Barnwell School Review 2026: Transformation and Opportunity in Stevenage

In 2002, few people believed Barnwell was headed anywhere remarkable. The school ranked among the most struggling in Hertfordshire. Today, fewer than two decades later, the transformation is near-complete. Ofsted's most recent inspection awarded Good across all areas in November 2021, a dramatic reversal from the Requires Improvement rating just three years prior. The school operates uniquely across two adjacent campuses that serve different phases: Middle Campus for Years 7 and 8 creates intimate, age-appropriate learning spaces, while Upper Campus provides more specialist facilities for older students and the sixth form. The overall picture is one of a school that has genuinely turned itself around, proving that redemption is possible when leadership is focused and expectations are relentlessly high.

Barnwell's dual-campus structure is unusual in England and reflects a deliberate strategic choice made after the 2006 merger with neighbouring Collenswood School. Rather than maintain one sprawling campus, leadership invested £4.6 million in expansion and refurbishment, creating what feels like two distinct schools unified by shared values. Middle Campus occupies the former Heathcote School site and centres on Key Stage 3 students, fostering a smaller, more personalised community where every student knows staff by name. Upper Campus serves Key Stage 4 and the sixth form, with purpose-built facilities for performing arts, music, and STEM learning.

Miss Maria Townsend became headteacher in September 2024, arriving from Raynville Academy with a reputation for strategic vision. She follows Anthony Fitzpatrick, whose leadership oversaw much of the school's recovery. This transition reflects confidence in the direction of travel rather than instability; the school's trajectory has been decisively upward since 2018.

The school's stated values centre on respect, shared endeavour, and a "can do" culture embedded throughout teaching. Character education runs through the curriculum alongside academics. Students are encouraged to take part in co-curricular activities as a pathway to developing workplace-ready skills. The atmosphere is deliberately nurturing yet demanding: behaviour expectations are clearly communicated and consistently enforced, creating a calm environment where learning can flourish.

GCSE Performance

Barnwell's GCSE results place the school in the bottom 30% of schools nationally, with an average Attainment 8 score of 39.6 compared to the England average of 45.9. In 2024, a small percentage of pupils achieved grades 5 and above in English Baccalaureate subjects (3%), well below the England figure of 41%. The Progress 8 score stands at negative 0.32, indicating that students at this school make slightly below-average progress from their starting points.

These figures tell a story of a school working with a cohort that presents significant academic challenges on entry. However, they also represent genuine progress from the 2018 Requires Improvement inspection, when the school was ranked significantly lower. The school currently ranks 3302nd in England (FindMySchool ranking), placing it in the lower national performance band. Locally in Stevenage, Barnwell ranks 6th among secondary schools.

A-Level Performance

The sixth form tells a more positive story. At A-level, 4% of grades reach A*, 9% reach A, and 27% reach B. Combined, 39% of A-level grades fall into the A*-B range, compared to the England average of 47%. The sixth form is ranked 1777th in England (FindMySchool data), placing it in the lower national band but indicating that older students are performing better than the GCSE cohort would predict.

The school offers an extensive range of A-level and vocational subjects and operates through a sixth form consortium, allowing students to access courses at partner colleges in Stevenage if the school cannot offer a particular combination. This flexibility is valuable for students with specific subject interests.

Teaching is structured around faculty heads and regular progress monitoring. The school identifies students at risk of underachievement early and deploys targeted intervention to close skill gaps. Form tutors meet with students daily and know them well; heads of year take responsibility for pastoral oversight alongside academic progress.

The curriculum is progressive and broad, with an explicit emphasis on building career-ready skills. Key Stage 3 students benefit from the smaller community at Middle Campus, where teaching can be more personalised. Subject teaching includes French from Year 7, and the school offers a range of sciences alongside humanities subjects and creative subjects. Key Stage 4 provides both traditional GCSE routes and vocational qualifications, recognising that not all students thrive in purely academic settings.

The school's investment in ICT infrastructure is notable. Both campuses have been fitted with virtualised systems and wireless access, supporting digital learning. Facilities for performing arts, music, and sports are modern and purpose-built, enhancing teaching in these areas significantly.

In the 2024 cohort, 31% of sixth form leavers progressed to university, 4% to further education, 8% to apprenticeships, and 39% to employment. This distribution reflects the school's role in a mixed economy of post-16 destinations. One student secured a place at Cambridge in the measured period, indicating that even from a lower-ranked sixth form, elite destinations are possible for the most able.

The school actively supports university applications through its sixth form structure. A Head of Transitions role focuses specifically on preparing sixth formers for higher education pathways. The sixth form provides dedicated enrichment opportunities and work experience placements to broaden experience beyond examinations.

