The Petersfield School Review 2026: Outstanding 11–16 Academy with strong GCSE outcomes and a very broad enrichment offer

Expect a large, academically focused 11–16 secondary where calm routines and high expectations sit alongside unusually adventurous enrichment. The Petersfield School remains an Outstanding school following an Ofsted inspection on 21 and 22 May 2024, with safeguarding confirmed as effective.

Leadership is stable, with Mark Marande as headteacher, a role he took up in April 2016. The school’s guiding values are enjoy, respect, achieve; these show up not only in assemblies and rewards, but also in the emphasis on participation, student leadership, and a strong tutor and house system.

For parents weighing options in and around Petersfield, the clearest headline is that this is a high-demand local comprehensive with above-average GCSE performance and a co-curricular programme that goes well beyond the expected after-school menu.

The strongest impression is of an institution that wants students to take learning seriously, while still insisting that school should feel purposeful rather than pressured. Behaviour expectations are explicit and consistently reinforced. The most recent Ofsted inspection describes behaviour as exemplary and lessons as rarely disrupted, which matters in a school of this size because consistency is what protects learning time for everyone.

Alongside that structure sits a clear “education with character” agenda. The school operates a house system with daily tutor time, positioning the tutor as the adult who sees students routinely and notices small changes early, whether that is confidence, homework patterns, or friendship issues. The same thinking appears in how enrichment is framed, less as optional extras and more as part of what it means to be a Petersfield student.

Being part of Bohunt Education Trust adds another layer. Trust-wide curriculum work is described as a practical support for staff, helping develop shared resources and reduce workload, while keeping expectations high. For parents, the implication is that systems and subject planning are less reliant on a single standout department and more embedded as a way of working.

For GCSE outcomes, the school’s results sit comfortably above England average by the FindMySchool performance banding. Ranked 837th in England and 3rd in Petersfield for GCSE outcomes (FindMySchool ranking based on official data), performance places the school within the top quarter of schools in England.

The headline academic indicators are encouraging:

• Attainment 8: 54.1

• Progress 8: +0.33

• EBacc average point score: 4.98

• EBacc grade 5+ in English and maths plus three EBacc subjects: 34.7%

A Progress 8 score of +0.33 indicates students make above-average progress from their starting points across eight subjects. The EBacc average point score of 4.98 is also strong in context, suggesting consistent outcomes across the core academic suite rather than isolated strengths in a single department.

The practical takeaway is that the school’s academic profile suits students who do well with a structured curriculum and steady expectations. Families comparing local schools may find it helpful to use the FindMySchool Local Hub Comparison Tool to line up these outcomes against other nearby secondaries on the same measures.

Curriculum design here is deliberate and, in some respects, more ambitious than parents might expect from a large non-selective secondary. Key Stage 3 runs across Years 7 and 8, with a three-year Key Stage 4 model beginning in Year 9. Students start shaping GCSE pathways at the end of Year 8, then refine choices during Year 9, which can suit children who benefit from more time to confirm what they enjoy and where they are strongest.

Language provision is broader than many 11–16 schools. Published curriculum information references French, Spanish, Mandarin and German, plus opportunities for Further Maths and Statistics for those who are ready. That breadth is complemented by vocational options, including Health and Social Care, Food and Nutrition, Construction, and Animal Care, which can be particularly valuable for students whose motivation rises when learning is tied to practical outcomes and clear progression routes.

For academically able students, the Ignite programme adds stretch through after-school workshops, visits, and external speakers. The published examples are specific, including contributors such as Al Peasland (Red Bull Formula 1 race engineer) and Lord Robert Winston, which signals a programme designed to widen horizons rather than simply add more work.

This is an 11–16 school, so the key transition is post-16. Students commonly progress to sixth forms and colleges across the local area, and the trust’s own Bohunt Sixth Form in Liphook is a visible pathway for families who want continuity of ethos and shared expectations after Year 11.

Because the school does not publish a single standard destination statistic for leavers in the materials reviewed here, parents should approach “where students go” as a conversation to have directly with the school. The most useful questions tend to be practical: how many students progress to A-level routes versus vocational routes, how well the school supports external sixth form applications, and what the careers guidance process looks like for students aiming at apprenticeships as well as academic sixth forms.

The careers and guidance programme is described in official inspection evidence as a strength, and that matters most at a school without an internal sixth form because good guidance needs to begin early and remain consistent through Year 11.

Year 7 entry follows Hampshire’s coordinated admissions process, with applications made through the Local Authority rather than directly to the school. The school’s published admission number for Year 7 is 260 for the 2026 to 2027 intake.

