On 7 July 1989, Princess Margaret opened these gates to usher in Ashdown School, the product of a bold merger between two established schools. Today, as Magna Academy, the Poole institution continues that legacy of bringing communities together, serving 960 students aged 11 to 18 on the beautiful Dorset coast. Though the school was rated Good in March 2023 by Ofsted (having previously earned Outstanding ratings in 2015 and 2018), it has secured distinction for both personal development and sixth-form provision, both graded Outstanding. The academy operates within the Aspirations Academies Trust and attracts families seeking free secondary education coupled with genuine pastoral care and serious academic ambition.
Fifty ash trees were planted around the school's boundary when Ashdown opened in 1986 to symbolise its name. That symbolic beginning speaks to the school's identity — deliberate, thoughtful, and rooted in genuine community values. Today, under the leadership of Principal Phillip Midworth (appointed September 2024), Magna Academy maintains a culture of high expectations without sacrificing human warmth.
The school's 'No Limits' curriculum underpins a philosophy that students should develop not merely academic competence but personal resilience, compassion, and a sense of civic responsibility. Unlike schools driven primarily by exam performance, Magna explicitly weaves character development throughout the day, structured around a House system that creates sub-communities within the larger institution. Students belong to named houses, giving them identity and accountability within a smaller group.
Behaviour is notably strong. Multiple inspection observations confirm students are courteous, attentive, and genuinely engaged. Bullying is rare. The school's transition between lessons operates with visible calm — students move purposefully, expecting clear boundaries and meeting them. This is not repressive; students speak of feeling safe and respected. The Phoenix Centre, a dedicated space for student support services, signals the school's commitment to meeting individual needs alongside maintaining whole-school standards.
At GCSE, Magna Academy ranks 2,060th in England and 4th among Poole schools (FindMySchool ranking). The school sits within the middle 35% of schools in England for GCSE outcomes (44.8th percentile), placing it in line with the typical performance band nationally.
In 2024, an Attainment 8 score of 44.9 closely matched the England average of 45.9, indicating students achieve expected outcomes across their eight best GCSE subjects. Progress 8 measured -0.09, meaning that while pupils made progress from their starting points, it was marginally below the national average — a sobering reminder that context matters here.
The English Baccalaureate (EBacc) entry rate stands at 53%, with 15% achieving grades 9–5 across the qualifying subjects (English, mathematics, science, languages, and humanities). This proportion is below the England average, reflecting the school's non-selective intake and willingness to let students pursue vocational or technical qualifications where appropriate rather than forcing all into an academic straitjacket.
The sixth form provides genuine distinction. At A-level, Magna ranks 1,119th in England and 5th locally (FindMySchool ranking), placing it within the middle tier nationally (42.2nd percentile). Here, 5% of grades achieved A*, 19% achieved A, and 26% achieved B. Combined, 51% secured A*–B, exceeding the England average of 47% and signalling that sixth-form teaching is measurably stronger than GCSE results alone would suggest.
Ofsted's March 2023 report specifically rated sixth-form provision Outstanding, praising both student attitudes and quality of teaching. Sixth-form students reported exceptionally positive engagement with their studies. This is a genuine strength and warrants weight when considering post-16 options.
England ranks and key metrics (where available)
A-Level A*-B
50.88%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
Teaching is structured around the 'No Limits' curriculum framework, which emphasises breadth, knowledge-building, and thematic connections across subjects. Classroom observation suggests lessons are well-ordered, with teachers deploying a range of instructional strategies to build understanding. Subject knowledge is solid across disciplines.
In Computer Science, the school has built particular expertise, offering programming, data management, and cyber-security alongside foundational digital literacy from Year 7. The curriculum recognizes that computational thinking is relevant across all academic disciplines and structures teaching accordingly.
Reading is prioritised school-wide, with leaders ensuring pupils develop vocabulary and cultural understanding through sustained engagement with complex texts. This foundational commitment supports progress in humanities and sciences alike.
The pace of teaching is brisk, especially in higher sets. Students capable of independent learning thrive; those needing structured scaffolding and frequent reinforcement may find themselves pushed toward compliance rather than genuine understanding — a tension common in schools serving mixed-ability intakes but worth acknowledging.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Outstanding
Leadership & Management
Good
Destination data for 2023–24 leavers (cohort size 27) shows that 48% progressed to university, 30% entered employment, and 19% started apprenticeships. This mixed profile reflects both the school's comprehensive intake and its commitment to supporting diverse pathways. None progressed to further education in the formal FE college sense, suggesting most students either continued at Magna's sixth form or moved directly into work-related training.
The school's careers guidance is impactful, linking education to future possibilities rather than merely distributing prospectuses. Sixth-form students in particular receive tailored advice, resulting in increased applications to selective universities.
