Thomas Mills High School & Sixth Form Review 2026: Heritage and Harmony in Framlingham

Nestled in the historic market town of Framlingham, Thomas Mills High School & Sixth Form occupies a unique position in the landscape of Suffolk education. While technically a state-funded academy, its history stretches back to 1703, rooted in the legacy of local benefactor Thomas Mills. This charitable foundation continues to support the school, providing facilities and opportunities often absent in the maintained sector.

The school serves a wide rural catchment, acting as a focal point for families across mid-Suffolk. It is a place where the 17th-century bequest meets 21st-century ambition. The most famous export, Ed Sheeran, is a testament to the school's creative vitality, yet the daily rhythm is defined not by celebrity but by a steady, grounded commitment to academic and personal growth. With over 1,100 students, including a vibrant Sixth Form, it balances the intimacy of a community school with the resources of a larger institution.

The campus reflects its evolution. The site on Saxtead Road is a blend of eras, where functional 1970s blocks sit alongside modern, purpose-built additions funded by the Mills Charity. Despite its long history, the present school is the product of a 1979 merger between Mills Grammar School and the Framlingham Modern School, rather than a single medieval‑era campus. This history of unification is palpable in the atmosphere. The school feels cohesive, lacking the disjointedness that can sometimes plague merged institutions.

Mr Philip Hurst has served as Headteacher since 2013, providing over a decade of stability. His leadership is characterised by a quiet authority and a firm belief in the school's "High Achievement for All" motto. Parents describe him as approachable but focused on standards. The staff room contains a mix of long-serving teachers who form the institutional memory and younger staff who bring fresh energy.

The ethos is distinctly "Suffolk" in its character: understated, polite, and hardworking. There is little pretension. Students arriving from surrounding villages bring a sense of rural practicality. The uniform is worn correctly but without the rigid military precision of some London academies. It feels like a school where children can be children, yet the expectation of courtesy is absolute.

Music pervades the atmosphere. It is not just a subject but a defining pillar of the school's identity. Walking past the music block, visitors are as likely to hear a classical ensemble as a rock band. This is not accidental; the creative arts are championed here as robust academic disciplines, integral to the development of well-rounded individuals.

Academic performance is solid, reflecting a mixed-ability intake that achieves well. In 2024, the school's results placed it comfortably within the middle tier of schools nationally, with specific pockets of local strength.

The school ranks 1,594th in England for GCSE outcomes (FindMySchool ranking) and ranks 3rd among schools in the Woodbridge area. This performance sits in line with the middle 35% of schools in England (25th to 60th percentile), classified as "national typical". The average Attainment 8 score of 48.8 exceeds the England average of 45.9, indicating that students here generally achieve higher grades across their eight main subjects than their peers nationally.

Progress metrics tell a positive story. The Progress 8 score of +0.1 suggests that students make slightly above-average progress from their primary school starting points.

At A-level, the picture is similar. The school ranks 1,479th in England and 4th in Woodbridge for A-level outcomes. While the proportion of top grades (A*-A) at 16% is below the national average of 23.6%, the pass rate remains high. It is worth noting that the Sixth Form is inclusive, welcoming students on a variety of pathways, which naturally influences top-line data compared to highly selective sixth forms.

Parents comparing local performance can use the Local Hub page to view these results side-by-side using the Comparison Tool.

The curriculum is broad and follows the National Curriculum but with significant enrichment. In Key Stage 3 (Years 7-9), students study the full range of subjects including Art, Drama, Music, and Technology. The school has resisted the trend to narrow the curriculum too early, ensuring students maintain breadth before selecting options.

Teaching is structured and disciplined. Classrooms are generally calm environments where learning can happen without disruption. The Good Ofsted rating from 2023 highlighted that teachers have strong subject knowledge and plan lessons that build on prior learning effectively.

Language provision is a strength. German and French are the core languages, and the school has maintained a commitment to them despite the national decline in language learning. The Ebacc entry rate is 17.4%, which is lower than the government ambition but reflects the school’s policy of allowing students free choice rather than forcing them into the Ebacc bucket if it does not suit their interests.

Science is taught in purpose-built laboratories, and the uptake of triple science at GCSE is healthy. The approach to mathematics is mastery-based, ensuring secure understanding of core concepts before moving to complex problem-solving. Support for SEND students is well-integrated, with teaching assistants deployed effectively to foster independence rather than dependency.

The destinations data for Year 13 leavers highlights the diversity of student ambitions. In 2024, 49% of leavers progressed to university. While this is a significant portion, it also shows that the school supports alternative pathways.

The academic pipeline to elite institutions exists but is not the sole focus. In the most recent cycle, 12 students applied to Oxbridge, with 3 receiving offers and 1 student ultimately securing a place at Cambridge. This demonstrates that for the most academic students, the support is there to crack the toughest admissions processes.

