Blackfen School for Girls Review 2026: Large non-selective girls’ school with a mixed sixth form

Blackfen School for Girls is a big, non-selective 11–18 school serving Sidcup and the wider London Borough of Bexley, with a mixed sixth form and a capacity of 1,500. Its latest inspection (11–12 March 2025) graded all key areas as Good, including sixth form provision, and confirmed effective safeguarding arrangements.

Leadership has been in a transition phase, with Headteacher Carrie Senior taking up post in May 2024. For families, that matters because it frames how to interpret the school’s current direction. The inspection report describes a calm, orderly feel around the site, with strong pastoral support and an ambitious curriculum, while also highlighting specific areas leaders are still tightening, including consistency in behaviour routines and how well some students with SEND are supported in mainstream lessons.

The clearest theme is scale with structure. With well over a thousand pupils, daily experience depends on routines being tight and consistently applied. The published timings for the day are precise, with arrival from 8.20am, registration at 8.30am, and a 3.10pm finish, which gives a sense of an organised operation that expects punctuality and clear transitions between lessons.

Senior leaders have also built identity around a simple message, “Raising aspirations, releasing potential”, paired with three core values, Respect, Resilience, Responsibility. This is a school that positions itself as ambitious for a comprehensive intake, rather than defining itself through selection. For parents, that tends to show up in the combination of a broad option set at Key Stage 4, a sizeable sixth form, and a high volume of enrichment that sits alongside exam preparation rather than replacing it.

The March 2025 inspection report describes pupils as polite and respectful, and highlights that staff know pupils well and provide daily care and support when needed. Importantly, the same report also makes it clear that behaviour systems have been revised recently and are seen positively by many pupils, staff and families. That mix, confidence in the direction of travel, plus acknowledgement of inconsistency, is often what families experience in schools going through leadership change. Standards exist, and the expectation is clear, but implementation is still being tightened across every corridor and classroom.

There is also a strong sense of a school that wants pupils to feel seen. Pastoral organisation is explicit, with year teams, Student Support Officers, and a defined Key Stage 5 team led by the Head of Sixth Form. For parents of children who can be anxious about big environments, that staffing model is relevant, because it suggests clear routes for support, and named ownership by year group.

Blackfen’s academic picture is best understood as solid rather than headline grabbing, with different signals at GCSE and A-level.

At GCSE level, the school’s Attainment 8 score is 46.9, with an EBacc average point score of 3.89, and a Progress 8 figure of -0.14. The Progress 8 score sits slightly below the national midpoint (0.0), so it suggests outcomes are a little below what would be expected based on prior attainment, rather than showing strong added value. That does not mean pupils do not achieve well, but it does indicate that parents should look for clear evidence of effective teaching routines and responsive intervention, especially for pupils who need additional help to keep pace.

A key contextual marker is the school’s GCSE ranking position. Ranked 2,075th in England and 2nd in Sidcup for GCSE outcomes (FindMySchool ranking based on official data), the school sits in line with the middle 35% of schools in England (25th to 60th percentile). For families, the implication is that Blackfen is not a results outlier in either direction. The consistency of culture and the fit for a child matters as much as the raw data.

In the sixth form, the A-level outcomes are more challenging. The A-level grade profile shows 42.86% of grades at A* to B, with 8.27% at A and 0.38% at A*. The England averages provided for comparison are 47.2% at A* to B and 23.6% at A* to A. On that basis, the sixth form results appear below England averages on these measures.

The ranking context reinforces that. Ranked 1,834th in England and 2nd in Sidcup for A-level outcomes (FindMySchool ranking based on official data), the school is placed below England average on this A-level measure. However, that does not automatically make the sixth form the wrong choice. It does mean families should focus on the detail of course mix, entry requirements, and the pastoral and academic support around Year 12 transition, because outcomes can vary significantly by subject pathway.

If you are comparing options locally, FindMySchool’s Local Hub comparison tools can help you view these GCSE and A-level measures side by side with nearby schools, rather than relying on impressions. That tends to be more useful than a single headline metric when a school is strong on breadth, culture and support.

