Friesland School Review 2026: Comprehensive secondary with a structured curriculum and strong performing arts facilities

At the Derbyshire and Nottinghamshire border, Friesland School combines the scale of a large 11 to 18 comprehensive with a deliberate focus on teaching consistency and curriculum clarity. The latest inspection describes a school where staff set high expectations and pupils generally experience calm, orderly routines, supported by a strengthened pastoral team as needs have changed.

Families considering Year 7 will want to understand two things early: entry is competitive, and the school’s academic profile is mixed across phases. GCSE outcomes sit broadly in line with the middle band of schools in England, while sixth form outcomes, on headline grades, sit lower than many local alternatives. The practical offer is strong, especially for students who thrive with clear routines and who want access to arts and sport, including a performing arts centre with a 162 seat theatre and a broad after school enrichment programme.

The school’s public language is direct and values led, with Ambition, Teamwork, Honesty and Respect appearing consistently across school materials and inspection commentary. That matters because it is not presented as wallpaper. The inspection report describes these values as shaping day to day expectations and the wider work of developing pupils. Pupils are reported to know staff have high hopes for them, and many pupils are comfortable raising worries with adults.

Pastoral support is an important part of the current story. The inspection notes that pastoral capacity has increased in line with pupil needs, and that pupils feel safe and happy. This points to a school that has adjusted resourcing rather than relying on legacy structures. It also aligns with the broader culture described in the report: respectful relationships between most staff and pupils, and routines that generally keep the day calm.

Where the atmosphere can wobble is not about ambition, it is about consistency. Pupils reported that behaviour expectations are not always applied evenly by all staff, which can feel unfair and, in some lessons, lead to disruption. For parents, the implication is practical: ask specifically how the school trains staff to apply the behaviour policy consistently, and what has changed since the 2023 inspection.

Leadership continuity is a strength. The headteacher is Mr Craig Patterson, who became headteacher in September 2020 after progressing through leadership roles at the school. This “grown within the school” pathway often supports a steady culture, because institutional knowledge is high and change can be implemented without losing local credibility.

Friesland is part of The Two Counties Trust, which provides governance oversight and shared capacity across schools. For families, trust membership is most relevant where it influences staffing, curriculum development and professional development, all of which feature in inspection commentary about training and teaching methods.

For GCSE outcomes, Friesland sits in line with the middle 35% of schools in England, which broadly corresponds to the 25th to 60th percentile band. This is a useful shorthand for parents comparing schools locally, because it suggests outcomes are neither elite nor weak on headline measures, but broadly typical at national level.

Ranked 1,629th in England and 21st in Nottingham for GCSE outcomes (FindMySchool ranking based on official data), Friesland sits within the middle performance band nationally.

On key GCSE indicators, the Attainment 8 score is 45.9 and Progress 8 is 0.03. A Progress 8 figure close to zero typically indicates outcomes broadly in line with pupils’ prior attainment, rather than unusually high or low progress across the cohort. The average EBacc APS is 4.25.

Curriculum choice at Key Stage 4 is designed to keep breadth. Pupils choose GCSE subjects at the end of Year 8 and the inspection report states that more than half study a language, all study either history or geography, and many take an arts subject. The implication is that the school is not narrowing the curriculum too early for most pupils, which can support stronger long term literacy and general knowledge, as well as keeping pathways open for sixth form study.

At A level, the headline picture is more challenging. Ranked 2,199th in England and 31st in Nottingham for A level outcomes (FindMySchool ranking based on official data), sixth form results sit below England average overall.

The grade profile shows 1.8% of entries at A*, 6.0% at A, and 29.3% at A* to B. Compared with the England average of 23.6% at A* to A, the A* to A share is considerably lower.

That does not mean sixth form is a poor option for every student. It does mean families should treat course fit, teaching support, and individual subject strength as decisive, rather than relying on the headline grade profile alone. If you are shortlisting sixth forms, the FindMySchool Local Hub comparison tools are useful for checking how nearby providers perform on the same measures.

Teaching at Friesland is built around transparency and routines. The inspection report describes a carefully sequenced Key Stage 3 curriculum in Years 7 and 8, where subject specialists identify the most important knowledge pupils need to remember and order it logically so that new learning builds on prior learning. It also references a published “100% curriculum companion” that sets out expectations for teachers, pupils and parents. The practical implication is that pupils should experience fewer gaps between classes, because content is mapped and communicated clearly.

