King Edward VI High School Review 2026: Stafford secondary with sixth form and deep local roots

This is a Stafford secondary with a long institutional memory. The modern school was created in 1977 through the amalgamation of two historic Stafford schools, with roots that trace back to the Free Grammar School of King Edward VI established in 1550.

Today it is a mixed 11 to 18 academy within Walton Multi-Academy Trust. There is a clear emphasis on care and support, alongside a house system designed to build belonging and healthy competition.

Academically, the data points to a school that is working to improve consistency, especially in Key Stage 3 and Key Stage 4, while sixth form experience is more settled. The most recent Ofsted inspection (February 2025; report published March 2025) graded Quality of Education, Behaviour and Attitudes, Personal Development, and Leadership and Management as Requires Improvement, with Sixth Form Provision graded Good.

Pastoral care is a defining feature of day to day life here. Official review evidence describes many pupils as happy, with a strong sense that there is someone to turn to when concerns arise, and that recently added pastoral staffing has been noticed by pupils. This matters for families who prioritise relationships and support structures, especially through the transition into Year 7 and the pressure points of GCSE years.

The flip side is that pupils also report frustration when expectations and routines are not applied consistently. In practice, this tends to show up in two places: classroom learning that varies by subject or teacher, and behaviour that can be calm in many lessons but disruptive in others. For some students, that variability can feel manageable, particularly with strong self organisation and family support. For others, it can be wearing, especially if they rely on predictable structures to stay confident and engaged.

The house system is a central organising idea. Houses are used to create a sense of belonging and to encourage pupils to work together toward shared goals. In a school of this size, that can be an important cultural tool: it gives pupils a smaller identity group inside the wider community and creates additional leadership roles and events that are not strictly academic.

There is also a visible commitment to personal development through structured content. The school’s “Life Matters” lessons are specifically referenced in official review evidence as something pupils value because it helps prepare them for life after school. When delivered well, this kind of curriculum can help pupils build the practical knowledge, decision making, and awareness that families want a school to teach explicitly rather than assume.

Leadership continuity can also shape atmosphere. The current headteacher is Jason Christey, named as headteacher on the school website and in the latest inspection documentation. Historic official correspondence also shows him in senior leadership as Acting Headteacher in January 2015, which suggests long standing familiarity with the community and the operational realities of the school.

The headline story from the performance dataset is that outcomes sit below England average on several measures, and the school’s relative position is in the lower-performing segment of schools in England.

GCSE outcomes (FindMySchool ranking and core measures)

• Ranked 3339th in England and 7th in Stafford for GCSE outcomes (FindMySchool ranking based on official data).

• Attainment 8: 39.2.

• Progress 8: -0.34, which indicates pupils made below average progress compared with pupils nationally who had similar starting points.

• EBacc: 2.7% achieving grades 5 or above in EBacc; average EBacc APS 3.26.

For parents, the practical implication is less about a single number and more about consistency and teaching quality across subjects. That aligns with the most recent inspection narrative, which points to variability in how well pupils learn across lessons and subjects, and gaps in understanding not being routinely identified and closed.

A level outcomes (FindMySchool ranking and grade profile)

• Ranked 1975th in England and 7th in Stafford for A level outcomes (FindMySchool ranking based on official data).

• Grade profile: 0% A*, 14.58% A, 20.83% B, 35.42% A* to B.

• Compared with the England average of 47.2% A* to B, the school’s A level A* to B percentage is lower. (England average A* to B: 47.2%; England average A* to A: 23.6%.)

The picture is mixed: the grade profile suggests outcomes below England averages, but the sixth form experience itself is described as more consistently positive than the main school, with more careful checking of understanding and more consistent addressing of misconceptions. For families considering sixth form, it is worth treating the sixth form as its own experience rather than assuming it mirrors Key Stage 4.

The school has reviewed its curriculum to identify the key knowledge pupils should learn, which is a sensible foundation for improvement. The challenge is implementation consistency. When teachers check understanding precisely, identify gaps early, and re teach effectively, pupils build secure knowledge over time. When this does not happen routinely, pupils can carry misconceptions forward and find later work harder than it needs to be. Official review evidence indicates that understanding is not consistently checked and that gaps are not routinely closed.

