Walton High Review 2026: Two-Campus Secondary with Post-16 in Milton Keynes

Two campuses, one admissions process, and an unusually wide age range for a state secondary, Walton High teaches students from Year 7 through Year 13 across sites about two miles apart. It is part of 5 Dimensions Trust and is set up at significant scale, with published capacity at 3,000.

Leadership operates on a layered model. Government records name Ms Michelle Currie as Headteacher and Principal, and trust documents show an appointment date of 01 September 2014. Day-to-day senior leadership also includes campus principals, with Mr Andrew Bennett leading Brooklands and Mr Jim Rowland leading Walnut Tree.

Ofsted’s most recent inspection (May 2023) judged the school Good overall, including Good for sixth form provision.

The school’s identity is shaped by the twin-campus structure. Admissions are to Walton High as a single school rather than to a specific campus, and students may be offered a place at the site with available space rather than the one a family prefers. This can create a practical, grown-up tone from the outset, students learn early to manage transitions, routines, and timetables within a larger organisation.

Formal evidence points to a calm baseline. The latest inspection describes both campuses as calm and purposeful, and highlights that staff prioritise knowing pupils well. That matters in a large secondary, because the difference between feeling anonymous and feeling understood often sits in small routines, tutor culture, and how quickly staff notice when attendance, friendships, or organisation begin to slip.

The school also leans into structured student responsibility. The inspection references peer mentorship from sixth form students, which is a useful signal of how leadership is distributed beyond staff. In practical terms, this kind of mentoring tends to suit students who like clear roles, identifiable teams, and predictable support channels, especially during the Year 7 transition.

Finally, the wider trust context is present in how the school describes itself publicly, including shared trust branding and a consistent set of expectations across “Key Info” and curriculum pages. For parents, this usually translates into a slightly more standardised feel, clearer policy architecture, and more consistent systems between phases, particularly when students progress into Post-16.

At GCSE level, Walton High sits in the middle of the overall distribution of schools in England. The school is ranked 2,105th in England for GCSE outcomes (FindMySchool ranking, based on official data), and 9th within Milton Keynes. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

Looking at the headline indicators behind that positioning, the Attainment 8 score is 46.9 and Progress 8 is 0.02, indicating progress close to average from students’ starting points. EBacc average point score is 4.12, and 10.5% of pupils achieved grade 5 or above across the EBacc measure.

The sixth form picture is more mixed. For A-level outcomes, Walton High is ranked 2,273rd in England (FindMySchool ranking, based on official data) and 8th in Milton Keynes. This places Post-16 outcomes below England average overall. The grade distribution shows 2.7% of entries at A*, 6.24% at A, and 24.96% at A* to B. England average for A* to B is 47.2%, which indicates a sizeable gap on this headline benchmark.

For parents comparing options locally, the FindMySchool Local Hub and Comparison Tool can help you view GCSE and A-level indicators side by side, which is particularly helpful when a school shows a stronger profile at 11 to 16 than at 16 to 18.

The curriculum narrative emphasises sequencing and breadth. The published curriculum overview states that all students study the sciences, and that History or Ancient History and or Geography form part of the core curriculum model, which signals a broad humanities entitlement rather than early narrowing.

A distinctive operational detail is the approach to languages at GCSE. The school describes allowing parents, within a framework of high expectations and advice and guidance, to decide whether their child continues a foreign language at GCSE. The implication is that language study is encouraged but is not presented as compulsory for all, which can suit students who need to concentrate their effort on a smaller number of priorities, while still offering a route for those who want to continue with languages.

Enrichment is positioned as a formal extension of the school day rather than an optional add-on, with sessions offered at the end of the day and described in terms of removing barriers, extending understanding, and providing experiences beyond usual classroom activity. The strongest version of this model is when departments use enrichment to provide both targeted intervention and genuine stretch, so that students at different points can access something purposeful.

Walton High has a Post-16 centre that is designed to serve both internal students and external applicants. Post-16 applications for September 2026 entry are publicised centrally, with a published closing date of Friday 30 January 2026. For families, a clear published deadline is helpful, because it indicates the school expects and manages significant flow into Year 12.

On destinations, the most recently published cohort data (2023/24 leavers) shows 54% progressed to university, 2% to further education, 3% to apprenticeships, and 25% to employment.

Oxbridge outcomes are present but in small numbers. In the latest recorded cycle, there were 10 applications, 1 offer, and 1 acceptance, with the acceptance recorded at Cambridge and none recorded at Oxford. These are low-volume figures, so the most meaningful interpretation is that support exists for elite applications, but it will be relevant to a small minority of the cohort.

The school’s careers information points to a broad, programme-based approach that includes Careers Masterclass talks, an annual careers fair, employer and alumni engagement, and access to guidance aligned to the Gatsby Benchmarks. It also lists specific initiatives and clubs within the careers and enrichment mix, including Young Enterprise and Science Club, and references engagement with employers such as John Lewis Partnership and Santander. For students who do not want a purely academic sixth form experience, this breadth can be a practical advantage, provided the student uses the offer actively.

