King Edward VI Community College Review 2026: A large Totnes comprehensive with a clear “belonging” culture and steady outcomes

“Belonging” is not a throwaway word here. The most recent official inspection describes a school where pupils and sixth-form students feel part of a community built on kindness and mutual respect, with bullying described as rare. That tone matters in a large 11–18 setting, because it shapes everything from behaviour to take-up of enrichment and leadership roles.

Academically, the picture is solid rather than selective-school sharp. For GCSE outcomes, the college sits in line with the middle 35% of secondary schools in England (25th to 60th percentile), while placing highly within its immediate area. For A-level outcomes, results are also positioned around the middle of the England distribution, with the strongest comparative signal being that it ranks first locally. The school is now an academy within Education South West, a change that matters for governance and how improvement work is organised.

A defining feature is the way the school frames identity and participation. The inspection describes a calm working environment in lessons, clear expectations for conduct, and swift follow-up when behaviour falls short, with an emphasis on pupils learning from incidents rather than simply being sanctioned. The same source highlights a deliberate push for pupils to contribute, including a focus on leadership roles and pupil “ambassadors”, plus student-led initiatives such as a Peace Garden.

Size and structure are part of the feel. The current Ofsted report records 903 pupils on roll, including 147 in the sixth form. That scale typically brings breadth of subject choice and a bigger peer group, but it also makes consistency of routines and expectations especially important. The inspection’s description of consistent expectations and a calm lesson climate suggests the school understands that operational reality.

The college also uses a language of “promise” and challenge to signal what it expects pupils to do beyond lessons. The inspection refers to a whole-school pledge around extracurricular participation and an “11 by 11” challenge that encourages pupils to try something new. For families, that matters because it indicates the school is not leaving enrichment to chance or to the most confident pupils.

At GCSE level, the college’s outcomes place it in a broadly typical England banding. Ranked 1,820th in England and 2nd in South Hams for GCSE outcomes (FindMySchool ranking based on official data), it sits in line with the middle 35% of secondary schools in England (25th to 60th percentile).

The headline attainment measure is an Attainment 8 score of 46.9, with an average Progress 8 score of -0.02, which is close to England average progress but marginally below zero. The EBacc average point score is 4.16.

For sixth form outcomes, the college is also positioned around the England middle, but it is the strongest local performer. Ranked 1,353rd in England and 1st in South Hams for A-level outcomes (FindMySchool ranking based on official data), the A-level profile shows 4.95% of grades at A*, 12.09% at A, 30.22% at B, and 47.25% at A* to B combined.

The practical implication is straightforward. This is not a “results at any cost” institution, but it does deliver outcomes that are credible for a comprehensive intake and, locally, it competes strongly, particularly at post-16. Families comparing options in South Hams should use the FindMySchool Local Hub page and the Comparison Tool to view GCSE and A-level indicators side-by-side, because local context can make “mid-England” results look very different on the ground.

Curriculum intent and classroom delivery are described in unusually concrete terms in the latest inspection. The curriculum is characterised as ambitious and well sequenced, with a broad subject offer aligned to future aspirations, and increasing numbers of pupils choosing EBacc subjects.

What makes the description useful for parents is the articulation of teaching routines. Teachers are trained to use the school’s “core 4” and “adaptive 4” approaches, including modelling and clear explanation. The inspection also identifies the key improvement lever: at times, teaching strategies do not deepen understanding as effectively as they could, which can affect retention over time.

Reading is treated as a cross-school priority. Pupils read regularly, and the school curates a “KEVICC Cannon” collection intended to promote reading for pleasure and structured discussion, with targeted support for those who need to build fluency and accuracy. For families, that points to a school that is working deliberately on literacy, not assuming pupils arrive with stable reading habits.

The sixth form is based at Kennicott House, and the school’s own communications about results emphasise varied next steps and named destinations. Recent published examples include students moving on to the University of Cambridge (Natural Sciences), the University of Liverpool (History), the University of Exeter (English and History), Oxford Brookes University (Politics), Plymouth Marjon, and Loughborough, alongside applied routes such as sport qualifications.

For the statistical picture, the most recent available leaver destinations dataset shows that, for the 2023/24 cohort of 79 students, 28% progressed to university, 5% to further education, 3% to apprenticeships, and 34% to employment.

At the very top end, the Oxbridge data indicates 2 applications and 1 acceptance in the measurement period, with the acceptance recorded for Cambridge. This is not an “Oxbridge pipeline” sixth form, but it is capable of supporting individual applicants successfully when the match is right.

The implication for families is to judge Kennicott primarily on fit, support and breadth of routes, rather than headline elite-university throughput. If your child is targeting a particular pathway, look for evidence of subject strength, guidance quality, and the school’s ability to tailor support, especially where course requirements differ sharply by subject.