A practical example of what “closing gaps” means for families: in subjects like mathematics, a weak grasp of earlier concepts can quickly become a barrier, and pupils can lose confidence or disengage. In humanities, pupils may be able to participate verbally but struggle to produce high quality written responses if key vocabulary and structures are not embedded consistently. In sciences, misconceptions can persist for years if assessment is too shallow. Families may want to ask, at open events, how the school checks learning within lessons, how frequently pupils receive actionable feedback, and how reteaching is built into schemes of learning.

Support for pupils with special educational needs and disabilities (SEND) is present, with staff having access to relevant information, but the evidence suggests this information is not used consistently well in lessons. The consequence is straightforward: when tasks are not adapted appropriately, pupils can either be left behind or under challenged. Families of pupils with SEND should focus questions on how adaptations are checked, how staff are trained, and how subject teachers are held accountable for consistent practice, not only on the existence of plans.

Reading is another key improvement lever. The school is described as being in the early stages of establishing a programme to develop reading fluency, with limited progress at the time of inspection. For pupils who arrive in Year 7 with weaker reading, the quality and speed of intervention can have a large impact across all subjects, because reading is the gateway to the curriculum.

Sixth form teaching appears more consistent. The evidence indicates that sixth form students have a firmer grasp of required learning because teachers check understanding more carefully and address misconceptions more typically. That approach is a useful model for whole school improvement, because it shows what can work when classroom routines and expectations are applied reliably.

Where Students Go Next

For families thinking beyond Year 11 or Year 13, there are two relevant angles: pathways and support.

On pathways, the published destination snapshot for the 2023/24 leavers cohort (cohort size 25) shows 44% progressing to university and 40% moving into employment. Apprenticeships and further education are recorded as 0% for that cohort. These figures should be read as an indicator rather than a complete narrative, because small cohorts can produce volatile percentages year to year.

On support, the inspection evidence indicates that sixth form students have an appropriate range of wider opportunities and support to access destinations, including university. The school is also part of a broader local post 16 partnership model. The sixth form information describes the school as part of the Stafford Sixth Form Partnership, intended to widen curriculum choice across providers.

A good question for prospective sixth formers is how the partnership works in practice: which courses are taught on site, which require travel, how timetables are coordinated, and how pastoral support works when students are studying across more than one location.

Financial support can be a practical factor for sixth form families. The sixth form information references a 16 to 19 Bursary Fund with potential support “up to £1200” for eligible students. Families should confirm eligibility criteria and the current year’s approach.

Year 7 admission is through the local authority coordinated process, and the school has defined oversubscription criteria.

The Staffordshire admissions arrangements list a published admission number (PAN) of 185 for Year 7. If the school is oversubscribed, places are prioritised in this order: children with an Education, Health and Care Plan naming the school, then children in care and previously in care, then specified exceptional medical or hardship cases, then siblings, then children in the catchment area, and finally other children by straight line distance to the main gate.

For families who value certainty, the key implication is that catchment and distance matter most once the higher priority categories are exhausted. Because distance outcomes depend on where applicants live in a given year, families should treat proximity as a helpful factor rather than a guarantee. Where possible, use the FindMySchool Map Search to understand your likely distance and to sense check options alongside other local schools.

For timings, the school’s admissions information describes a standard Year 7 pattern aligned with the national timetable: applications typically open in September of Year 6, close on 31 October, and offers are issued on 1 March. Families should always verify the local authority portal dates for the relevant year, particularly if moving into Staffordshire from another area.

Sixth form admissions operate differently. The Staffordshire arrangements state that pupils already at the school do not need to apply formally for Year 12, provided they meet minimum entry requirements; external applicants must be able to make a formal application and have a right of appeal if refused. The sixth form information indicates there is a structured application process, though published deadlines can sometimes reflect a previous cycle, so prospective applicants should check the current year’s dates directly with the sixth form team.