Year 7 entry is coordinated through Milton Keynes City Council. For September 2026 entry, the school publishes 31 October as the closing date for Year 7 applications, completed through the local authority. Milton Keynes City Council also sets out a coordinated timetable, with the portal opening on 02 September 2025, a closing date of 31 October 2025, and National Offer Day on 02 March 2026.

For families moving into the area or applying outside the normal Year 7 intake, the school’s in-year admissions guidance states clearly that the school is oversubscribed and that many applicants are unsuccessful, with appeals handled through an independent process. A practical nuance is that if a place is offered, it may be on the campus with available space rather than a preferred campus, which makes it important to understand travel implications before proceeding.

Post-16 entry is a separate decision point. Applications for the 2026 intake are open to internal and external students, with the published closing date of 30 January 2026. Families considering sixth form should treat this as a distinct admissions process and plan for subject availability and entry requirements per course.

Where distance criteria, catchment, or campus allocation are decisive for you, the FindMySchool Map Search is a sensible way to check your likely practical fit against published admissions rules, and to keep your shortlist realistic.

The inspection evidence emphasises care and relationships. Inspectors describe pupils as well cared for because staff prioritise knowing them, and note that relationships across the school community are largely positive. For a large setting, that kind of statement usually reflects systems that work at scale, especially tutor oversight, structured behaviour routines, and a culture where pupils trust staff to help resolve conflict.

The curriculum framework reinforces the importance of personal development, including a structured PSHE programme and a restorative approach to resolving conflict described in the published curriculum narrative. The practical implication is that students who need explicit teaching around relationships, online safety, and decision-making are likely to encounter it through planned programmes, not only through reactive interventions.

Safeguarding information is signposted clearly within the school’s Key Info architecture, which suggests a standardised approach to policy publication and accountability within the trust structure. Parents should still use open events and discussions with staff to understand how safeguarding and pastoral support feel in practice, especially across two campuses.

Walton High’s extracurricular model is closely linked to enrichment sessions at the end of the day, and the school positions after-school clubs as including both enrichment and intervention, rather than purely recreation. This can work well for students who benefit from structured extension in core subjects, or those who need short, regular support sessions to stay on track.

There are also specific named pathways that matter to families assessing breadth. Duke of Edinburgh’s Award is offered from Year 9 and above, with the school framing it as a skills-based programme that develops resilience, teamwork, and communication. For students who enjoy practical challenge and measured personal goals, DofE can become a meaningful spine to extracurricular life rather than a one-off experience.

The school’s published curriculum and enrichment description also highlights cross-campus opportunities such as orchestra and residential visits. The two-campus structure, in this context, becomes a strength, because scale makes it easier to run larger ensembles and trips without relying on tiny uptake from a single year group.

A further distinctive asset is The Venue, a performance venue on the school site that runs professional, community, and corporate events as part of a wider calendar. For students interested in drama, technical theatre, events, or front-of-house roles, proximity to a working venue can make production work feel more authentic, particularly when combined with coursework and extra-curricular production teams.

Finally, the careers programme lists specific opportunities that sit between enrichment and future planning, including Young Enterprise and Science Club, alongside structured guidance and links with named employers. The implication is that extracurricular life is not only sport and arts, it also includes employability and enterprise routes for students whose motivation increases when learning has a visible endpoint.

The published school day structure includes Breakfast Club from 07:45 to 08:20, tutor time from 08:30 to 09:00, and the final session running from 14:00 to 15:00. Lunch timing varies by year group, with a midday lunch for some year bands and a later lunch slot for others.

The site structure matters for transport planning. Walton High operates across Walnut Tree and Brooklands, and families should assume that travel time, bus routes, and after-school commitments may look different depending on campus allocation. The school also lets facilities to local clubs and teams, which indicates regular community use of sports and event spaces outside the teaching day.

• Two campuses, allocation may not match preference. Applications are to Walton High as a whole, and if a place is offered it may be at the campus with space available, not necessarily the one you would choose. This can affect daily logistics and after-school participation.

• In-year movement can be difficult. The school states that it is oversubscribed for in-year admissions and that many applicants are unsuccessful. Families relocating should plan early and keep realistic alternatives in view.

• Sixth form outcomes lag behind England averages. The A-level profile sits below England average overall on the headline A* to B measure, so academically ambitious students may want to compare Post-16 options carefully.

• Deadlines matter, particularly for Post-16. For 2026 entry, Year 7 applications close 31 October 2025 and Post-16 applications close 30 January 2026. Missing these windows can limit choice.

Walton High offers a large-scale, two-campus secondary experience with a clear organisational structure and a well-signposted route through to Post-16. The academic profile at 11 to 16 looks steady and broadly average for England, while sixth form outcomes are weaker on headline measures, which makes comparison shopping particularly important for Year 12 entry.

Best suited to families who value a big-school model with formal enrichment, structured pastoral systems, and a strong programme of careers guidance, and who are comfortable managing the practical realities of campus allocation and transport.