The school also uses a defined approach to classroom instruction. The inspection report refers to a “Friesland lesson” toolkit, alongside techniques such as modelling using visualisers and a “check and change” approach to addressing misconceptions. When used well, these methods support clarity and rapid correction of misunderstandings, which matters particularly in high content subjects such as mathematics, science and languages.

The challenge is consistency of implementation. The inspection report notes that some staff do not use the prioritised methods effectively enough, sometimes presenting too much information at once, which reduces pupil learning. This is a very specific improvement point, and it is one parents can explore directly: ask how coaching works for staff, how leaders check consistency across departments, and what “good practice” looks like in day to day lessons.

Reading is described as a deliberate priority, not a bolt on. Pupils who are earlier stage readers are taught an age appropriate phonics programme, and pupils read widely and often, including through library lessons and form time reading. For families, that indicates a school taking literacy seriously across the whole ability range, which can be a decisive advantage in GCSE success over time.

Support for pupils with special educational needs and disabilities is described as effective, with needs accurately identified and “pupil passports” used to adapt teaching. This is the kind of practical classroom level adjustment that tends to matter more than policy language, because it affects day to day access to learning.

For sixth form leavers, the most recent published destinations data shows a mixed set of pathways. In the 2023/24 cohort, 53% progressed to university, 9% moved into apprenticeships, and 27% entered employment. This distribution suggests the sixth form supports multiple routes rather than assuming university is the only outcome, which will suit students who want a clear Plan A and Plan B approach.

There is also evidence of a small Oxbridge pipeline. In the measurement period captured, two applications were made to Cambridge, with one student securing a place. For a comprehensive sixth form, the implication is not scale, it is proof of possibility: strong academic stretch exists for the right individual, but it will be highly personalised.

The inspection report supports this picture, stating that sixth form students value the support and feedback they receive and feel prepared for next steps.

Careers education appears structured. The inspection report notes that pupils learn about a new type of job each week and speak positively about the careers programme. This is particularly relevant given the range of destinations, because effective careers guidance tends to show up in stronger apprenticeship uptake and more realistic post 18 planning.

In sixth form life, enrichment is positioned as part of the programme rather than optional extras. The sixth form highlights opportunities such as a taster event around late June and encourages applications by the end of the autumn term, which is a sensible rhythm for Year 11 students who want clarity well before results day.

Year 7 entry is coordinated through the local authority process. For September 2026 entry, the school’s published timetable lists applications opening on 08 September 2025, with the national closing date of 31 October 2025 and offers released on 02 March 2026. The published closing date for on time appeals is 27 March 2026. These dates matter because missing the deadline typically reduces the chance of securing a preferred school.

Demand is high. The available admissions data indicates 452 applications for 173 offers, with the school described as oversubscribed. The practical implication is straightforward: families should apply on time, name realistic backups, and treat open events as a chance to test fit rather than as a formality.

Open events follow a familiar pattern for secondary schools in England. For 2026 entry, the school’s published Year 6 open evening was in mid September, with tours following on weekday mornings. For parents planning ahead for later cohorts, it is reasonable to expect open evenings in September, with tours then available afterwards, but dates should always be checked each year.

Sixth form admissions are handled directly, and the school encourages applications by the end of the autumn term, with meetings planned in the spring term. A sixth form open evening has been scheduled in early October in the published cycle. For external applicants, this is important because sixth form course fit and entry requirements can vary by subject, and early application gives more time for guidance and realistic choices.

If you are weighing catchment versus commute, FindMySchool’s Map Search is useful for understanding travel practicality and comparing options, especially because day to day journey time often shapes attendance, punctuality, and participation in after school clubs.

Pastoral capacity is described as having expanded to match pupil needs, and pupils are reported to know they can raise concerns with staff. In practice, that points to a system with enough adult capacity to respond, rather than simply signposting.

Safeguarding awareness is embedded in the pupil experience, with pupils reported to receive a firm understanding of how to keep themselves safe. This includes online safety and relationships education that is described as age appropriate, alongside broader personal development work around protected characteristics.