For September 2026 entry, the published deadline for on-time applications was 31 October 2025, with national offer day on 2 March 2026. In future years, timings typically follow the same pattern, with applications opening in early September and the deadline at the end of October. Parents should still check each year’s LA timetable because small shifts do occur.

Oversubscription criteria are clearly set out and follow a familiar hierarchy: looked-after and previously looked-after children, exceptional medical or social need, children of staff (in defined circumstances), sibling priority, then catchment-based priorities including linked primary schools, before distance from the school is used as a tie-break. The school uses straight-line distance measures for prioritisation.

Because demand can vary annually and families often move around Petersfield and its surrounding villages, it is sensible to use FindMySchool Map Search when shortlisting, particularly if you are relying on catchment priority and distance as the deciding factor.

Pastoral systems combine traditional structures with modern safeguarding and wellbeing expectations. Daily tutor time and a clear house identity provide regular contact points for students, which is often where small problems are picked up before they become bigger issues.

The school’s personal development curriculum is described as detailed and thoughtfully constructed, covering relationships, equality, and wider citizenship themes in a way that aims to support mature discussion rather than simply ticking statutory boxes. In practice, this tends to suit students who appreciate clear guidance on conduct, boundaries, and respectful disagreement, and it can be especially reassuring for parents who worry about low-level disruption or inconsistent behaviour management.

Support for students with additional needs is framed as early identification and targeted intervention, particularly in literacy and maths, so that gaps do not compound across Key Stage 3.

Enrichment is one of the school’s most distinctive calling cards, and it is not limited to conventional school clubs. Outdoor and adventurous options are repeatedly signposted in published materials, including rock climbing, scuba diving, and horse riding. The implication for families is that confidence-building experiences are available for students who might not be drawn to traditional team sports or performance roles.

The Combined Cadet Force is another clear pillar. It operates through a partnership model and offers structured progression, training, and camps, appealing to students who enjoy challenge, teamwork, and clear standards. Alongside this, Duke of Edinburgh is positioned as a major participation route, offered at Bronze and Silver, with the school describing itself as a large DofE centre within Hampshire.

Performing arts and music are also unusually well developed for an 11–16 setting. The Studio is a dedicated theatre space, and published information lists multiple regular ensembles including TPS Singers, Jazz Band, Rock Factory, and TPS Chamber Choir. That breadth creates low-friction entry points for students who want to join something quickly in Year 7, then specialise as confidence grows.

For students who want academic stretch beyond lesson time, the Mandarin Excellence Programme stands out. The stated commitment includes three hours of Mandarin within the school day and annual external assessment across four language skills, which is a serious, sustained language pathway rather than a short enrichment unit.

Published curriculum materials set out a school day that begins with tutor time at 8.30am, with lessons typically running through to around 3.20pm on days when a sixth period operates; timings vary slightly by day. Parents should check the latest published timings on the school website, as structures can change year to year.

Facilities include a sports hall, gym, tennis and netball courts, and an FA-approved 3G all-weather pitch, plus The Studio theatre, which underpins the prominence of sport and performance in the wider programme.

For travel, Petersfield is well connected by road and rail; families typically combine walking, cycling, local buses, and car drop-off depending on distance and schedule. If you are planning a daily commute, test the route at peak times before relying on it.

• No internal sixth form. Post-16 planning matters earlier because students will apply to external providers, even when staying within trust-linked routes. Families should ask how guidance interviews are scheduled and how subject choices are supported from Year 9 onwards.

• Demand can make admissions feel binary. With a published admission number of 260, the school is large, but the application deadline and oversubscription criteria still matter. If you are relying on catchment and distance, check your position carefully using mapping tools and the school’s published criteria.

• Enrichment is extensive, but it needs student buy-in. The co-curricular menu includes high-energy options such as cadets, adventurous outdoor activity, and multiple music ensembles. Students who prefer a quieter after-school rhythm may need help choosing a smaller number of commitments that feel manageable.

• High expectations can feel intense for some learners. The culture prioritises consistent conduct and purposeful learning. That suits many students, but children who struggle with pace or organisation may need to use support structures early rather than waiting for gaps to widen.

The Petersfield School combines an Outstanding inspection outcome, strong GCSE performance indicators, and a genuinely broad enrichment offer that includes adventurous outdoor options, cadets, and a well-developed music and performing arts strand.

It suits families who want a high-expectation comprehensive with clear routines and lots of ways for students to build confidence outside lessons, from the Mandarin Excellence Programme to ensembles and outdoor education. The main challenge is navigating admissions priorities and planning a strong post-16 route early, given the absence of an internal sixth form.