Sir William Romney’s School Review 2026, A community minded secondary with clear routines and a broad offer

Tetbury families looking for a secondary school that balances structure with approachability tend to focus on how quickly students settle, how consistent classroom expectations are, and whether staff know children well enough to intervene early. Here, routines are a defining feature, with “strong start” line ups used to set readiness for learning at the beginning of the day and again after breaks.

Leadership is relatively new. Will Ruscoe became headteacher in September 2023, and the most recent external visit concluded the school had maintained standards since the previous graded inspection.

Academically, outcomes sit below England average on the FindMySchool GCSE measure, with an England ranking of 2,849th and a local ranking of 2nd for GCSE outcomes. Attainment 8 is 42.4 and Progress 8 is -0.17, indicating students make slightly less progress than similar students nationally from their starting points.

Pastoral and enrichment are not add ons. The programme includes careers focused Futures days, a timetable of lunchtime and after school clubs, and a house system designed to build belonging and participation.

The tone is shaped by consistency. Behaviour expectations are anchored in predictable routines, including whole school line ups in tutor groups at the start of the day and after break and lunch. Staff use these moments for notices, uniform checks, and readiness to learn, which tends to reduce friction and help students transition calmly into lessons.

A second strand is community. External review notes that pupils, parents and carers describe a strong community feel and that pupils are confident raising concerns with the pastoral team. That matters in a smaller market town setting where families often want a school that can feel personal even as children grow into adolescence.

The house system reinforces identity and participation. Houses are named for Pegasus, Orion, Andromeda and Hydra, with the school framing this as character development through enrichment and experience. For students, a clear house identity can make joining clubs, competing in house sport, or taking part in events feel less daunting, particularly in Year 7 when social confidence varies widely.

Historically, the roots of education in Tetbury go back centuries. Public records describing the local grammar school state that Sir William Romney left money in 1610 to pay a schoolmaster, which is the origin story for the long educational tradition the modern school sits within. It is not a museum piece, but it does provide a useful context for why the school’s name and local role carry weight in the town.

The FindMySchool GCSE ranking places the school below England average overall. Ranked 2,849th in England and 2nd in Tetbury for GCSE outcomes (FindMySchool ranking based on official data), the profile sits in the lower band nationally, which broadly equates to below England average.

On headline measures, Attainment 8 is 42.4 and Progress 8 is -0.17. The Progress 8 score indicates students, on average, make slightly less progress than students nationally with similar prior attainment.

The EBacc picture is important to understand properly. The school’s EBacc average point score is 3.55 compared with an England average of 4.08, and 6% of pupils achieved grades 5 or above across the EBacc subjects. That said, the most recent external review notes that few pupils study the full EBacc suite, and that in Year 10 more pupils are now studying EBacc subjects. For families, the practical implication is that subject choices and guidance at Key Stage 4 matter, particularly if you want to keep a more traditional academic pathway open.

For parents comparing local options, the most useful approach is to use FindMySchool’s Local Hub comparison tool to view GCSE measures side by side across nearby schools, then match the data to the child in front of you. A school can be a strong fit for a particular learner even when results are not top quartile, especially where routines, pastoral support, and engagement are consistent.

Curriculum design is clearly sequenced. External review describes a curriculum that considers what pupils will learn and when, helping pupils build knowledge over time. That emphasis on sequencing tends to support students who need strong scaffolding, because lessons connect rather than feeling like isolated topics.

The school describes itself as comprehensive in intake and intent, aiming for a rich and broad curriculum that improves life chances and addresses barriers. The phrase is ambitious, but the more meaningful question is how it shows up day to day. In practice, the combination of strong routines and careful curriculum planning supports a steady learning climate. Where pupils need adaptation, the same external review notes that teachers adapt teaching, including extending learning when pupils are ready to move on, while also signalling that implementation is uneven in a few areas and needs further work.

Key Stage 4 decision making is a focal point. The school is explicit about supporting pupils to be well informed when choosing subjects. Given that EBacc uptake has historically been low, the quality of options guidance matters for students who may be the first in their family to pursue certain pathways, or who need help linking subject choices to post 16 plans.

Where Students Go Next

This is an 11 to 16 school with no sixth form, so planning for post 16 is a core part of the Year 10 and Year 11 journey. Careers work is a visible feature. The school runs Futures days for Years 7 to 11, giving pupils a day in the workplace, and frames careers learning as helping pupils connect subjects to pathways. For many families, this is where school becomes practical, it helps students understand why English, maths, science and option subjects matter beyond exams.

There is also a local post 14 dynamic. External review notes that the “local post 14 offer” means some pupils move to and from the school throughout the academic year, and that pupils are supported in those transitions. That is a distinctive feature. It can suit students whose needs change at 14, whether that is curriculum preference, wellbeing, or a move toward a more technical route.

For families, the implication is straightforward. Start post 16 research early, ideally in Year 10, so that option choices and work experience connect to realistic next steps. If your child might benefit from a more technical route, the county’s provider access and technical education information should be part of the conversation, not a last minute add on.

Admissions are coordinated through Gloucestershire County Council for secondary transfer, with the standard timeline published for the September 2026 intake. The online application facility opens 3 September 2025, and the closing date for applications is midnight on 31 October 2025. Offers for secondary places are issued on 2 March 2026, with a reply deadline of 16 March 2026.

