Wilsthorpe School Review 2026: A values-led 11 to 18 academy with a structured culture and a broad sixth form offer

Ambition, teamwork and honesty are not treated as poster slogans here, they are used as practical standards for day to day conduct and learning. That matters for families who want a secondary school where expectations are explicit, behaviour is calm, and students know what “good work” looks like.

Wilsthorpe is a non selective, mixed secondary with a sixth form. It sits in a broadly mid range national position on outcomes, with GCSE and A-level performance both aligning with the middle 35% of schools in England (25th to 60th percentile). Ranked 2,185th in England and 31st in Nottingham for GCSE outcomes (FindMySchool ranking based on official data), it is not marketed as a results outlier. Instead, it reads as a school that aims to combine steady academic outcomes with strong personal development and a clear pastoral culture.

The current headteacher is Mr Derek Hobbs, who joined as headteacher in January 2021.

There is a distinct “relationships first, standards always” thread running through how the school describes itself. The headteacher’s welcome sets out a simple proposition: high expectations on learning and conduct, paired with consistent adult support and a focus on secure relationships. The school’s stated motto is “Be The Best You Can Be”, used as a practical framing for how students present themselves, approach work, and treat others.

That culture shows up most clearly in behaviour and social norms. Expectations are clear, routines are established, and students are expected to take pride in their work and the wider environment. Bullying is described as rare, and students are encouraged to raise concerns early, with staff response positioned as prompt and consistent.

The school’s history is also relevant context. Opened in January 1954 as a secondary modern, Wilsthorpe has developed over decades into a large 11 to 18 school serving families across Long Eaton and surrounding areas. For parents, the practical implication is scale: this is not a tiny setting, so students can usually find “their people”, whether that is through sport, performing arts, subject enrichment, or sixth form leadership roles.

Wilsthorpe’s headline pattern is consistency rather than extremes. At GCSE level, the school sits in line with the middle 35% of schools in England (25th to 60th percentile). Ranked 2,185th in England and 31st in Nottingham for GCSE outcomes (FindMySchool ranking based on official data), it performs around the national middle, with local positioning suggesting a broadly competitive place within its area.

The Attainment 8 score is 48.6, and Progress 8 is +0.27. A positive Progress 8 indicates that pupils, on average, make more progress than pupils with similar starting points nationally. The implication is that families should not only look at raw grades, but also at whether the school tends to add value across the secondary years, which this figure suggests. On the EBacc measures, the picture is more mixed: the average EBacc APS score is 4.02, and 6.3% of pupils achieved grades 5 or above across the EBacc measure. This aligns with the school’s wider narrative that EBacc uptake and outcomes are an improvement priority.

At A-level, performance also falls into the middle 35% of schools in England. Ranked 1,391st in England and 20th in Nottingham for A-level outcomes (FindMySchool ranking based on official data), results look close to England norms on the A star to B measure. 46.55% of grades were A star to B, compared with an England average of 47.2%. The top end is smaller: A star was 4.02% and A was 14.37%, meaning roughly 18.39% at A star or A, compared with an England average of 23.6%. For families, the takeaway is straightforward: Wilsthorpe’s sixth form supports solid outcomes for a broad intake, but those chasing a very high A star or A profile across the cohort may want to look carefully at subject choices, teaching approach, and the fit of the learning environment.

One useful way to interpret these outcomes is through the school’s internal consistency message. Rather than suggesting a selective academic culture, Wilsthorpe frames success as a product of habits and routines: attendance, readiness to learn, and frequent checking of knowledge. When that is implemented well across departments, progress tends to be more reliable for more students, which is typically what families want from a large community secondary.

A strong feature of the school’s approach is curriculum organisation and clarity about what students should know, including the vocabulary and knowledge that accumulate from Year 7 through to post 16 study. Teachers are expected to check understanding regularly and address gaps. One practical example described is the use of structured “memory tasks” in history to help students revisit and retain earlier learning.

The key caveat is consistency across subjects. The curriculum is described as stronger in most areas than in a small number of subjects where implementation is not as secure. The implication for parents is that subject level experience may vary. This is particularly relevant for options at GCSE and post 16, where the right match between a student’s strengths and the department’s teaching can make a substantial difference.

Reading is positioned as a whole school priority, not only an English department responsibility. The school describes careful selection of texts across subjects to build vocabulary, plus targeted support for pupils who are falling behind. For families with a child who needs reading support, the positive sign is that this is treated as a core strand rather than a bolt on intervention.

Where Students Go Next

For the most recently reported leavers cohort (2023 to 2024), 47% progressed to university. A further 13% started apprenticeships, 28% entered employment, and 1% went into further education. The mix suggests a genuinely broad set of pathways, with a meaningful apprenticeship route alongside higher education.

In the sixth form itself, the school positions preparation for next steps as part of the programme rather than an optional add on. Students are guided through university, apprenticeship and employment routes, and personal development is framed as preparation for adult life. In practice, this tends to suit students who want a sixth form that actively supports decision making rather than expecting students to self direct all planning.