The curriculum intent is explicitly broad and ambitious, with an emphasis on sequencing and building knowledge over time. The March 2025 inspection report supports this in concrete terms, stating that the curriculum is well designed and logically sequenced so pupils revisit, embed and practise important knowledge, and that subject expertise is typically secure. For parents, that translates into predictable lesson structures and clearer expectations, which usually benefits pupils who thrive on routine and those who need careful scaffolding.

There is also evidence of deliberate strengthening of the EBacc route, with the school promoting greater take up of EBacc subjects, including modern foreign languages. This matters because it affects option choices at Key Stage 4. In practical terms, families of academically confident pupils may value the pressure towards languages and an EBacc aligned pathway. Families of pupils who are more practically minded may want to understand how flexible the option blocks are, and how vocational or applied routes sit alongside EBacc priorities.

The same inspection report identifies where teaching is not yet consistently sharp. In some subjects, the curriculum is not implemented with sufficient precision, and teachers do not check understanding as carefully, which leads to some pupils achieving less well, including in national examinations. The implication for parents is straightforward. If your child needs high structure and frequent feedback, you should probe, on an open day or via subject information, how assessment is used day to day, not just how the curriculum is planned on paper.

Reading is treated as a whole school priority. The inspection report describes systematic identification of pupils, including sixth form joiners, who need additional help, and a structured support programme. In a large school, that kind of early identification is often what determines whether quieter pupils get picked up before gaps widen.

University and employment outcomes are mixed, and the school’s own published sixth form messaging emphasises progression and support rather than elite destination branding. Sixth form applications for September 2026 entry were scheduled to open on 13 November 2025 and close on 22 January 2026, with applicants told they would hear back by early April 2026. This gives a sense of a structured post-16 admissions timetable, and for future years it suggests a similar mid November to late January window, even though exact dates change annually.

Where destination statistics are concerned, the available cohort data indicates that, for the 2023/24 leavers cohort (size 174), 40% progressed to university, 32% entered employment, 7% started apprenticeships, and 1% went into further education. For many families, the value here is that the school appears to support a range of routes, not just university.

Oxbridge participation exists but is small scale. The available data shows three Cambridge applications, one offer, and one acceptance in the measurement period. The right way to interpret that is as an option for a small number of high achieving students rather than a defining feature of the school. If your child is aiming for highly selective universities, the critical question is how strong subject teaching and mentoring is within their specific A-level subjects, and how the school supports super curricular development, interview preparation, and admissions tests.

For Year 7 entry, admissions are coordinated by Bexley. For September 2026 transfer, the application window opened on 1 September 2025 and the closing date was 31 October 2025, with offers made on 2 March 2026. This is the standard coordinated admissions process, so families should plan around the local authority timetable rather than expecting a school managed application for Year 7.

Open events are an important practical step in a large school, because they help a child understand scale, movement between lessons, and the feel of behaviour expectations. For the 2026 entry cycle, Blackfen’s open evening and open mornings were scheduled across late September and October, with headteacher talks built into the format. For later years, it is sensible to assume open events typically sit in that same early autumn period, but families should always check the school’s current listings before making plans.

Appeals timelines are also published. For the 2025–26 timetable, the school lists 31 March 2026 as the deadline for lodging appeals following a refusal of a place, with hearings typically running from April to June. This is useful for parents because it shows the school engages with the formal process and gives a clear window for action if you do not receive your preferred offer.

Demand data is provided for the primary entry route (which is not the relevant entry point for this school), so it should not be used to infer Year 7 competitiveness. The best practical approach is to understand Bexley’s published criteria, then use FindMySchool’s Map Search to check your likely distance and travel options. Even where a school is not using strict distance cut offs in published summaries, real world allocation can still be tight, and travel logistics matter for punctuality in an 8.30am start environment.

Pastoral organisation is a strong theme in the school’s own published information, with year structures and student support roles clearly laid out. In practice, this can be a significant asset in a large secondary. When families say a school feels supportive, it is often because pupils know exactly who to go to, and parents know who owns follow up.

Safeguarding arrangements were confirmed as effective in the latest inspection. That matters most as a baseline. The more useful detail is the culture. The inspection report describes pupils knowing who to speak to about concerns and suggests bullying is uncommon and addressed quickly when it occurs. Parents should still ask practical questions about reporting routes, how information is shared with families, and how the school handles online safety and mobile phones, because the same report flags inconsistency in expectations around mobile phone use.