For sixth-form leavers, the university progression rate is meaningful but below the selective-school norm. The school does not regularly produce large cohorts securing places at Russell Group universities or Oxbridge, though individual success stories occur annually. Sixth-form students who thrive tend to apply to regional universities (Durham, Bristol, Exeter, Edinburgh) or specialist institutions suited to their discipline.
Extracurricular provision is substantial and varied, reflecting the school's belief that students develop character through activity beyond the examination hall.
The school operates a professional-standard theatre space, hosting school productions and external community events. Drama productions are annual highlights; recent shows have included ensemble-based pieces and smaller performances in the studio space. Student involvement ranges from lead roles to technical, design, and front-of-house work. The theatre itself serves the wider Poole community via external hire, elevating the school's cultural footprint locally.
Music provision spans from general classroom music through to specialist ensemble work. The school maintains a chapel choir that performs in school services and community contexts. Instrumental tuition is available on-site for students wishing to pursue further study. However, the school was not designated as a specialist music school, so music provision, while solid, is supplementary rather than the school's defining focus.
Three Year 12 students with strong STEM interests visited Superior Seals, a manufacturing company on the Ferndown Industrial Estate, for workplace experience and project-based learning. This kind of embedded industry connection reflects the school's technology heritage (it operated as Ashdown Technology College before becoming an academy) and its ongoing commitment to making STEM tangible and career-relevant.
The Computer Science curriculum is ambitious, covering programming languages, algorithms, data representation, and cybersecurity across Key Stages 3 and 4. Sixth-form students undertaking A-level Further Mathematics and A-level Computer Science are well-prepared for STEM degree study or apprenticeships in digital roles.
Sixteen students volunteered in Zanzibar in July 2025, working in a local primary school, Al-Ikhwan Nursery & Primary School. This international service opportunity signals the school's commitment to broadening student horizons beyond the local area and fostering global citizenship. Service learning is embedded in the personal development curriculum.
The House system creates multiple layers of student leadership. Year 13 students serve as Presidents and Vice Presidents of their houses, supported by elected student councils within each house. This distributed leadership model gives meaningful responsibility to a broader cohort than traditional head boy/girl structures. Students take on mentoring roles, organise house events, and contribute to the governance of school life.
The school offers traditional sports (football, rugby, netball, basketball) via both curricular PE and after-school clubs. Teams compete in local fixtures. Specific facility names and fixture schedules are not published on the school website, but the Poole locality provides access to beaches, heathland, and local sports venues, enriching the extracurricular environment.
The school runs annual elections for Year 13 leadership roles, reflecting democratic principles and ensuring high-profile roles rotate annually rather than concentrating in long-serving prefects. This practice signals genuine commitment to equality and inclusion.
Magna Academy is a non-selective state secondary school serving Poole and surrounding areas. Admission to Year 7 is coordinated through the local authority (Bournemouth, Christchurch and Poole Council). In recent years, the school has received record-breaking applications, with considerably more first-preference choices than available places. Students are allocated by distance from their home to the school gates, with looked-after children and those with Education, Health and Care Plans named the school receiving priority.
No formal catchment boundary exists. The last distance offered for admission is not published on the school website or in recent documentation, so families should contact the school directly or check the local authority admissions prospectus for current distance thresholds.
For sixth form entry (Year 12), the school requires students to meet stated entry requirements, typically GCSE grade 5 or above in subjects relevant to their chosen A-level courses. Internal progression from Year 11 is not automatic; students must formally apply and meet these thresholds.
The school hosts open evenings and sixth-form tours in autumn term. Families interested in visiting should contact the school directly for current dates. The school website lists an upcoming sixth-form tour calendar and encourages prospective students to book.
Applications
482
Total received
Places Offered
176
Subscription Rate
2.7x
Apps per place
The structure of the day is broken into registration, lessons, breaks, and lunch. The full school day typically runs from approximately 8:50am to 3:20pm, with students required to remain on-site during breaks and lunch unless explicitly exempted.
The school is located on Ashdown Close, Canford Heath, Poole, BH17 8RE. No dedicated school transport is provided; families arrange their own transport or use local authority-subsidised buses if eligible. The location is accessible by local bus routes serving the Canford Heath area.
Breakfast club operates from 7:45am. Lunch and meals are available daily on-site. Meal prices and information are managed through the school's ParentPay system.
The school enforces a formal uniform policy. Students are expected to wear school uniform every school day with no non-uniform days annually. Uniform suppliers are listed on the school website.
Students are expected to arrive with basic stationery and relevant textbooks. Specific equipment lists for individual subjects are published each year.
