Biddulph High School Review 2026: Upper School in Knypersley with Sixth Form Pathways

Biddulph High School is an upper school serving students aged 13 to 18, with entry at Year 9, which is typical for parts of Staffordshire. The day is structured and full, with an 08:40 registration and a five period teaching timetable running through to 15:10, plus an active set of lunchtime and after school clubs.

This is a state school, so there are no tuition fees. The school sits within the Potteries Educational Trust, and its leadership positions emphasise both local community links and post 16 preparation. The current Head of Academy is Mr D Scott.

The school’s published language is explicit about personal development alongside academics, with repeated emphasis on every student being valued as an individual and on high expectations for work and conduct. The headline strapline used across school materials is Achieve Excellence, and the values statement links this to ambition, compassion, and equality, rather than to narrow academic selection.

Pastoral culture also shows up in how the school talks about inclusion and access. A practical, operational tone runs through its accessibility planning, which sets out both physical adjustments and classroom level practices (such as training, differentiated work, and use of support staff) intended to remove barriers to participation. The implication for families is that the school expects a mixed ability intake and plans accordingly, rather than relying on a small set of top performers to define its identity.

Leadership visibility is strong in the way senior roles are presented. Mr D Scott is named as Head of Academy on the school’s leadership pages and directly addresses families and students as the school’s current leader, with a stated focus on belonging, pride, and community links.

At GCSE level, performance sits below England average on several key indicators. The school’s Attainment 8 score is 40.4, and Progress 8 is -0.75, which indicates that, on average, students made less progress than similar students nationally from their starting points. EBacc outcomes are an area to watch, with 10.8% achieving grade 5 or above across the EBacc suite, and an EBacc average point score of 3.52 compared with the England average of 4.08.

Rankings provide additional context. Ranked 2816th in England and 14th in Stoke-on-Trent for GCSE outcomes (FindMySchool ranking, based on official data), this places the school below England average overall, within the bottom 40% of schools in England for this measure (60th to 100th percentile).

Sixth form outcomes show a similar profile. A-level grades include 3.6% at A*, 10.8% at A, and 40.5% at A*-B. Compared with the England average of 47.2% at A*-B, this indicates outcomes below England average for top grades.

Ranked 1699th in England and 7th in Stoke-on-Trent for A-level outcomes (FindMySchool ranking, based on official data), the sixth form also sits below England average overall, within the bottom 40% of providers in England for this measure (60th to 100th percentile).

For parents, the practical implication is that the school is best evaluated on fit, support, and pathways, rather than as a results led destination. Families comparing options locally can use the FindMySchool Local Hub page to view these outcomes side by side using the Comparison Tool.

The school’s key stage 4 options material shows a clear attempt to keep breadth while offering differentiated routes. All students follow a statutory core of English language, English literature, mathematics, and science, with a deliberate split in science provision. Approximately 30% of students are selected in Year 9 to take separate GCSEs in biology, chemistry, and physics, while the remainder take combined science leading to two GCSEs. That structure matters because it signals a pathway for students aiming for science A-level, alongside an alternative that still keeps routes open.

The EBacc is also treated as a meaningful pathway for some cohorts, with German identified as the language option within the framework. In practice, this means that students who are suited to a more academic curriculum can be steered towards the full EBacc set, while others can balance academic and technical subjects.

Options show a notably practical strand alongside traditional GCSE subjects. Alongside history and geography, the menu includes BTEC technical awards in digital information technology, health and social care, and child development, plus a hospitality and catering qualification, and vocational sport routes alongside GCSE physical education. The implication is a school that is trying to create credible next steps for a wide range of learners, including those who are clearer about technical or employment linked goals in Years 10 and 11.

Post 18 destinations data points to a mixed set of outcomes, with a substantial group progressing directly to employment as well as higher education. For the 2023/24 leavers cohort of 76 students, 41% progressed to university, 33% entered employment, 7% started apprenticeships, and 1% moved into further education. The remainder is recorded in other categories not shown here.

There is also a small Oxbridge pipeline in the same measurement period. Two applications were made, with one offer and one acceptance recorded, indicating that individual students do pursue the most selective routes, even if this is not a dominant destination pathway for the cohort overall.

For families, the implication is that sixth form guidance needs to work for multiple end points, university, apprenticeships, and direct employment, rather than assuming a single university first track. This can be a strength when careers education is structured and personalised, particularly for students who value clarity, work experience, and practical preparation.