Designated area and transport are closely linked here. The school describes a designated area covering Ashley, Avening, Beverston, Cherington, Didmarton, Horsley, Kingscote, Leighterton, Long Newnton, Nailsworth, Rodmarton, Shipton Moyne, Tetbury, Tetbury Upton and Westonbirt, plus shared choice arrangements in some neighbouring areas. Where local authority transport applies, it is tied to this geography.

Because the school is not selective, the admissions question is less about test preparation and more about practical fit: travel time, friendship networks, and the match between the child’s learning style and the school’s structured routines. Families who want to model likely travel routes can also use FindMySchoolMap Search to sense check distances and commuting time, then validate the transport position with the local authority.

Open evenings and transition events are the best way to judge fit, but published dates can quickly go out of date. The school’s transition information describes induction days that run 8.55am to 3.25pm and are held in early July, which is a helpful indicator of the typical pattern even when the exact dates change year to year.

Pastoral support is positioned as accessible. External review notes pupils feel staff care about wellbeing, and that pupils are confident raising concerns with the pastoral team. In practical terms, that is often the difference between small issues staying small and becoming persistent barriers to attendance or learning.

The behaviour culture is designed to be visible and consistent. Strong start routines are not just about punctuality, they also create repeated opportunities for senior staff to check in and spot issues early. The approach will suit students who benefit from clarity and predictability, and it can be especially helpful during Year 7 transition.

Attendance is a current focus. External review flags that some pupils continue to have too many days off school, which hinders learning, and recommends the school continues its work to improve attendance. Families should read that as a signal to ask clear questions about how attendance concerns are identified and addressed, and how support is put in place for students whose absence is linked to anxiety, health, or other challenges.

The school has also engaged with county wellbeing initiatives. A school newsletter reports an award from the Gloucestershire Healthy Living and Learning team linked to mental health, following an application and inspection process. While awards are not the same as outcomes, it does indicate that wellbeing is being treated as a whole school responsibility rather than a reactive service.

The extracurricular offer is unusually easy to evidence because the school publishes a detailed clubs timetable. That matters, because families can see what actually runs, who it is for, and when it happens, rather than relying on generic statements.

A clear pillar is oracy and confidence. Debating appears both in the external review and in the published clubs programme. Students who are naturally quiet often benefit from a structured debating environment because it gives them prepared roles and predictable formats, which can build confidence without forcing a “performer” personality.

STEM and problem solving also show up with specifics. The computing department lists Coding Club, cryptography competitions, and Girls First competitions, alongside GCSE revision support. This is the sort of provision that can widen participation, particularly for girls who may not immediately identify with computing. The evidence of named competitions and clubs suggests a programme that goes beyond basic curriculum delivery.

Sport and physical activity are offered at multiple levels. The clubs timetable includes trampolining, cross country running, rugby, football, badminton, basketball, table tennis, hockey, and a KS4 fitness option. The implication is flexibility. Some students will want competitive fixtures, others simply need regular movement and a social reason to stay after school.

Creative and performance opportunities are also tangible. The clubs programme includes Pop Choir, Ukulele Club, a Musical Theatre Group, and a termly Variety Show open to music, drama, dance and comedy. That breadth matters for students whose engagement rises when learning is connected to performance, rehearsal, or making something visible.

There are also practical, quietly effective clubs that parents tend to value as children reach Key Stage 4: Homework Club, subject revision sessions, and coursework clubs. These can reduce conflict at home by shifting some work into a supervised environment, and they help students who struggle with executive function to build habits before GCSE pressure peaks.

Access can be a barrier for rural families, and the school appears to recognise this. A weekly bulletin describes a free minibus service after Monday clubs to Avening, Nailsworth and Horsley, leaving school at 4.30pm, which is a practical enabler for participation.

The school day runs on a two week timetable with consistent day timings. Registration is 8:55am to 9:15am, and Period 5 ends at 3:25pm.

Transport is a practical consideration in this catchment. The school describes local authority arranged transport for eligible students within its designated area, and notes bus routes linking with Stroud, including services numbered 131 and 69 operated by regional providers.

As a state school, there are no tuition fees. Families should still budget for the usual secondary costs such as uniform, some educational visits, and optional extras such as instrumental lessons, which the school offers through visiting peripatetic teachers.

• Academic outcomes below England average on GCSE measures. The FindMySchool GCSE ranking sits below England average, and Progress 8 is -0.17, so families should look carefully at the support and challenge strategy for their child, especially if they are aiming for more academic post 16 routes.

• EBacc pathway is developing rather than established. External review notes that few pupils study the full EBacc suite, although more pupils in Year 10 now study EBacc subjects. If you want to keep a highly academic pathway open, ask how options guidance supports this, and what the current EBacc offer looks like.

• Attendance is an improvement focus. External review highlights that some pupils have too many days off school, which hinders learning. Families may want to ask how the school supports attendance when absences are linked to wellbeing, health, or social issues.

• Post 16 planning is essential because there is no sixth form. Students will move on at 16. The careers programme and Futures days are strengths, but families should begin post 16 research early so that Year 10 and Year 11 choices align with realistic next steps.

This is a structured, community minded 11 to 16 school where routines, pastoral accessibility, and a well evidenced enrichment programme shape daily experience. Academic outcomes are not among the strongest in England on GCSE measures, so the decision often comes down to fit: whether a child benefits from predictable expectations, clear behaviour norms, and a wide range of clubs that encourage participation.

Best suited to families who want a comprehensive secondary close to Tetbury, who value consistency and enrichment, and who are prepared to engage early with post 16 planning. The main trade off is that families seeking top quartile exam outcomes in England may want to compare alternatives carefully before committing.