A useful detail is breadth. The sixth form publishes a wide course list, including subjects such as Economics, Sociology, Psychology, Computer Science, and a range of creative options. There are also additional qualifications such as Core Maths and the Extended Project Qualification (EPQ), which can suit students who want to extend their academic profile or maintain mathematical skills without taking full A-level Mathematics.

Wilsthorpe is non selective. For Year 7 entry, admissions for the normal admissions round are coordinated by Derbyshire County Council, and the school sets out the published admissions number (PAN) for 2026 to 2027 as 210.

Key dates for September 2026 Year 7 entry are clearly published:

• Applications open: 8 September 2025

• On time application deadline: 31 October 2025

• National offer day: 2 March 2026

• On time appeals deadline: 27 March 2026

• On time appeals heard by: 15 June 2026

For families moving mid year, the school states that in year applications are made directly to the school, and it notes that waiting lists exist across year groups. The implication is that in year movement may be possible but should not be assumed, especially for popular year groups.

For sixth form entry, the process is direct and staged. Applications open following the open evening in October, with students encouraged to apply before February so the curriculum can be built around student demand. Applicants then move through interview and conditional offer stages, with final confirmation dependent on meeting entry requirements.

Parents who are assessing practical odds of getting a place should use the FindMySchool Map Search to check their exact location and likely travel patterns, even when distance cut offs are not published. A good shortlist is usually built by combining travel practicality with curriculum fit.

Pastoral culture is one of the school’s clearer strengths. Students are described as feeling safe, confident to speak to staff, and supported by a well trained safeguarding and pastoral team. Safeguarding is described as effective, with record keeping and staff training treated as priorities.

SEND identification and support is also positioned positively. Pupils with SEND are identified promptly, staff receive training, and students with SEND are supported to access the full curriculum rather than being routed into a narrower offer. For parents, that matters most for students who can thrive in mainstream lessons with the right scaffolding, and who benefit from predictable classroom routines.

In sixth form, support is framed as starting early, including guidance on choosing subjects, study skills support, wellbeing support, and financial support for education related costs where needed. The message is practical: independence is developed, but not assumed.

Wilsthorpe takes enrichment seriously enough to timetable it, and it is explicitly linked to the Years 7 to 9 homework enrichment offer. Students can attend lunchtime and after school sessions across a range of clubs, and participation is recognised through the school’s positive points approach.

The Duke of Edinburgh’s Award is a prominent example of how enrichment is used to build skills and confidence. Many pupils take part in the Bronze award, which requires sustained volunteering, physical activity, skills development and an expedition. For the right student, the implication is confidence building through a structured challenge that does not depend on being the top academic performer.

Reading and study support also sit within the wider “beyond lessons” offer. The library functions as a substantial learning hub, with over 7,000 books, timetabled library lessons for Key Stage 3 once a fortnight, and access to 27 networked computers during the school day. This matters for students who benefit from a quiet place to work, or who do not have ideal study space at home.

The sixth form enrichment offer is more explicitly leadership focused. Examples include debating society, mentoring projects, fundraising activities, and student led initiatives. The practical benefit is that students can build experience for personal statements, apprenticeship applications, and employment, while staying anchored to the wider school community.

The school day runs from 8.30am to 3.00pm, with tutor time from 8.30am to 9.00am and five taught periods across the day.

As a secondary school, wraparound childcare is not typically a core feature in the way it is for primaries, and formal breakfast or after school childcare arrangements are not set out as a standard offer. Families who need structured supervision beyond the published day should check directly what is available for the relevant year group.

For travel, most families will be thinking in terms of walking routes, local public transport, or a car drop off. For large events, the school has indicated that parking can be limited, so active travel can be easier where practical.

• Curriculum consistency varies by subject. The school’s curriculum intent is clear and well organised, but implementation is not equally secure across all subjects. For option choices at GCSE and post 16, families should ask subject specific questions about how learning is assessed and supported.

• EBacc participation and outcomes are a development area. EBacc uptake is described as low, and leaders are working to improve this. If your child is likely to pursue a highly academic EBacc heavy pathway, discuss how subject choices and guidance work in practice.

• Competition can exist without published distance cut offs. The school describes in year waiting lists across year groups. Families moving into the area should plan for contingencies and keep an alternative shortlist.

• Sixth form outcomes are steady rather than ultra selective. The A star or A profile sits below England averages overall, while A star to B is close to England norms. Students who thrive here are typically those who want structured guidance and a broad course mix.

Wilsthorpe School is best understood as a large, values driven community secondary with a clear behaviour culture, strong personal development, and a sixth form designed to support a range of academic and applied pathways. It suits families who want predictability, consistent adult support, and a school that takes readiness to learn seriously, without requiring selection by ability to feel purposeful. The main decision point is fit: students who respond well to clear routines and explicit expectations are likely to do well here, while those seeking a very high pressure, top grade dominant academic culture may prefer a different setting.