Barnwell is a non-selective state school, admitting students by distance under Hertfordshire's coordinated admissions scheme. In the measured year, the school was oversubscribed at Year 7 with 1.31 applications per place offered, indicating strong local demand. However, without a formal geographic catchment, students from across South Stevenage and beyond can apply.

The school works closely with primary feeder schools to manage transition. A dedicated Head of Transitions visits primary schools to build relationships before Year 6 students arrive, easing the shift from primary to middle school. Transition is treated as a critical moment; the school recognises that moving from one school to another can be disruptive and invests in easing that journey.

Pastoral structures are centred on form tutor groups and college systems, with heads of year holding accountability for each cohort's wellbeing. The school employs a therapy dog on site, a tangible symbol of its commitment to emotional support. A food bank operates for families facing hardship, removing stigma from poverty and practical support simultaneously. Enrichment opportunities run throughout the year, exposing students to experiences beyond the classroom.

Mental health support is available, and the school actively promotes inclusive behaviour. LGBTQ+ support is explicitly offered, and there is visible commitment to reducing isolation and creating belonging for all students.

The school's co-curricular offer is broad and carefully curated. Named performing arts clubs and groups include Stagecoach Stevenage, which offers dance, singing, and drama classes for ages 2-18, with opportunities to perform in the West End and at Disneyland Paris. Identity Dance Limited provides classical ballet and commercial street dance for all abilities, culminating in performances at the Gordon Craig Theatre. Jigsaw Stevenage delivers performing arts classes in dance, singing, and drama for children aged 3-18 every Saturday morning.

Sports provision is comprehensive. The school's leisure centre hosts badminton courts (minimum four courts available), basketball courts (one main, three practice), netball, futsal, cricket training, ju-jitsu, parkour, and roller skating. Specific clubs include Stevenage Royals Basketball Club, which operates from the school with 280+ members across mini, youth, and senior teams competing nationally. IMI Football Academy runs Saturday morning football training. BabyBallers offers early years football development for ages 16 months to 5 years.

Dance studios (two, air-conditioned and mirrored) host Emerald Dance Academy's ballet and Bollywood dance; Zen Kemp Ryu Ju-Jitsu; street dance; tap; modern dance; belly dance; Bounce fitness; karate; self-defence; and band practice. Parkour is taught as Creative Movement, developing obstacle navigation and athleticism. Sabihah Dance offers belly dance classes for women.

Music and drama have dedicated facilities on the Upper Campus. Function halls with stages and projectors host award evenings, drama group rehearsals, choirs, and fitness classes.

Tech clubs include Indoor Raceway Stevenage, one of the country's busiest radio-controlled car clubs, welcoming all ages and abilities.

School clubs rotate termly, ensuring variety and keeping the offer fresh. The school explicitly encourages participation in enrichment activities as integral to character development. This balance between academic rigour and broader opportunity defines the Barnwell experience.

School day runs from 8:50am to 3:20pm at Middle Campus and Upper Campus. Middle Campus is situated at Shephall Green, SG2 9SW; Upper Campus at Barnwell, SG2 9SW. Both are easily accessible by car; parking is available on site. Local bus services (Stagecoach Stevenage) serve both locations. Walking and cycling are viable for students in central and south Stevenage. The two campuses are less than a mile apart, allowing some degree of movement between them for timetabled subjects.

Results and progress trajectory. Barnwell remains a below-average performer nationally. GCSE outcomes are weak, and Progress 8 is negative, meaning students do not make the progress expected. Families with high academic expectations should look carefully at the data before applying. The school is working hard, but improvement takes time, and these figures reflect current reality.

Entry to the sixth form. Performance improves at A-level relative to GCSE, but entry requirements are competitive. Year 11 students wishing to continue must meet minimum attainment thresholds, and sixth form places are not guaranteed. Some students may need to pursue A-levels or vocational routes elsewhere.

Dual campus structure. While innovative, the two-campus model requires students to transfer at the end of Year 8. This is managed carefully, but it is not a continuous 11-18 experience. Students must adapt to a new building and a new peer group at a sensitive age.

Capacity and demand. The school is oversubscribed, meaning places are competitive. Students from outside the immediate area may not secure entry. Families should check distances and expect that proximity will influence offers.

Barnwell is a school in transition, having genuinely improved from crisis point to stability and, in some areas, genuine strength. The two-campus structure, while unusual, creates real benefits for both younger and older students, allowing age-appropriate personalisation within a larger institution. Teaching is conscientious and expectations are clear. The co-curricular offer is exceptional and diverse. For families seeking a state school that has turned itself around and offers real community alongside academic challenge, Barnwell is worth serious consideration. However, families with top-quartile academic aspirations should benchmark against higher-performing alternatives locally. The school suits families in or near South Stevenage who value improvement culture, broad enrichment, and a supportive ethos over elite academic outcomes.