Year 7 admissions are handled through Devon’s coordinated process rather than direct application to the school. For September 2026 entry, Devon applications opened on 1 September 2025 and closed on 31 October 2025, with offer day on 2 March 2026. These dates matter even if you are reading this after the deadline, because Devon’s published guidance makes clear that late applications can be disadvantaged in oversubscribed scenarios.

Open events are typically concentrated in early autumn, which aligns with Devon’s application window. The school’s published open-event listing for autumn 2025 included a September open evening, late-September and early-October open mornings, and an October sixth form open evening. If you are planning for a later intake, expect a similar seasonal pattern and check the school’s current listings for confirmed dates.

Entry into Year 12 is via the sixth form route and the school sets a clear baseline for Level 3 study. The published requirement for A-level study is five GCSE grades 9 to 5, including GCSE English and Mathematics at grade 4/5, with course-specific requirements for some programmes. Because sixth form pathways can vary significantly by subject and qualification type, families should focus early on subject-level requirements, not just the overall threshold.

For families who care about likely travel and practical logistics, the FindMySchool Map Search is useful for understanding realistic journeys to the site, particularly where bus provision and rural travel times can shape the day as much as the timetable.

Pastoral signals in the inspection are strong for a large comprehensive: pupils trust staff to help with concerns, bullying is described as rare, and the school emphasises kindness and respect as the foundation for belonging. The report also refers to extensive mental health support and a carefully planned personal development curriculum that includes online safety and healthy relationships.

There are also practical pupil-support structures visible in the enrichment and student-leadership ecosystem. The published enrichment list includes Mental Health Ambassadors and a Young Carers slot, alongside leadership routes such as Sports Leaders. For families, the implication is that wellbeing support is not only reactive, it is built into identifiable roles and routines that pupils can opt into.

Attendance is treated as a priority, with the inspection describing rising attendance and a significant reduction in persistent absence, paired with support to address barriers. That combination, expectations plus practical support, is typically what sustains improvement in comprehensive settings.

Enrichment is structured rather than ad hoc, framed through the school’s participation “promise”. The most useful detail for parents is specificity. A published spring 2026 programme includes, for example: Debate Club, Chess and Games, Creative Writing, a Marine Biology club (also referenced in the inspection), KS3 Drama Club, Technical Theatre, Harmony Choir, Folk Group, Dance options including Street Dance, Culture Club, Green Club, and several music routes including band rehearsals and DJ Club.

Sport is similarly tangible rather than generic. The same published list references hockey on the astro, football year-group training, volleyball, badminton, archery, and a Fitness Suite timetable including a girls’ “This Girl Can” session. For pupils who need an activity as an anchor, that breadth matters, because it increases the chance of finding a good-fit club rather than defaulting to the obvious team sport.

Facilities planning is also unusually explicit. The school’s own published development aims reference enhancements to sporting provision including a football all-weather pitch on the Redworth site, new changing facilities, drainage improvements to Redworth Field, and refurbishment of the Redworth gym or sports hall, which is described as originally constructed in 1935. The practical implication is year-round reliability for pitch sports, plus reduced lost time moving between sites, which in turn protects learning time and after-school participation.

The school day is clearly published. Students are expected to arrive by 08:45 for tutor registration at 08:50, and the final lesson session runs from 14:15 to 15:15.

Transport is a meaningful part of daily life in South Hams. The college supports Devon’s “No Pass No Travel” approach for transport to and from school, so families should plan around travel passes and the practicalities of rural routes. The wider site planning materials also reference designated bus stops on the A385 and changes intended to improve access and safeguarding boundaries.

• A large school requires self-management. With over 900 pupils and a substantial sixth form, students benefit from being organised, willing to ask for help, and comfortable in a busy setting.

• Teaching consistency is the key improvement priority. The latest inspection identifies that, at times, classroom strategies do not deepen understanding as effectively as they could, which can affect retention. Families may want to ask how the school is coaching consistency across departments.

• Sixth form entry depends on GCSE profile. The baseline requirement for Level 3 study is clear, and subject-specific thresholds can change what is realistic. That can suit students who are ready for a step-up in independence; it can be harder for those whose GCSE outcomes are uneven.

• Open events run on a seasonal cycle. The published open-event pattern aligns with Devon’s autumn application window. If you miss that cycle, you may need to be proactive about arranging a later visit or seeking updated information.

King Edward VI Community College comes across as a confident, values-led comprehensive, with a strong emphasis on belonging, calm classrooms, and participation beyond lessons. Academically, outcomes sit around the England middle, but locally the college compares well, particularly at A-level. The sixth form offers credible next steps across university, employment and technical routes, with occasional success at the most competitive destinations.

Who it suits: students who want a broad, mainstream 11–18 experience with a clear behaviour culture, structured enrichment, and a sixth form that supports multiple pathways. The main decision point is fit with scale and with the school’s expectation that students will take responsibility for participation and progress.