers in legal reasoning and advocacy. The KS5 Debate Club (Years 12-13, Tuesdays) is sixth-form run, developing argument and public speaking. Running Club (KS5, Fridays, sixth form Bridge, Ms Maxwell) provides fitness community. Manga Club (All years, Fridays, Library sixth-form side) reflects student interest in graphic culture. These varied offerings acknowledge that enrichment takes many forms.

Character Building and Service

Duke of Edinburgh's Award is a central pillar. The scheme runs across Bronze (Year 9), Silver (Year 10), and Gold (Year 13) levels, building resilience, outdoor skills, and service mindedness. The award is embedded in school culture—not an afterthought but a valued pathway.

Charity and community service are prominent. Students participate in regular fundraising and volunteering work. Community links are deliberately cultivated through school trips (including residential experiences), guest speakers, and partnership organisations. The school describes itself as embedded in its local community, and this shows in practice.

Access and Participation

The vast majority of clubs are free. A few charge (notably tennis at the local club, and some music provision). Deliberately, the school ensures cost is not a barrier to participation. Most after-school clubs run 3:15-4:00pm (allowing immediate transition), with sports activities extending to 4:30pm to accommodate varied timetables.

The philosophy is clear: school life should be "busy, stimulating, and rewarding." This is not aspirational language but observable reality. Walk around after 3:15pm and you see busy corridors, full rehearsal rooms, packed sports pitches, and engaged young people.

The school is consistently oversubscribed, with 6.58 applications per place in the most recent admissions round. This reflects genuine demand from local families who recognise the school's academic standing, inclusive ethos, and breadth of opportunity.

Admissions are coordinated through Southwark Local Authority. As a non-selective comprehensive, the school takes pupils across the full ability range. No entrance test exists. Allocation follows standard admissions rules: looked-after children and those with Education, Health and Care Plans naming the school receive priority, followed by siblings of current pupils, then allocation by distance from the school gate. The competition for places is real; some families move house to be within the catchment.

Sixth form admission is also competitive. Entry typically requires grades 5 or above in GCSE English and mathematics, with subject-specific requirements for A-level (e.g., grade 6+ in the subject at GCSE, or equivalent demonstration of capability for students without prior qualification). The school operates both internal progression (Year 11 to Year 12) and external entry pathways.

Families should verify current application timelines and distance thresholds via Southwark's admissions portal, as these change annually.

The pastoral system is clearly structures and purposeful. Each student has a tutor and belongs to a house (a vertical structure running across year groups). Tutors are responsible for day-to-day pastoral oversight and communicate regularly with families. The house system builds identity and friendly competition through house assemblies, competitions, and collective events.

The school employs a full-time counsellor and has trained safeguarding staff. Behaviour is managed through clear, consistently applied systems. A restorative approach is emphasised alongside rules and consequences. The school views behaviour management as teaching opportunity—helping young people understand impact, take responsibility, and make better choices.

Students describe feeling "successful" at the school. This is not about inflating ego but about creating genuine opportunities to shine, whether through academic achievement, artistic performance, sporting endeavour, or service leadership. The comprehensive nature means no child is positioned as failure.

Peer support is actively cultivated. Sixth form students mentor younger pupils. Student leadership roles—from house captains to club organisers—are distributed widely. The message is that contribution and leadership are available to all, not reserved for the high-achieving few.

The school operates from 8:50am to 3:20pm during standard school days. Most extracurricular clubs run 3:15-4:00pm, with sports extending to 4:30pm. The school operates a standard calendar with half-term breaks and summer holidays aligned to the academic calendar.

Being located on Red Post Hill directly next to North Dulwich station provides excellent transport links. Students can access the school via overground rail (from wider South London, Surrey, and Kent) and extensive bus routes. The area is well-served by public transport, reducing reliance on private car journeys. Parking is available on the school site, though families are encouraged to use public transport where possible.

The school operates a cashless canteen system (ParentPay). A range of meal options is available daily, including vegetarian and vegan choices and meals addressing dietary requirements.

Oversubscription and Distance Sensitivity. With 6.58 applications per place, securing admission depends heavily on proximity to the school gate. Families cannot rely on a place here purely on academic grounds; geography is decisive. Verify current distance thresholds before factoring this school into planning.

Mandarin as a Distinctive but Specialist Offering. The school's four-year Mandarin programme is genuinely rare and valuable, but it is not a core entitlement. Students not pursuing Mandarin still access French and Spanish. This is not a weakness, but families who specifically want Mandarin should confirm current enrolment and progression routes.

Sixth Form Entry is Selective. Whilst the main school is non-selective, the sixth form operates entry criteria (grade 5+ in GCSE English and mathematics, and subject-specific GCSE grade requirements). This is standard practice but worth noting; not all Year 11 students will progress internally.

Transport and Commute. Although the school sits beside North Dulwich station, students commuting from more distant parts of London face significant travel time. The school attracts families within a reasonable travel radius; those outside may experience material fatigue from extended journeys.

The review presents The Charter School North Dulwich as a notable achievement in English secondary education. A genuinely non-selective, comprehensively inclusive state school that simultaneously maintains national top-10% academic performance is rare. The Charter School North Dulwich has an academically driven culture; pupils are typically assured, and breadth is expected together with high achievement.

The school delivers particular strength in languages (especially Mandarin), humanities (history, geography, law), sciences (with separate sciences offering and medical school pipeline), and the arts (music, drama, visual arts). The culture of enrichment—sport, music, drama, leadership, service—is genuinely lived, not merely listed in a prospectus. Students leave this school feeling successful, having been given genuine opportunities to discover and develop aptitude.

Best suited to families within striking distance of Red Post Hill who want a genuinely comprehensive education without selection, who value breadth of opportunity, and who believe in inclusive excellence. The main challenge is securing a place in an oversubscribed system where distance is destiny.