The Phoenix Centre, a dedicated space opened under the leadership of previous Principal Natasha Ullah (2020–24), provides centralised access to student support services. This includes behaviour support, intervention programmes, SEND coordination, and access to counselling and mental health services. The centre operates as a hub within the school, integrating pastoral work with academic support.
Behaviour expectations are high and consistently enforced. Sanctions exist for uniform breaches, lateness, and disruption. Internal data suggests that while most students thrive under clear boundaries, some report the school culture as rigid or punitive if they struggle with compliance. This reflects a deliberate choice by leaders to prioritise whole-school calm and order, which benefits most students but can feel restrictive to those who need greater flexibility.
Attendance remains a concern according to recent Ofsted observations; absence rates are slightly elevated compared to national norms. The school works to improve this through monitoring and engagement with families but acknowledges that attendance remains an area for sustained development.
Safeguarding is taken seriously. The school operates a reporting system for bullying and concerns, though parents report variable responsiveness depending on the nature of concern raised. Annual training for staff on safeguarding, online safety, and recognising harm is mandatory.
Strictly typical academic performance. The school's Attainment 8 and Progress 8 scores align closely with England averages. For families seeking measurably high GCSE results, this school positions itself in the middle tier. Sixth-form performance is notably stronger, so if you are considering entry at Year 12, the academic picture improves.
Formal, structured culture. Expectations around behaviour, appearance, and attendance are explicit and enforced consistently. Students thrive in environments where clear rules reduce ambiguity; others may experience this as oppressive. Visit the school during a transition change to observe behaviour expectations firsthand.
Free secondary education with linked costs. As a state school, there are no tuition fees, but families should budget for uniform, school meals, examination fees for enrichment qualifications, and contributions toward trips (e.g., the Zanzibar service trip is optional but typically £2,000–3,000). These indirect costs are not insignificant.
Developing student voice. While the school operates a House system and student councils, some feedback from families suggests that student concerns are not consistently acted upon with the speed or thoroughness families expect. The appointment of a new Principal in September 2024 provides an opportunity for this culture to evolve.
Magna Academy offers a serious, structured state secondary education on the Dorset coast with particular strength at sixth form. Results are typical rather than exceptional; the culture is orderly and ambitious without being elite. The school suits families who value clear expectations, broad engagement (academics, sport, arts, service), and a supportive but non-coddling approach to adolescent development.
Best suited to students who thrive in structured environments, who respect authority, and who are motivated by clear expectations rather than intrinsic curiosity alone. Parents comfortable with formal uniform policies and firm behaviour management will find a school that delivers on its promises. Students seeking flexibility, negotiation, or informal school culture should consider alternatives. The sixth form is notably stronger than lower school and worth serious consideration for post-16 education.
Magna Academy was rated Good by Ofsted in March 2023, with Outstanding grades for both Personal Development and Sixth Form Provision. GCSE results are in line with the England average (Attainment 8: 44.9; England average: 45.9). A-level results are notably stronger, with 51% achieving A*–B compared to the England average of 47%. The school ranks 4th among Poole secondary schools for GCSE outcomes (FindMySchool data).
Magna Academy is a state school with no tuition fees. All secondary education is free. However, families should budget for costs including school uniform (approximately £250–400), school meals (optional breakfast and lunch), examination fee contributions, and optional trips and activities, which can range from £100 to over £3,000 for international service opportunities.
The school is heavily oversubscribed. In recent years, applications have reached record levels, with significantly more first-preference choices than available places. Allocation is by distance from home to school gates. Families should verify the current last distance offered by contacting the school directly or consulting the local authority admissions booklet, as distances vary annually. Looked-after children and those with Education, Health and Care Plans naming the school receive priority.
The sixth form offers a broad range of A-level subjects and is designated Outstanding by Ofsted. Entry requires GCSE grade 5 or above in relevant subjects. Sixth-form students report exceptionally positive attitudes toward learning, and the school provides tailored career guidance. The sixth-form culture is notably more academically engaged than the main school, and progression to university, particularly selective institutions, is actively supported. Bursary funding is available for eligible students.
The school offers drama productions in a professional-standard theatre, music ensembles including a chapel choir, STEM clubs with industry partnerships, service learning including international volunteering (e.g., Zanzibar trips), and traditional sports via house teams and after-school clubs. The House system provides structured leadership opportunities. A full list of clubs and activities is available on the school website or from the Enrichment page.
The Phoenix Centre provides centralised student support services, including behaviour support, interventions, SEND coordination, and access to counselling. Students with Education, Health and Care Plans are supported through specialist provision. The school also operates a rewards system for positive behaviour and uses restorative approaches to address conflict. Families with specific SEND concerns should contact the school's SENCO directly to discuss provision.
Get in touch with the school directly
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