The admissions picture is shaped by Staffordshire’s middle school to high school system. Entry is at Year 9, rather than Year 7, and the published admission number for Year 9 is 211.

For September 2026 entry into Staffordshire secondary and high schools, the local authority’s co-ordinated timetable stated that the online application service opened on 1 September 2025, the closing date was 31 October 2025, and offers were issued on 2 March 2026. Even though those dates relate to the September 2026 cycle, the same pattern typically repeats annually, so families applying in a future year should expect an early September opening and an end of October deadline.

Sixth form admissions are handled directly by the school, with a published timeline for internal applicants for September 2026 entry. Applications opened on Monday 1 November 2025 and closed on Friday 19 December 2025, followed by an induction week in early July and enrolment aligned to GCSE results day in August.

The school’s published expectations highlight attendance, punctuality, and structured routines. In sixth form materials, attendance above 96% is presented as the benchmark, with explicit links made to achievement and to future applications. For some students, this clarity can be helpful, particularly those who respond well to consistent expectations and strong follow up.

Inclusion and access planning suggests that student support is designed to be practical and embedded. There is explicit reference to adjusted timetables, designated support roles for students with additional needs, and staff development around different types of need. The wider implication is that families should expect a pastoral system that is operational and process led, rather than informal, and that is often the right fit for students who benefit from predictable structures.

Safeguarding information is signposted across the school’s published materials, and the wider culture is framed around safety and belonging. Families who want deeper reassurance should use open events and meetings to understand how concerns are handled day to day, including reporting routes, follow up, and communication with home.

Extracurricular provision is unusually transparent because the school publishes a timetable style overview. The lunchtime offer includes a mix of sport and creative options, such as Music Composition Club, Graphics, Product Design, and Dance Club, alongside football activities. That matters for students who want a structured alternative to unstructured social time at lunch, especially in an upper school where Year 9 students are joining at 13 and settling into new peer groups.

After school, the timetable shows a combination of academic support and interest driven clubs. Examples include Science, a Lego Club, table tennis, and trampolining, plus a named competition pathway linked to the Institution of Civil Engineers. The practical implication is that students who need extra consolidation, or who enjoy structured enrichment, have obvious routes to plug into without relying on ad hoc teacher arrangements.

Educational visits planning is also published at a high level, with recurring patterns including an all years ski trip and a football tour for Year 10 and Year 11 cohorts. Dates and destinations change, and trips typically depend on minimum participation, but the visibility of planning helps families anticipate likely opportunities and costs.

The 2025 to 2026 school day published by the school shows arrival at 08:30, registration from 08:40 to 09:00, and a teaching day running to 15:10, with a mid morning break and a lunch period.

As an upper school, transport planning matters, particularly for students arriving from multiple middle schools. The school’s planning documents refer to bus drop off points and supervised arrival and departure routines. Families considering eligibility for travel assistance should check current local authority criteria, as these can differ by distance, age, and route safety.

Wraparound care is not a standard feature for secondary age groups, and the school does not publish a breakfast club or after school childcare offer in the way primary schools often do. Families who need supervision beyond clubs should confirm current arrangements directly.

• Results profile. Progress 8 of -0.75 and a GCSE and A-level ranking position within the bottom 40% of providers in England suggests this is not a results first school. Families prioritising top end outcomes should compare alternatives carefully.

• EBacc strength. With 10.8% achieving grade 5 or above across the EBacc suite, families who want an EBacc heavy pathway should ask how languages and humanities are supported and how option guidance works in practice.

• Upper school entry at Year 9. Joining at 13 can be a positive reset for some students, but it also means a major transition later than in many parts of England. Families should ask about transition work with feeder schools and induction routines.

• Sixth form destinations are mixed. With 33% entering employment and 7% apprenticeships in the latest published cohort, careers guidance needs to be strong across multiple pathways. Ask what structured support is offered for apprenticeships and employment, not only university.

Biddulph High School is best approached as a community upper school offering broad pathways at key stage 4 and a sixth form with multiple progression routes. It will suit students who benefit from clear routines, visible enrichment options, and a practical mix of academic and technical courses. Families seeking consistently high exam outcomes across the board may find stronger options elsewhere, but for students who want a supported route through Years 9 to 13, with credible vocational and employment linked pathways alongside university routes, it can be a sensible local choice.