Highfields School, Matlock Review 2026: Split-site 11–18 comprehensive with a strong performing arts identity

Highfields is the kind of school where the day-to-day experience is shaped as much by culture and systems as by outcomes. Two sites, one for Years 7–8 at Starkholmes and another for Years 9–13 at Lumsdale, create a clear phase transition that some pupils find reassuring, while others need time to adjust to the extra movement and logistics. The school sits within East Midlands Education Trust, and its current headteacher is Andrew Marsh, who joined in September 2018.

The most recent Ofsted inspection, in January 2025, concluded that the school had taken effective action to maintain standards from the previous inspection cycle, and safeguarding was judged effective.

Highfields positions itself as an inclusive community with high expectations, and that emphasis comes through in the way responsibility is built into student life. The ungraded inspection report describes a school where pupils are known well by staff, relationships are strong, and older students play a visible role in supporting younger pupils. That matters in a split-site setting, where confidence and belonging can be tested as pupils move from the lower school to the upper site.

The school’s language is purposeful rather than trendy. The recurring message is “Be the best you can”, and it appears consistently in leadership communications and published policies as a practical standard, not a slogan.

Performing arts is not treated as an optional extra. Curriculum materials for prospective families describe structured drama in Years 7–9, dance for all in Years 7–8, and facilities that include a purpose-built recording studio and the Wildgoose Media Suite, alongside sprung-floor drama and dance spaces on both sites. The implication for families is simple: pupils who enjoy performance, production, or music technology tend to find ready-made opportunities here, while pupils who are less drawn to the arts still benefit from the confidence and communication skills those subjects build.

At GCSE level, Highfields sits in line with the middle 35% of schools in England (25th to 60th percentile) for outcomes. Ranked 2,062nd in England and 2nd in Matlock for GCSE outcomes (FindMySchool ranking based on official data), it performs solidly in its local context. Attainment 8 is 45.6, and Progress 8 is +0.05, indicating slightly above-average progress from pupils’ starting points.

The EBacc picture is more mixed. 14.6% of pupils achieved grades 5 or above across the English Baccalaureate combination, and the school’s average EBacc APS is 4.03. For families prioritising a strongly EBacc-heavy pathway, it is worth discussing subject uptake and how options are guided at Key Stage 4. For families more interested in breadth, including arts and practical routes, the curriculum design may feel well aligned.

At A-level, Highfields again sits in the middle 35% of schools in England for outcomes. Ranked 1,312nd in England and 2nd in Matlock for A-level outcomes (FindMySchool ranking based on official data), results are close to England norms overall. 45.72% of grades were A*–B (England average 47.2%), and 20.45% were A*–A (England average 23.6%). That profile suggests a sixth form where many students do well, with the very top end slightly below the national benchmark, while still supporting strong individual success where subject fit and work habits align.

The 2025 inspection describes a broad curriculum built with consistency and precision, and highlights skilled teaching and clear explanations as typical features. It also notes that checks on learning are embedded and used to tailor support in lessons, which is a meaningful indicator for parents who want reassurance that assessment is not just about data capture, but about helping pupils learn the next step effectively.

Reading is a stated priority. The inspection report references recent initiatives that have increased confidence among reluctant readers, supported by specialist staff. For families with a child who needs structured literacy support, the key question to ask at open events is how quickly intervention starts in Year 7, and how reading support is coordinated across the two sites as pupils move into Key Stage 4.

Where Students Go Next

Highfields does not publish a single headline “Russell Group percentage” across leavers in the sources reviewed, so the most reliable overview is the official leaver destinations data. For the 2023–2024 cohort (96 students), 70% progressed to university, 7% to apprenticeships, 14% into employment, and 1% into further education. This mix points to a sixth form where university remains the dominant pathway, but where practical and employment routes are also a meaningful part of the picture.

Oxbridge outcomes are best treated as an indicator of stretch for a small number of students rather than a defining feature of the sixth form. In the measured period, there were 8 applications and 1 acceptance overall. Separately, sixth form materials describe consistent preparation for highly competitive routes, including Extended Project Qualification (EPQ) participation and structured support around ambitious applications.

Highfields also highlights degree and higher apprenticeships through careers activity and alumni links, and school communications reference successful placements with major employers on degree apprenticeship schemes. For families weighing sixth form options, this is a useful differentiator: progression support is framed as broader than university alone, with employability and application quality treated as skills to be taught.

