Marshland High School Review 2026: A well-organised 11 to 16 academy with strong pastoral systems and a clear KS4 runway

A calm, purposeful culture sits at the centre of this 11 to 16 secondary, shaped by clear routines and a strong emphasis on respectful behaviour. The school is part of West Norfolk Academies Trust, and leadership has been stable for several years, with Mr Craig Jansen in post since May 2018.

Academically, results sit around the middle of schools in England, with a positive Progress 8 figure suggesting students tend to do better than similar pupils nationally. In FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 2410th in England and 2nd in Wisbech.

Families considering entry should pay attention to admissions detail, including the timetable for September 2026 transfer and recent catchment changes that expand priority to include Upwell and Outwell from September 2026 onwards.

Expectations are consistent and the tone is practical. Students are encouraged to take on responsibility through structured roles and a deliberate focus on personal development, which shows up in how leadership opportunities are built into school life, including a school council and prefect responsibilities.

The school’s stated values emphasise respect, responsibility, kindness, honesty and perseverance. These themes matter because they translate into a day-to-day culture where boundaries are explicit and students know what is expected of them.

Pastoral structures are intentionally designed to be non-fragile. A tutor framework sits underneath a year-group pastoral manager model, supported by safeguarding-trained pastoral staff. The implication for families is that concerns should have an obvious route to the right adult, rather than relying on informal escalation.

There is also a strong sense of the school as part of a wider trust ecosystem, not a standalone institution. West Norfolk Academies Trust features across governance, staff development and curriculum collaboration, and students benefit from those shared structures, particularly around curriculum planning and careers.

Marshland High School’s 2024 performance metrics point to steady outcomes and above-average progress. The school’s Progress 8 score is +0.30, indicating students typically make better progress than pupils with similar starting points. The Attainment 8 score is 41.8.

In FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 2410th in England and 2nd in Wisbech. This level of ranking reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

The Ebacc-related measures suggest a selective approach to the Ebacc pathway. The average Ebacc APS is 3.77 and 16% of pupils achieved grades 5 or above in the Ebacc.

What this means in practice is that families should look beyond a single headline and focus on fit. A positive Progress 8 score is often a useful indicator for parents of children who are capable but may not arrive with the very highest prior attainment. It suggests the school is adding value across the secondary years, rather than simply reflecting intake.

For parents comparing options locally, FindMySchool’s Local Hub and Comparison Tool can be a helpful way to view nearby GCSE outcomes side-by-side using the same measures.

Teaching is organised around subject-specialist delivery and a curriculum designed to revisit and secure knowledge. Lessons make use of retrieval activities to help students revisit prior learning and strengthen recall.

The school’s approach to reading is unusually specific for an 11 to 16. Students who find reading difficult are placed onto a targeted intervention programme from the point they join, and the school actively encourages wider reading through initiatives such as form-time reading and participation in the Carnegie Book Award. The benefit is twofold, reading confidence supports access to the full curriculum, and it also improves independence for revision at Key Stage 4.

Key Stage 4 is clearly structured. Students follow a core curriculum of English language, English literature, mathematics, science (double or triple), PSHCE and physical education, with remaining time allocated to chosen options. The stated aim is for students to leave with at least 8 GCSE qualifications, including five or more strong grades.

Assessment practice is a stated improvement priority in a small number of subjects, where feedback is not yet used consistently to address misconceptions. Families of students who need very tight feedback loops should ask how this is being standardised across departments.

Where Students Go Next

This is an 11 to 16 school, so the main transition is post-16. A notable practical advantage is the trust pathway, Year 11 leavers have a direct route into Springwood High School Sixth Form through the same academy trust. For families who want continuity, that link can reduce uncertainty in Year 11 and supports earlier planning for A-level routes.

The school’s careers programme is structured and includes scheduled personal guidance meetings with a careers adviser during the Year 10 to Year 11 window. It also signposts multiple post-16 routes, including sixth form, further education college and apprenticeships.

A practical implication is that students are encouraged to treat post-16 as an active choice rather than a default. Families can support this by using Year 9 and Year 10 to explore open events and entry requirements for both academic and technical routes, then matching GCSE choices to likely post-16 plans.

Applications for Year 7 places are coordinated through Norfolk County Council, rather than handled directly by the school. For September 2026 transfer, the published timetable lists applications opening on 11 September 2025 and closing on 31 October 2025, with offers released on 2 March 2026.

The school’s own admissions communications also highlight a September open evening pattern for prospective families, with a Year 5 and Year 6 open evening held in mid-September in the 2025 admissions cycle.

