Prince William School Review 2026: Academic Breadth in the East Midlands

On the Northamptonshire border near Oundle, Prince William School serves over 1,400 students across a mixed-gender secondary with an established sixth form. The school's Attainment 8 score of 49.2 places it solidly within the middle band of England's comprehensives, ranking 2,249th nationally and 7th locally in Peterborough (FindMySchool data). Students report a purposeful atmosphere where academic expectations are consistent without crushing ambition. The sixth form offers 25+ A-level subjects, attracting both internal progression and external applicants. While individual Oxbridge placements remain modest, the school maintains steady pathways to higher education, with 54% of recent leavers progressing to university, 30% entering employment, and others pursuing further training.

Prince William School operates as a comprehensive serving its community with genuine breadth. Unlike the rarefied world of selective entry, this is a school where pupils of all starting points mix and learn together, unified by academic expectations that apply consistently.

The campus blends modern teaching blocks with established facilities. Staff emphasise that pastoral systems are deliberately local — form tutors follow cohorts through years, building genuine relationships rather than supervising large numbers from administrative distance. Students describe feeling known here, a significant factor in student wellbeing.

The school's leadership team maintains a notably clear vision about what comprehensive education means in this part of the East Midlands. The ethos prioritises inclusion alongside aspiration; the school does not track or stream heavily, preserving the opportunity for students to follow ambitious paths regardless of primary school attainment.

Behaviour expectations are consistent. Corridors reflect purposeful movement between lessons, and uniform standards are maintained clearly. The school has invested in behaviour mentoring and restorative approaches, reducing reliance on exclusion.

Sixth form culture shows visible separation from the younger school. A dedicated common room, student leadership opportunities, and fifth and sixth form-only spaces create legitimate adolescent identity development. The transition from Year 11 to Year 12 represents a genuine step into more autonomous learning and lifestyle.

GCSE Performance

In 2024, the school achieved an Attainment 8 score of 49.2, in line with the England average of 45.9. This metric combines achievement across English, mathematics, sciences, and other subjects, weighted to reward breadth. A Progress 8 score of 0.41 indicates pupils make progress above expected rates from their starting points — a meaningful indicator that the school adds genuine value beyond intake advantage.

The school ranks 2,249th in England for GCSE outcomes, placing it in the middle 35% nationally (FindMySchool ranking). Within Peterborough's secondary cohort, it occupies 7th position among local schools, a solid competitive position within its immediate geography. Only 3% of pupils achieved the full English Baccalaureate qualification (sciences, languages, humanities, English, mathematics together), below the England average of 41%, reflecting the school's comprehensive intake where some students focus depth over breadth.

A-Level Performance

A-level results show 56% of entries at A*-B grade, above the England average of 47%. The school ranks 978th in England for A-level outcomes (FindMySchool data), again positioning within the middle band. This uplift from GCSE to A-level reflects careful subject selection and a sixth form culture where academic specialisation suits many students well.

The 56% A*-B figure represents solid achievement, particularly when weighted against the school's comprehensive intake. Students who choose to continue at sixth form form a self-selected cohort motivated by academic progression, which explains the stronger grade distribution at post-16.

The curriculum follows the national secondary framework without specialisation towards particular sectors. Departments report strong subject expertise. Science is taught as three separate disciplines from Year 7, allowing greater specialist focus than some smaller schools manage. English literature and language are timetabled separately, creating distinct disciplinary approaches.

Language provision includes French, German, and Spanish from Year 7, with Mandarin Chinese available as an option subject. This breadth reflects deliberate staffing investment rather than convenient timetabling.

The sixth form offers 25+ A-level subjects across the sciences, humanities, languages, and vocational subjects. Popular subjects include Mathematics, Further Mathematics, Physics, Chemistry, Biology, English Literature, History, Geography, Psychology, Sociology, and Languages. This range means students can genuinely pursue combinations rather than being forced into compromises.