Day to day behaviour is generally described as calm and orderly, with lessons typically disruption free. The caveat is consistency of policy application. Pupils reported that some staff do not apply expectations evenly, which can lead to disruption in some lessons. Parents should explore what has changed since the inspection, because consistency is often the difference between a good school that feels settled and a good school that feels uneven.

Extracurricular life at Friesland is unusually well documented, which makes it easier for families to assess fit. After school clubs run from 3:00pm to 4:00pm and the programme includes a strong mix of sport, performing arts, music, and academic stretch.

For sport, options include girls’ football, boys’ football, badminton, basketball, netball, and dodgeball across different year groups. The implication is breadth: students can find both team sport and accessible participation sport, which tends to support wider engagement rather than concentrating opportunity into a small elite group.

For the arts, clubs and opportunities are substantial. Drama Club appears for multiple year groups, with dance offered across Key Stage 3, Key Stage 4 and sixth form, including Dance Twilight and Dance Elite strands. LAMDA is also listed for older students, which is a meaningful option for those building performance confidence, communication skills, or drama related progression routes.

Music is supported both through curriculum and instrumental tuition. The school lists peripatetic instrumental lessons delivered in school, with instruments including flute, clarinet, guitar, piano or keyboard, drums, singing, trumpet and trombone. For pupils who want GCSE or A level music, this matters because regular instrumental tuition is often the decisive factor in performance and confidence.

Duke of Edinburgh is available, with a Bronze group at Year 10 and an additional group at Year 12, with progression to Silver and Gold from Year 12. The evidence here is practical, weekly sessions and expedition preparation, rather than simply listing the award as an option. The implication is strong for student development: the award structure supports independence, resilience and real responsibility, which often benefits attendance and maturity in Key Stage 4 and sixth form.

Facilities help explain why arts and sport have prominence. The school’s performing arts centre includes a 162 seat theatre with lighting and sound, suitable for productions and concerts. The site also includes a floodlit 3G pitch, opened in June 2019 as the James Turnbull Memorial Pitch, supporting regular fixtures and training.

Trips and performances add further texture. The inspection report references a Year 11 trip to battlefields in France for history learning, alongside a Winter Concert raising money for charity. These are concrete examples of how curriculum and enrichment link in practice.

The school day runs from 8:25am to 2:55pm, with students expected on site by 8:22am. A Breakfast Club operates from 8:00am to 8:20am. After school enrichment typically runs 3:00pm to 4:00pm, and students are expected to leave site shortly after the end of the day unless attending supervised activities.

Transport is a genuine strength for an 11 to 18 school serving a border area. The school notes multiple school bus routes, with buses planned to arrive by 8:20am and depart at 3:05pm, plus a frequent public bus service stopping close to the school. For sixth form students commuting from Nottingham or Derby, this helps widen feasible subject and enrichment choices because late buses are not always available on school specific routes.

• Competition for Year 7 places. Demand data indicates 452 applications for 173 offers, and the school is described as oversubscribed. Families should apply on time and include realistic alternatives.

• Teaching consistency is a current improvement focus. The inspection report highlights that some classroom methods are not used consistently, and that occasionally too much information is presented at once. Ask how staff coaching and quality assurance work across subjects.

• Behaviour expectations can feel uneven to pupils. Pupils reported that the behaviour policy is not applied consistently by all staff, which can feel unfair and can lead to disruption in some lessons. This is worth testing in conversations with current families and in open events.

• Sixth form outcomes are weaker on headline measures than GCSE outcomes. The A level ranking sits in the lower band nationally, and the A* to A share is well below the England average. For many students it will still be a good fit, but subject choice and support should drive the decision.

Friesland School offers a clear, structured approach to teaching, a well developed enrichment programme, and facilities that support serious participation in performing arts and sport. GCSE outcomes are broadly in line with the middle band of schools in England, while sixth form outcomes sit lower on headline grades, so sixth form decisions should be made with subject level detail and course fit in mind.

Best suited to families seeking a large, mixed comprehensive with consistent routines, a well planned Key Stage 3 and Key Stage 4 curriculum, and plenty of opportunities beyond lessons, particularly in drama, dance, music and sport. The primary hurdle is securing a Year 7 place in a competitive admissions cycle.