Durlston Court School Review 2026: Small-school attention from age 2 to GCSE

For this review cycle, there is no published performance results to analyse in the usual way. The school has expanded into GCSE, and external reporting has noted that the first Year 11 cohort is expected to generate the school’s first GCSE results in summer 2026. That means the best way to judge academic outcomes right now is through curriculum structure, teaching capacity, and how the school supports progress across its phases, rather than headline grades.

Parents comparing schools should treat this as a “build phase” in the senior years. The school is asking families to buy into an educational approach before a long track record of published GCSE outcomes exists. That is not automatically a drawback, but it does change the decision process. Families who prefer hard performance evidence may want to ask directly how the GCSE curriculum is sequenced, what subject choices are guaranteed, and how the school is resourcing specialist teaching as cohorts move upwards.

Durlston’s public-facing material emphasises progress and relationships as the engine of learning. In practical terms, that usually translates into tight feedback loops: staff know pupils, identify gaps early, and adjust teaching without the delay that can happen in much larger settings. Where this can work well is for pupils who benefit from steady adult attention and explicit skill-building, especially in writing, mathematics, and languages as academic load increases in the upper years.

The school’s development of facilities is a useful clue to curriculum intent. The history and alumni material references investment in a Design Technology Centre equipped with 3D printers and a laser cutter, alongside a Ceramics Studio and an Outdoor Art Terrace. These are not generic labels; they indicate a deliberate choice to resource practical making and visual arts, which can be a differentiator for pupils who learn best when academic concepts are connected to tangible outcomes.

For early years and younger pupils, the school participates in Hampshire’s early years funding scheme and accepts funded hours for eligible children. The practical implication is that a child can start at age 2 and settle into school routines with a lower financial barrier than many parents expect, while still remaining within an independent setting. For families, it is worth checking the fine detail around sessions, lunch arrangements, and how funding interacts with wraparound care, as these vary by child age and timetable.

Because Durlston now runs through to GCSE, “where next” works in two directions.

First, there is progression within the school itself. For families entering in Kindergarten or Reception, the obvious question is whether places through to the senior years feel secure. The admissions policy makes clear that entry is not automatic and that the school considers whether a child is likely to thrive in its mainstream academic environment, including GCSE study. In practice, that means parents should expect ongoing dialogue about fit as children move into the older phases, particularly if learning needs emerge or intensify.

Second, there is progression beyond Durlston. As the GCSE track record begins to develop, families will increasingly look for clarity on post-16 routes, local sixth forms, and specialist colleges, especially given the area’s mix of state and independent options across Hampshire and Dorset. If your child is likely to want a larger sixth form setting, it is sensible to plan early and treat Year 9 and Year 10 as the time to understand the likely transition choices.

Durlston describes itself as non-selective and states that children can join at any time in the year, subject to space. That is a practical advantage for families relocating or seeking a mid-year move. The process is staged and human-scale: initial contact, a visit, and then time in the setting through taster days or admissions mornings, depending on age.

For Kindergarten, the process centres on a termly admissions morning in the early years setting, followed by an offer and acceptance if the school believes the placement is right. For Reception through Year 6, the school uses taster days or sessions for Reception entry. For Year 7 and above, the pattern is similar, with a taster day and then an offer if appropriate.

Open events exist, but the school explicitly says families do not need to wait for one. For 2026, the website advertises an Open Week running 23 to 27 February, presented as a bookable set of opportunities rather than a single open day.

The 2024 inspection report presents a school that takes wellbeing seriously in both policy and day-to-day practice. It highlights effective support for pupils’ physical and mental health, with teaching that includes strategies for handling stress and setbacks. It also notes that pastoral support contributes to pupils’ self-confidence and self-esteem, which is often a key parent concern in a small school where children may be known for a long time.

Safeguarding is also clearly addressed in the same report. A useful nuance for parents is that the inspection recorded a safeguarding policy issue at the start of the visit, and that it was corrected during inspection. The practical takeaway is not that safeguarding is weak, but that governance and policy review discipline matters, and parents may want to ask how policies are now reviewed and version-controlled, especially during the leadership transition period.

Durlston’s co-curricular offer is best understood as two strands: structured clubs, and specialist opportunities that need specialist spaces.

The inspection report describes access to a suitable extra-curricular programme and gives concrete examples including music, pottery, yoga, drama, art, cooking, and dance. Named examples like these matter because they signal that the offer is not purely sport-led, and that creative and practical activities have real weight.

Music appears to be a major pillar. The school’s own front-page content references 160 instrumental lessons delivered each week. For families with musical children, that number suggests a serious timetable commitment and a culture where lessons are normalised rather than niche.

Facilities reinforce the practical, making-oriented flavour. The Design Technology Centre with 3D printers and a laser cutter, plus the Ceramics Studio and Outdoor Art Terrace, points to a school trying to give pupils physical tools for creativity rather than treating “art” as purely classroom-based.

Fees for 2025 to 2026 are published on the school website on a per-term basis, with different rates by year group. As of September 2025, Reception is £4,189 per term; Years 1 and 2 are £4,545 per term; Year 3 is £6,690 per term; Year 4 is £8,220 per term; and Years 5 to 11 are £8,380 per term. The same page also states that fees listed are inclusive of VAT, following the introduction of VAT on school fees from 1 January 2025, with the school stating it is absorbing some of the impact.

Durlston also sets out a means-tested bursary scheme and notes that bursaries can be combined with scholarships. Scholarships are listed as Academic, Drama, Music, Sport, and Visual Arts, with application and examination stated as taking place in autumn and spring terms for the following September entry.

Nursery and early years fees are published by the school, but families should check the current page directly because early years patterns, funded hours eligibility, and session structure matter as much as the headline rate at age 2 to 4.

Wraparound appears well developed for an independent all-through school of this size. The fees information page states a morning club from 7.45am with no booking required, an in-house clubs programme until 5.20pm, and after-school care for Pre-Prep children until 5.30pm (at an additional cost). If you are relying on wraparound frequently, it is worth confirming how availability differs by age and day.

Transport is unusually explicit. The school runs a minibus service with routes and pick-up points described as flexible, covering a long list of areas across Hampshire and Dorset, and it also notes proximity to New Milton train station, with a minibus collection and drop-off option to support older pupils travelling from rail-linked towns.

• A developing GCSE track record. External reporting indicates the first GCSE results are expected in summer 2026. Families who prioritise established outcomes should ask how the GCSE programme is being staffed, assessed, and resourced as cohorts move upwards.

• Leadership transition timing. Richard May has led since 2015, with a new Headmaster confirmed for September 2026. Any leadership change can bring shifts in priorities, staffing, and culture, so it is sensible to ask what is expected to remain stable through the handover.

• Policy discipline matters. The September 2024 inspection recorded that the safeguarding policy needed updating at the start of inspection and was corrected during the visit. Parents may want to understand how governance now ensures policies stay aligned to current statutory guidance.

• Small-school fit. A close-knit setting can be excellent for confidence and continuity, but some pupils prefer a larger peer group and a bigger spread of subject teachers and extracurricular options. This is a fit question, not a quality question.

Durlston Court School is a continuity-led independent option from age 2 to GCSE, with a clear emphasis on knowing pupils well and backing that up with real creative and practical facilities. The September 2024 inspection confirmed that standards were met, including safeguarding, and the school appears to take wellbeing seriously.

Best suited to families who value an all-through journey, small-school attention, and a practical creative offer alongside academics. The biggest decision point is appetite for a senior phase whose GCSE track record is still emerging, and comfort with the leadership transition due in September 2026.