Teaching approaches emphasise active learning. Lessons observed by recent inspectors show clear explanation, high questioning density, and expectation that pupils will engage with ideas analytically. The school has invested in continuing professional development focused on literacy across subjects — supporting reading fluency in sciences and humanities alike.

University Progression

54% of sixth form leavers progress to university, with another 30% entering employment, 2% pursuing apprenticeships, and the remainder choosing further education or gap years. The university cohort spreads across a mix of institutions. While Oxbridge remains statistically modest — one Cambridge place from five applications in the measured period — the school maintains steady pathways to established universities including Durham, Warwick, Bristol, and Edinburgh.

Students pursuing sciences commonly proceed to medical schools, veterinary colleges, and engineering degrees. The humanities pathway shows strong representation in law, education, and social sciences.

Graduate Destinations

Sixth form leavers report progression into professional training programmes, graduate-level apprenticeships, and direct employment across finance, technology, and public service sectors. The school's location near significant employers in Northamptonshire and the broader East Midlands provides genuine employment pathways alongside university routes.

Prince William School's secondary entry point is highly competitive. The school received 337 applications for approximately 225 places in the most recent admissions cycle (1.5 applications per place), classified as oversubscribed. Year 7 entry operates through the coordinated admissions process managed by North Northamptonshire Local Authority. Places are allocated according to the published admissions policy, which prioritises looked-after children and those with Education, Health and Care Plans, followed by siblings of existing pupils, then distance from the school address.

There is no formal catchment boundary, though proximity is significant. The school draws from the immediate Oundle area and surrounding villages, with some applications from families further afield seeking secondary provision.

Sixth form entry is open to external applicants meeting the published entry requirements, typically GCSE grades 6 or above (equivalent to high passes) in A-level subject prerequisites. The sixth form accepts around 150 external students annually alongside internal progression, creating fresh social dynamics year-on-year.

The extracurricular programme provides genuine breadth, supporting the school's comprehensive philosophy that education extends beyond examination syllabuses.

Music

The school maintains an active music department with multiple ensembles. The Concert Band meets weekly and performs at school events and local festivals. Chamber Music groups allow advanced musicians to work collaboratively on smaller repertoires. A vocal ensemble performs across events including end-of-year concerts and community performances. The school has invested in practice facilities and maintains a bank of instruments available for hire or loan, removing financial barriers to participation. Individual instrumental lessons are available through visiting specialists in strings, woodwind, brass, percussion, and piano.

Drama

The annual theatrical production involves substantial casts drawn from both secondary and sixth form students. Recent productions have included full orchestral accompaniment and professional lighting design. A drama club meets twice weekly with younger pupils developing performance confidence in shorter pieces and sketches, while sixth form students often lead creative development and staging. The school has invested in a properly equipped theatre with technical capabilities supporting both professional stagecraft and learning about production design.

Sports

The school fields competitive teams across rugby union, football, hockey, netball, and cricket. Rugby has particular strength, with u16 and u18 teams competing in regional fixtures. The sports hall accommodates volleyball, basketball, and badminton alongside physical education lessons. A fitness centre serves the sixth form. Tennis courts and a grass playing field provide outdoor facilities, while partnerships with local clubs extend access to rowing on nearby rivers — a significant opportunity given the school's location.

STEM and Technology

The school's science facilities include dedicated laboratories for biology, chemistry, and physics. A dedicated computer suite supports computer science and information technology teaching, supplemented by specialist facilities in food preparation and technology workshops. The robotics club has gained increasing prominence, working on competition-grade machines for regional contests. A coding club meets weekly, supporting pupils developing programming skills across multiple languages. The school hosts a mathematics problem-solving club targeting pupils interested in deeper engagement with abstract mathematical thinking.

Debating and Oratory

A debating society meets fortnightly, competing in regional competitions. Members report developing confidence in structured argument and public speaking through both formal debates and informal sessions. The school entered regional public speaking competitions, with students reaching district finals in recent years.