For Year 7 entry (September 2026), Derbyshire’s coordinated admissions timetable runs from 8 September 2025 to the closing date of 31 October 2025, with offers released on 2 March 2026 (national offer day). Families should plan around those dates and avoid assuming that applying early improves priority; meeting the deadline is what matters.

Highfields’ published admissions number for Year 7 entry in September 2026 is 210, and the school sets out oversubscription criteria that prioritise children with an Education, Health and Care Plan naming the school, followed by looked-after children and then local criteria including proximity where needed. If you are deciding between multiple realistic options, the FindMySchool Map Search is a practical way to sense-check travel time and realistic access, especially when you are comparing schools that allocate by geography.

Sixth form admissions are more academically defined. The sixth form admission number is 125, with up to 30 places referenced for external candidates in Year 12. The policy describes a baseline expectation of an average Grade 4 across GCSEs, with higher thresholds for certain subjects, including Grade 7 for A-level Mathematics and Grade 8 for Further Mathematics. For families considering a move at 16, the implication is that subject planning needs to start early, and pupils should aim for the specific grades required, not just a general “good set of GCSEs”.

The inspection report presents a school where behaviour supports learning, and where pupils take education seriously, move sensibly around the school, and experience clear expectations around attendance. The safeguarding judgement is also reassuring, particularly because split-site arrangements add complexity that can expose weaknesses in supervision if systems are not tight.

Sixth form materials also point to structured peer mentoring and subject mentoring, and to sixth form students supporting younger pupils through reading schemes and primary-school links. This is the kind of pastoral feature that tends to work best when it is systematised rather than left to informal goodwill, and it can be a strong fit for students who respond well to role models close in age.

Highfields is unusually specific about the “menu” of clubs and enrichment. Current published materials for Year 6 families list clubs that include Minecraft, astronomy, Dungeons and Dragons, Warhammer, chess, plus choirs, bands, musical theatre, drama, dance, table tennis, and football. That breadth matters because it gives pupils multiple ways to belong, including routes that are not sport-led and not performance-led.

Performing arts is the most distinctive pillar. Facilities described in school materials include a modern drama studio with a sprung floor, a well-equipped recording studio, and performance opportunities across concerts, dance evenings, showcase events, and school productions. The benefit is not only artistic. Regular rehearsals and productions typically improve time management, resilience, and communication, particularly for pupils who are less confident in formal classroom participation.

Sport is treated as both participation and pathway. The school cites investment in an all-weather pitch and upgraded courts, and records recognition such as the School Games Quality Mark gold standard awarded in June 2024. The framing is clear: the goal is a “sport for life” for all, with additional support when talent emerges.

The school day is structured and published clearly: form time begins at 8:45am, and the main teaching day runs through to 3:20pm, with a short tutorial slot for Years 11–12 afterwards.

Because the school operates across two Matlock sites, families should think about what the daily routine looks like at different ages, including travel between sites for siblings, timings for after-school clubs, and how pupils manage the transition into Year 9. Matlock has straightforward rail links for some commuters, but many families will find car or bus travel more realistic day-to-day, especially for after-school commitments.

• Split-site logistics. Years 7–8 and Years 9–13 are taught on different sites, which creates a clear lower-to-upper school transition. For some pupils this is a confidence boost; for others it can feel like a second start, and routines need to be re-established.

• EBacc outcomes. The proportion achieving grades 5 or above in the EBacc combination is relatively low (14.6%). Families who want a strongly EBacc-driven education should ask how EBacc entry is encouraged and how option choices are guided at Key Stage 4.

• Sixth form entry thresholds. Subject-specific requirements, especially for Mathematics, Further Mathematics and sciences, mean that A-level planning should begin before GCSE option choices are finalised. A strong overall profile is helpful, but specific grades matter.

• Competition for places. Applications for Year 7 are coordinated through Derbyshire with a firm deadline (31 October 2025 for September 2026 entry). Families moving into area late should read the coordinated scheme carefully and keep expectations realistic.

Highfields offers a balanced comprehensive education with a distinctive strength in performing arts, supported by specialist facilities and a culture that normalises participation. Results sit around the England mid-range overall, with slightly above-average progress at GCSE and A-level outcomes close to the England benchmark. Best suited to families who want an inclusive local 11–18 school, especially where a child will enjoy performance, production, music, or a wide enrichment offer, and who are comfortable with the additional planning that comes with a split-site model.