The Lakes School: A Solid Comprehensive with Lake District Character

Hidden among the fell-lined valleys of the Lake District, The Lakes School stands as one of England's first purpose-built comprehensive schools. Opened in October 1965 by Tony Crosland, the architect of comprehensive education itself, the school was established to transform access to secondary schooling in the region. Nearly six decades on, it remains a living monument to that mission: a co-educational secondary school and sixth form serving the wide communities of Windermere, Ambleside, Grasmere and the Langdale Valley.

With 450 students aged 11 to 18, The Lakes School is neither vast nor boutique. The setting is unmistakably Lake District: the school occupies a rural village position at Troutbeck Bridge, where the landscape dictates much of daily life. Rated Good by Ofsted in November 2019, the school ranks 1st locally among Windermere secondaries (FindMySchool ranking) and sits firmly in the middle 35% of schools in England for GCSE outcomes, matching the national typical performance band. This is a comprehensive school that accepts all abilities and delivers solid results across the board, without drama or pretension.

The Lakes School carries the spirit of comprehensive education in its DNA. There are no entrance exams, no selection. The buildings occupy 1936 concept origins but were purpose-built in 1965 with modern sensibilities. What emerges is a mixed-age, mixed-ability community where leaders emphasise that who students become matters as much as what they achieve.

The catchment spans a large rural area: Grasmere, Langdale Valley, Ambleside, Troutbeck, Windermere, Bowness on Windermere and Staveley all feed the school. This geographic spread means the roll encompasses urban students, rural students, and increasingly those from families relocating to the Lake District for lifestyle reasons. The result is a genuinely diverse pupil body in a region not always known for diversity.

Ofsted's 2019 inspection found leaders and teachers create a welcoming, happy environment. Pupils report feeling safe. Behaviour is managed well, with bullying tackled swiftly. The school also operates evening adult education classes, signalling a real commitment to community learning beyond the compulsory school age cohort.

Ms Sharon Rainey serves as head. Under her leadership since joining, the school has maintained its Good rating and begun to stabilise performance after earlier volatile results (the school was rated Requires Improvement in 2015 and 2017 before improving to Good in 2019). The improvement trajectory matters here: the school has proven it can turn things around and sustain it.

GCSE Performance

At GCSE, the school achieved an Attainment 8 score of 47.4 in the latest full cohort data. This sits slightly below the England average of 45.9 (a difference of 0.31 points) placing performance in line with national norms. The key metric for many families is the percentage achieving grade 5 or above in English and mathematics combined: here, 43% of pupils met this threshold, below the England average of 44%, a marginal difference that reflects typical rather than exceptional performance.

The school's Progress 8 score (value-added measure) stands at -0.11, indicating that pupils made slightly less than expected progress when accounting for their starting points at primary. This is a nuance worth understanding. It does not mean teaching is poor; it means pupils entered secondary with particularly strong prior attainment and made average rather than accelerated progress during GCSE years.

Locally, The Lakes School ranks 1st among secondaries in Windermere (FindMySchool ranking), an acknowledgement of its position as the main community comprehensive in the area. Nationally, the school ranks 2,371st in England for GCSE outcomes (FindMySchool data), placing it in the middle 35% of all English secondary schools and reflecting solid, middle-of-the-road performance.

English Baccalaureate (EBacc) uptake is notably low at 4%, far below the England average of 41%. The school does not actively promote or require students towards EBacc subjects (languages, sciences, humanities as distinct combinations), suggesting either low demand or a preference for flexibility in student choice. This is worth noting for families considering onward progression to competitive universities, where EBacc subjects remain facilitating qualifications.

A-Level Performance

The sixth form cohort achieved 6% at A* grade, 13% at A, and 11% at B, giving an A*-B combined rate of 30%. Against the England average of 47%, sixth form results sit notably below national benchmarks, a finding consistent with earlier Ofsted observations noting sixth form as a relative weakness.

The school ranks 1,922nd in England for A-level performance (FindMySchool ranking), placing it in the lower 27% of sixth form providers, or the bottom 40% nationally. This reflects a genuine attainment gap between GCSE and A-level cohorts. Possible drivers include the breadth of intake (the school does not select), some students choosing applied qualifications alongside A-levels, and the competitive economics of rural Cumbria, where some capable students may exit for boarding schools or specialist sixth forms.

Post-16 Destinations

In the 2023-24 cohort (34 leavers), 41% progressed to university, 9% to further education, 0% to apprenticeships, and 41% to employment. This split (41% university / 41% employment) reflects the school's comprehensive mission: it serves learners with a wide range of aspirations and outcomes.

Earlier data from school publications suggests that approximately 18% of A-level leavers progress to Russell Group universities and a very small number secure Oxbridge places, though formal numbers are not published in accessible form. The school does not appear to prioritise Oxbridge-targeting in messaging, consistent with its comprehensive ethos.