Catchment detail matters here. Following consultation, the school confirmed that from admissions for September 2026 onwards, the catchment expands to include the parishes of Upwell and Outwell. Upwell Academy and Beaupre Community Primary School become feeder primary schools for priority within the published criteria.

Oversubscription is a realistic factor. Norfolk’s official schoolfinder notes the school was oversubscribed for September 2024.

Parents should also understand how distance is used. The school’s published admissions information describes distance measurement as straight-line from the child’s home, and uses the nearest alternative state secondary school in its calculation approach for some criteria.

If your shortlist depends on distance, FindMySchool’s Map Search is a useful cross-check alongside official admissions criteria, particularly in years where demand shifts.

Pastoral care is built around day-to-day supervision rather than occasional intervention. The system combines tutor oversight with non-teaching pastoral managers by year group, supported by daily coordination meetings focused on both academic progress and emotional wellbeing.

The school also uses structured student roles to widen support. Students can act as wellbeing ambassadors who help peers access adult support and external organisations when needed. This matters because peer-to-peer signposting can reduce the barrier for students who feel uncomfortable asking directly.

Safeguarding is treated as a baseline expectation, with clear reporting routes and an explicit safeguarding culture referenced in formal external review. The May 2024 Ofsted ungraded inspection concluded the school continues to be Good, and safeguarding arrangements are effective.

Attendance is framed as a priority and celebrated. The inspection narrative also indicates that the school has systems for checking on students who are absent frequently, and for supporting improved attendance over time.

Extracurricular life is organised around both participation and structured challenge. A Spelling Bee and science and maths competitions are highlighted as regular enrichment, helping students build confidence in performance settings that feel different from exams.

Sport is a visible pillar. The school lists clubs and fixtures across hockey, football, cricket, netball and basketball, including competition beyond local level. For many students, the implication is straightforward, regular training gives routine, peer group belonging, and a reason to stay engaged during the busiest GCSE periods.

The house system is used as an ongoing engine for participation, not just a one-off sports day device. The published house challenge calendar includes department-led activities such as an album cover redesign, a geography poster challenge, a computer science logo design task, and a Warhammer club creative challenge. This structure helps draw in students who may not see themselves as “club joiners” but will engage when a challenge is time-bound and team-based.

Trips and visits are also unusually detailed and purpose-driven. Examples include Jon Egging Trust workshops and RAF-related visits, Bushcraft Skills, and off-timetable Super Learning Days covering topics such as first aid and online safety. The school also lists international opportunities including sports trips to Florida and Spain, and arts and cultural trips to Japan and Nepal, alongside curriculum-linked visits such as France for history and language.

Duke of Edinburgh is offered from Year 9 with Bronze and Silver levels, providing a structured route through volunteering, skill development and expedition experience. For students who need an alternative way to demonstrate maturity and commitment, DofE can be an important complement to academic results.

The school day runs from 8:45am to 3:15pm, with five periods and a lunch break, and the published compulsory time in school is 32.5 hours per week.

Facilities are a practical strength. The site includes seven science laboratories, two sports halls, a drama studio with sound and lighting, and a music classroom with practice rooms. IT provision is described as extensive, including a media suite, business studies suite and multiple computing suites, with student access to printing and scanning.

Transport is shaped by the rural context. The school references Norfolk County Council-issued bus passes and lists multiple route numbers used for travel to the school.

• Oversubscription and catchment detail. Official local authority information indicates the school was oversubscribed for September 2024, and catchment arrangements change from September 2026. Families should read the published criteria carefully and prioritise accuracy on addresses and deadlines.

• Variation in assessment practice by subject. External review indicates that in a small number of subjects, feedback and assessment are not yet applied consistently enough to address misconceptions. For students who rely on frequent, precise feedback, ask how this is being standardised.

• No in-house sixth form. Students move on at 16, with a trust route to a partner sixth form and other local options. This suits students ready for a new setting, but some families prefer a single 11 to 18 school for continuity.

Marshland High School suits families seeking a structured 11 to 16 with clear routines, stable leadership and a pastoral model designed to notice issues early. Academic outcomes are steady rather than headline-grabbing, but a positive Progress 8 score suggests students tend to do better than similar pupils elsewhere, and the school’s curriculum and reading focus support that trajectory.

Who it suits: students who respond well to clear boundaries, benefit from subject-specialist teaching, and want practical enrichment such as DofE, house challenges and well-defined trips and careers guidance. The main limiting factor is admission detail, particularly in years where demand is high and catchment definitions matter.