Open events are part of how families gather evidence. The school runs open events including an Open Evening and a series of Open Mornings, described as opportunities to see the school during a typical day, with guided tours led by senior staff. If specific dates shown online relate to a past year, the safest assumption is that open events typically run in the autumn term; confirm the current schedule before planning.

Pastoral care is a clear strength in the narrative evidence. Pupils describe knowing who to speak to if they have concerns, and additional pastoral staffing is explicitly referenced as a positive change. For many families, this is the difference between a school that feels manageable and one that feels overwhelming.

The school also presents safeguarding information clearly, including named safeguarding leads and a stated emphasis on pupil welfare. In the 2025 inspection documentation, safeguarding arrangements are recorded as effective.

The area to watch is behaviour consistency. Where routines are applied predictably, pupils can focus and learn; where they are not, disruption can creep in. The inspection evidence indicates that behaviour management is not consistently applied or monitored with sufficient precision, and that poor behaviour can sometimes disrupt learning or lead to truancy from lessons. For parents, it is sensible to ask what has changed since 2025, how behaviour data is reviewed, and what “consistency” looks like across departments.

The school offers a broad programme of clubs, trips, and enrichment, and pupils are described as enjoying opportunities such as sports clubs, trips to battlefields, and a musical production. Those specific examples matter because they show the school is not purely classroom focused, and they give students different ways to build confidence and belonging.

On the school’s co curricular list, the programme includes named activities such as Debating Society, Science Club, Maths Challenges, Book Club, Creative Writing, drama, choir, orchestra, dance, chess, eco club, peer mentoring (Hear4U), charity fundraising groups, and Duke of Edinburgh’s Award. For students who need a reason to stay connected to school, these activities can be the hook: a debating group can build confidence in structured speaking, Duke of Edinburgh can develop independence and planning, and peer mentoring can give older pupils a meaningful role.

The key implication is participation. Evidence suggests some pupils do not take advantage of the wider opportunities available. Families can help here by treating enrichment as part of the plan, not an optional extra. For a child who is academically capable but lacks motivation, committing early to one activity that meets weekly can stabilise routines. For a child who is anxious, a structured club with a familiar adult lead can create a safer social space.

The published daily rhythm is clear. The school site opens from 7.30am; pupils should be on site by 8.30am; the school day ends at 3.10pm; and the site closes by 5.30pm. After school enrichment therefore fits naturally into the timetable, and families should check which clubs run on which days for the current term.

Transport varies by where families live. Staffordshire publishes school transport information and timetables for routes associated with the school, including services that connect with Stafford Rail Station and surrounding communities. For many families, the practical decision is whether a child can travel independently by bus, or whether a family run journey is required during winter months or after late clubs.

As a state school, there are no tuition fees. Families should still budget for the usual associated costs, including uniform, optional trips, and any music or activity related costs where applicable. The uniform information is set out clearly via the school’s uniform handbook pages.

• Consistency of learning and behaviour. The evidence points to variable classroom experience across subjects and inconsistent behaviour routines in some settings. This may suit resilient, self directed pupils; it can be harder for pupils who need predictable structures.

• Outcomes are below England averages on several measures. GCSE and A level indicators sit in the lower performing segment nationally, so families may want to look closely at subject level support, homework routines, and how gaps are identified and closed.

• SEND adaptations can vary. Support information exists, but consistent use in lessons is a stated challenge. Families of pupils with SEND should ask detailed questions about how adaptations are quality assured.

• Sixth form looks stronger than the main school, but check the fit. Teaching routines in sixth form are described as more consistent. Prospective students should confirm subject availability, partnership travel requirements, and independent study expectations.

This is a Stafford secondary with sixth form where care and support are a meaningful part of the culture, and where enrichment, trips, and structured personal development can add real value for students who engage. The main work is improving consistency, both in classroom learning and in behaviour routines, so that pupils have a more predictable experience across subjects.

Best suited to families who want a local 11 to 18 route with a supportive pastoral offer, and to students who will commit to enrichment and take ownership of independent study, especially in sixth form. For families weighing multiple options, the FindMySchool Local Hub comparison tools can help you evaluate outcomes and context side by side, then focus open event questions on the areas that matter most to your child.