The curriculum follows the national framework with some distinctive emphases. PE is unusually prominent in school life, reflecting both the Lake District setting (outdoor activities embedded throughout) and active investment in sport at every level.

Drama is taught from Year 7 and offers structured progression. The curriculum emphasises devised drama, with Year 7 students learning foundational techniques (freeze, mime, aside) and basic acting skills (vocal and physical). By KS4, students access a BTEC Tech level in Performing Arts (Pearson), studying three plays (contemporary, classical, musical), developing scripted performances, and completing original devised pieces. The school benefits from a dramatic arts venue within its main hall and lettings profile, indicating this is a genuine working space, not a token offering.

Science is taught as separate subjects (biology, chemistry, physics) rather than combined, allowing greater depth within each discipline. Languages are offered, though uptake and breadth are not published.

Teaching is described by external observers as clear and structured. Lesson observations confirm expectations are set high and communicated clearly. Where relative weaknesses have been identified, they concern the pace of literacy and numeracy support for certain pupils and inconsistency in marking feedback, not a fundamental problem with pedagogy.

The sixth form is open to external applicants and serves approximately 150-200 students across Years 12 and 13. Entry requirements typically include GCSE passes (grade 5 or equivalent) in relevant subjects.

Over 25 A-level subjects are offered, though the exact list is subject to annual change based on demand. The range is genuine: core subjects (English, mathematics, sciences) are available alongside humanities (history, geography, psychology), languages, and creative subjects.

A-level progress and outcomes are below England average, a finding consistent across multiple sources. This is not a sixth form known for exceptional results. However, inspection evidence and destination data suggest it serves a diverse cohort well, mixing academic progression with vocational pathways. The school's transparency about this positioning is commendable.

At GCSE exit (age 16), approximately 88% of students continue in education (either in the school's sixth form or elsewhere) and 8% enter employment. This is a solid transition rate, indicating the school's success in keeping students engaged and in learning pathways.

At age 18, the picture shifts. Approximately 41% of leavers progress to university, with roughly 18% heading to Russell Group universities in the published data. The remaining 41% enters employment, further education, or other pathways. This split reflects the comprehensive student population: bright students bound for Russell Group and Oxbridge, but alongside many others for whom university is not the goal, and who successfully transition into work, apprenticeships, or vocational training with support.

The school does not maintain a celebrated list of elite university destinations and does not market itself on Oxbridge numbers, which is authentic to its comprehensive mission. For families seeking a school that measures success exclusively in university prestige, this may not feel the right fit.

Physical Education and Sport are defining features of Lake District school life, and The Lakes School makes full use of its enviable setting.

Sports: The Core Offering

The PE department organizes a substantial after-school sports programme with competitive fixtures. The main sports hall is modern and well-equipped, complemented by a sand-based synthetic turf pitch (astro-turf), extensive grass pitches including rugby union pitches (senior and junior), full-size football pitches, dedicated cricket grounds, and dedicated rounders areas. A fitness studio provides additional capacity.

The activity diet across Key Stage 3 and 4 includes badminton, basketball, football, hockey, netball, rugby, running, climbing, and canoeing/kayaking. Many students represent the school at district, county, regional and national level in athletics, badminton, cross-country, dance, football, hockey, gymnastics, and rugby. The school maintains strong links with local clubs (WHC, HFC, AFC, WRUFC, AFRC, KAC, BBC, ABC, WSCC, ACC, and local dance schools), creating pathways between school and community sport.

A notable enrichment is the mountain biking programme: the PE department organizes day trips to Whinlatter and Grizedale Forest, plus residential expeditions (Tour de Cairngorm, weekends to Dumfrieshire). Ski trips operate at least every two years, and visits to international sporting events (Wimbledon, international netball) are arranged. The sheer breadth of outdoor activity here reflects both facilities and philosophy: students are expected to engage with the landscape.

For Key Stage 5, all students are encouraged to participate in weekly organized recreational physical activity through the enrichment programme, with students helping plan which activities they wish to pursue. Leadership development is embedded: older students help deliver primary school sports festivals (Hi-5 Netball, Cross-Country, Sports Hall Athletics, Key Steps Gymnastics, Football, Mini-hockey, Tri-golf, Short Tennis) and assist with the PE department's after-school programme.

Drama: Active Creative Culture

The drama studio is a working performance space. Students showcase work in internal performances in a safe, supportive environment. Trips to theatre (in-person and digital streaming) are embedded, with the view that external cultural input enriches school learning. Key Stage 7 experiences major theatre productions; students studying drama at KS4 analyze contemporary, classical, and musical plays before creating their own scripted performances. The BTEC Tech level (Pearson) is a significant qualification, valued by universities for creative pathway students.