Subject-Specific Societies

History, geography, and languages societies meet regularly, extending classroom learning through speaker visits, film screenings, and themed discussions. The science society hosts guest lecturers from regional universities and research institutions, introducing pupils to contemporary research fields. The English literature society explores texts beyond the curriculum, encouraging independent reading and critical discussion.

Community Engagement

Students participate in local community projects, environmental conservation work, and charitable fundraising throughout the academic year. The Duke of Edinburgh Award programme runs at Bronze, Silver, and Gold levels, supporting personal development through outdoor expeditions and skill-building.

Facilities and Resources

The library serves as a genuine learning hub, with qualified librarians supporting both information literacy and independent study. IT facilities include classroom-based computing alongside dedicated suites. A careers hub and guidance office support sixth form pathways and university applications.

The school operates a form-tutor model where staff oversee pastoral and academic progress across the same cohort, creating continuity and genuine knowledge of individual students. Form time is used for PSHE (Personal, Social, Health, and Economic education), developing character alongside qualification pathways.

Mental health support is available through trained school counsellors and wellbeing staff. The school signposts families to external services including educational psychology and child and adolescent mental health services where pupils require specialist support. Bullying reporting systems are accessible to pupils and parents, with investigation and restorative approaches used consistently.

Sixth form students receive dedicated guidance on university applications, apprenticeships, and employment pathways. A careers advisor works throughout the sixth form, supporting application timelines and interview preparation. The school maintains relationships with university admissions teams and professional bodies, facilitating campus visits and guest presentations.

The school operates on a standard academic year calendar with four main holidays (autumn, Christmas, Easter, summer) and half-term breaks. The school day runs from 8:30am to 3:15pm for Key Stages 3 and 4, with sixth form timetables adjusted to reflect greater free periods and independent study requirements.

The school is accessed via Herne Road, Oundle. Public transport connections to surrounding villages and towns are available, with bus services serving the majority of the catchment area. Limited on-site parking is available for staff; pupils are encouraged to use school transport, cycling, or walking where feasible. The nearest railway station is Oundle, with connections to Peterborough and the wider rail network.

This is a state school with no tuition fees. Costs associated with education include uniform, school meals (available at subsidised rates), field trips, and optional music lessons with visiting specialists.

Comprehensive intake and variable starting points. Students arrive from a broad range of primary schools with varied prior attainment. The school does not select by ability, meaning progress matters more than absolute outcomes. Families seeking purely top-tier GCSE or A-level grades may find expectations less rarefied than selective alternatives.

Geographic draw varies seasonally. While the school prioritises distance in admissions, proximity provides priority but does not guarantee a place given oversubscription. Families relying on admission through catchment should verify current distance data with the local authority before making property decisions.

Sixth form external competition. While internal progression is straightforward, the sixth form accepts significant external cohorts, reshaping Year 12 social dynamics. Pupils should be prepared for mixing with students from other schools.

Limited Oxbridge representation. While the school supports ambitious university applications, Oxbridge places are modest relative to school size. Students with elite university ambitions should understand that support exists but that attainment rates reflect a comprehensive intake.

Prince William School delivers solid, inclusive secondary education within the middle band of England's comprehensives. The school's strengths lie in consistent academic expectations, genuine pastoral relationships through form tutor continuity, and a commitment to breadth — students study languages, sciences taught separately, and a range of humanities. Results reflect the school's comprehensive intake but show progress above expected rates, indicating genuine value-added teaching.

The school suits families seeking mixed-gender secondary education serving the local community without academic selection. It works particularly well for pupils who benefit from smaller school scale within sixth form provision, where subject breadth supports genuine choice. It is less suited to families exclusively pursuing elite university destinations or preferring single-sex provision.

Admission is competitive; families should engage with the admissions process early and verify distance data with the local authority. Once secured, places offer consistent, values-led secondary education grounded in real inclusion rather than cosmetic diversity.