SEND support is a mixed picture. The school has an on-site resource provision for 25 pupils with speech, language and communication needs, including autism. It also identifies needs promptly and matches additional support well in many cases. The area to probe is mainstream classroom consistency. Inspectors state that leaders do not systematically check that pupils with SEND in mainstream classes are being sufficiently supported, and that some pupils are not always helped to access the curriculum and achieve well. For families of children with SEND who will not be in the specialist resource provision, this is one of the most important points to explore in conversations with the SENCO and heads of year.

The strongest evidence for enrichment at Blackfen is the specificity. The school publishes detailed clubs and enrichment programmes, with activity lists that go beyond sport and homework support. For Spring term 1 in 2025–26, examples include Debate Mate (Politics), Count on Us Maths Challenge (Years 7–9), The Insight Magazine, The Insight Podcast, Space2be Club (student mental health), Korean Club, and Blackfen Singers (audition only), alongside practical options such as badminton and table tennis, football, and a range of arts boosters.

This matters because it points to two different enrichment tracks. The first is broad participation, clubs like chess, book clubs, choir, sport, and homework support, which provide routine and social belonging for many pupils. The second is identity and stretch, debate, writing and podcasting, maths challenge, audition groups, and structured arts awards. In a large school, those identity building activities can be what makes a pupil feel the school is “theirs”.

Performing arts also have a concrete footprint. School communications refer to LAMDA examinations and to students participating in events such as the Bexley Games, and the school’s newsletters report recognition for performing arts provision. The 2024–25 prospectus also references leadership awards and cultural trips, including overseas destinations.

The inspection report adds a further layer, describing a growing number of pupils taking part in additional activities such as public speaking, art and volleyball, and it references residential opportunities including a ski trip to the south of France and performance opportunities at Disneyland Paris. For students who learn best when school life is not limited to lessons, this breadth can be a decisive fit factor.

STEM

STEM here is embedded in the mainstream curriculum rather than positioned as a specialist pathway. The inspection report confirms deep dives included mathematics and science, and highlights sequencing and subject expertise as typical strengths. In enrichment, the maths challenge programme is a clear example of extending able pupils without narrowing the curriculum. For pupils who respond well to structured problem solving, that sort of programme can help build confidence and fluency, especially in Years 7 to 9 when subject habits are set.

The published school day runs from arrival at 8.20am to a 3.10pm finish, with five one hour periods, tutor time, and defined break and lunch slots. Breakfast is available in the canteen each morning from 7.45am to 8.25am, and after school clubs typically run from 3.10pm to 4.20pm.

Transport wise, this is a bus connected location. TfL lists bus routes including 132, B13 and N21 serving stops by the school. Parking for open events is described as limited, which is typical for a large school in a residential area, and worth factoring into planning if you are travelling by car.

• Sixth form outcomes. The available A-level measures are below the provided England averages for top grades (A* to B and A* to A). This does not automatically rule it out, but it does mean you should ask focused questions about subject level support, entry requirements, and how progress is monitored in Year 12.

• SEND support in mainstream classes. The school has a specialist resource provision and strong identification of need, but the latest inspection also states that mainstream support is not always checked systematically, with some pupils not consistently supported to access the curriculum and achieve well. Families should explore how classroom adaptations are quality assured day to day.

• Consistency in behaviour routines. Behaviour is typically calm and orderly, yet the inspection report indicates that expectations are not always applied consistently, including around mobile phone use and punctuality to lessons, which can cause disruption for some learners. If your child is easily distracted, ask how the school enforces routines across all corridors and departments.

• Large school reality. With a high roll and a complex timetable, the school works best for pupils who respond to structure and are comfortable advocating for themselves. If your child is quiet or anxious, look closely at tutor systems, pastoral contacts, and how quickly concerns are escalated and acted on.

Blackfen School for Girls offers a well organised, large scale comprehensive education with a clear values framework, a wide menu of enrichment, and a mixed sixth form. The latest inspection grades are consistently Good, with effective safeguarding, and the curriculum is described as ambitious and logically sequenced.

It suits families who want a non selective girls’ school with strong pastoral systems, lots of extracurricular identity points, and a clear routine built around an 8.30am start. The key decision hinge is how your child will do in a large environment, and, for post 16, whether the sixth form’s subject specific support matches their ambitions and learning style.