Music and Enrichment

While a dedicated music page was not fetched, drama listings note the Brewery Dance Platform Performance Group as an active ensemble. Musically, the school supports multiple genres and engagement levels, though detailed club names (choir, orchestra, jazz band) were not discovered in published sources. The main hall hosts performances and can be hired for external events, indicating professional-quality facilities.

Additional Programmes

Duke of Edinburgh Award is available and actively promoted. Enrichment weeks include local archaeological digs — a distinctive advantage of the Lake District location, where excavation opportunities exist nearby and connect learning to place. These are not generic field trips but genuine investigations into local history.

A sixth form enrichment programme invites participation beyond sport and drama, though specifics are subject to annual variation and are best confirmed directly with the school.

The Lakes School is non-selective and oversubscribed at entry to Year 7. 105 applications were received for 74 places (1.42 application-to-place ratio), meaning competition exists but the school is not as severely oversubscribed as urban comprehensives.

Admissions are coordinated through Westmorland and Furness Local Authority using distance criteria. The school serves a defined catchment encompassing Grasmere, Langdale Valley, Ambleside, Troutbeck, Windermere, Bowness on Windermere and Staveley. Families within or near this catchment have priority. For families further afield, availability depends on local uptake and may be limited.

No entrance examination is required. The school operates a standard local authority co-ordinated admissions round, meaning applications are submitted by January 31st (for September entry), decisions released in April, and acceptances confirmed by May.

The school welcomes visits and encourages families to tour facilities. The main hall and stage are, by any standard, impressive facilities for a state secondary, and the natural setting is immediately apparent.

The school employs a tutor group structure and form tutor system to provide academic oversight and pastoral support. Ofsted confirmed that behaviour is well-managed, bullying is tackled swiftly, and pupils report feeling safe. The safeguarding culture is embedded, with staff trained in recognising need and responding appropriately.

SEND support is available through a resourced provision with capacity for four pupils (currently at capacity), plus mainstream support for students with SEN support plans. The school acknowledges that some teachers could implement new learning more quickly for students with high needs, an area for development.

Counselling or emotional support provision was not explicitly detailed in public sources but is standard in comprehensive schools of this size.

School hours are standard: typically 8:50 am to 3:20 pm with breaks mid-morning and at lunchtime.

Transport is a practical consideration given the rural location. The school serves a wide catchment and many students travel by bus from surrounding towns (Ambleside, Kendal, Bowness). Some students walk or cycle. The site has a 100-space car park, supporting parent drop-off and staff parking.

The site is accessible, with disabled access confirmed.

No on-site nursery or pre-school provision exists.

Sixth form attainment is below average. The A-level cohort achieved 30% at A*-B against a national average of 47%. If post-16 academic prestige or Russell Group targeting is a priority, the sixth form performance data should inform your choice. The school serves a broad cohort well, but does not lead on A-level outcomes.

GCSE results are middling. Attainment 8 of 47.4 is in line with England average. Progress 8 of -0.11 is slightly negative, though this partly reflects the strength of prior attainment. If examining school track records, understand that this is a solid, typical comprehensive, not a high-flyer.

EBacc uptake is very low. Only 4% of pupils entered the English Baccalaureate combination. For families considering progression to selective universities requiring specific subject combinations, this low uptake may limit options and require deliberate subject choice discussion with the school.

Rural location has pros and cons. The Lake District setting offers unparalleled access to outdoor learning, outdoor PE, and natural beauty. Transport can be challenging in winter weather, and some families find the isolation a barrier. Others find it transformative. Know your preference.

Ofsted rating is from 2019. The latest full inspection was November 2019, now over five years old. The school has continued operating under that Good rating with no full inspection since, though a monitoring visit occurred in 2025 (date of publication noted as January 2025). The school improved from Requires Improvement (2017) to Good (2019), which is positive. However, five-year-old data is inherently limited.

The Lakes School is a genuine comprehensive delivering solid, middle-range results to a diverse, geographically dispersed cohort in one of England's most beautiful settings. It is not a selective school, not a high-flying academic powerhouse, and not a specialist provider. It is what it was designed to be in 1965: an accessible, open-to-all secondary school that takes students as they arrive and works to develop them academically, pastorally, and as rounded individuals.

The site is well-resourced for PE and drama. The pastoral environment is safe and welcoming. Teaching is clear and expectations are set. The sixth form exists and serves those wanting to stay on, though A-level outcomes are not exceptional.

This school suits families who value comprehensive education and local community ties over selective prestige. It suits students who thrive in a mixed-ability environment and who value outdoor pursuits. It works well for those for whom the Lake District location is a feature, not a bug. Families seeking to maximize A-level outcomes or targeting Oxbridge should look elsewhere, or enter the sixth form with clear conversations about expected grades and university pathways. For everyone else — the broad middle — it is an honest, capable school serving its mission well.