Interestingly, 32% of leavers moved directly into employment, a figure significantly higher than many similar schools. This reflects strong links with local businesses and a pragmatic approach to careers education that values work-based training. Apprenticeships accounted for 7% of destinations, including degree apprenticeships in engineering and finance.

For those heading to university, popular destinations include the University of East Anglia, Nottingham, and Lincoln. The school’s leavers are as likely to be found studying Agriculture or Music Production as they are History or Law.

Entry to Thomas Mills High School is competitive. As a state academy, admissions are coordinated by Suffolk County Council, but the school is their own admission authority.

The school is consistently oversubscribed. In 2024, there were 326 applications for 202 places in Year 7, resulting in a subscription ratio of 1.61 applications per place. This level of demand means that living within the catchment area is advantageous, though not a guarantee if the year is exceptionally heavy on siblings.

The oversubscription criteria follow a standard hierarchy: looked-after children first, followed by siblings of current students, children of staff, and then distance from the school. The catchment area covers Framlingham and a specific list of surrounding villages. Families living outside this designated area often apply, but success depends entirely on the number of in-catchment applicants in any given year.

For the Sixth Form, admissions are handled directly by the school. External applicants are welcomed, provided they meet the academic entry requirements, which typically involve achieving at least five Grade 4s at GCSE, with Grade 6s required for the subjects to be studied at A-level.

The pastoral system is built around the House structure, which divides the school into four houses: Brotherton, Fellowship, Mills, and Packard. These names are woven into the school’s history, and the house system provides a smaller community within the larger school. Inter-house competitions in sport, music, and debating are fiercely contested, fostering a sense of belonging and healthy rivalry.

Form tutors are the first point of contact for student welfare. They see their tutees daily and are responsible for monitoring both academic progress and emotional wellbeing. Heads of House provide an additional layer of support, dealing with more serious pastoral issues.

The school has invested in mental health support, recognising the increasing pressures on young people. A dedicated student support team operates from a central hub, offering a quiet space for students who need time out. The school also works with external agencies to provide counselling for students with more complex needs. Bullying is taken seriously; parents report that while incidents occur, as in any school, they are generally dealt with swiftly and effectively.

If there is one area where Thomas Mills punches significantly above its weight, it is extracurricular provision. The Mills Charity funding allows for facilities and opportunities that most state schools simply cannot afford.

Music & The Arts

Music is the heartbeat of the school. The department is housed in a dedicated centre with practice rooms, recording studios, and a recital hall. Over a third of students learn a musical instrument. Ensembles range from the Junior Choir and Wind Band to the Senior Orchestra and Chamber Choir. The school’s jazz band is particularly renowned locally. The legacy of alumni like Ed Sheeran is not just a claim to fame but a tangible inspiration; the school proves that creative careers are possible. Drama is equally vibrant, with a major school production involving over 100 students cast, crew, and band taking place annually.

Sport

Sport is inclusive but competitive. The school benefits from extensive playing fields, a sports hall, and hard courts. Rugby, hockey, netball, and cricket are the major sports. Teams compete regularly against both state and independent schools in Suffolk. There is a strong emphasis on participation, with 'B' and 'C' teams ensuring that representation is not limited to the elite few. The Duke of Edinburgh Award is a massive undertaking here; hundreds of students participate at Bronze, Silver, and Gold levels, taking advantage of the rural surroundings for expeditions.

Clubs & Societies

The list of clubs is extensive. The Debating Society meets weekly and competes in national competitions. STEM clubs run for younger students, feeding into more advanced engineering projects in the Sixth Form. There is a thriving Eco Group that leads sustainability initiatives across the site. Trips are a regular feature of school life, from geography field trips to the Norfolk coast to history tours of Berlin and ski trips to the Alps.

The school day begins at 8:50am and finishes at 3:45pm, which is slightly longer than the standard state school day, allowing time for a longer lunch break where clubs can operate.

Transport is a key consideration for many families given the rural location. Suffolk County Council provides school transport for students who live in the catchment area and are more than three miles from the school. A network of buses serves the surrounding villages, arriving and departing from the dedicated bus park on site.

The canteen operates a cashless system and serves food that is generally praised by students. There are ample outdoor spaces for students to socialise during breaks, including designated areas for different year groups to ensure younger pupils feel safe.

Rural Logistics: The school’s location in Framlingham is beautiful but can be isolating for students who live far out. Participation in after-school clubs requires parental transport if the school bus has already left. Families need to be prepared for the "mum and dad taxi" service required to support a full extracurricular life.

Oversubscription: With 1.6 applications for every place, entry is not guaranteed even for those living relatively close. Families moving into the area specifically for the school should check their precise distance and consult the admissions office about historical cut-off points.

State Funding Reality: Despite the support of the Mills Charity, this is still a state school facing national funding pressures. While facilities are good, class sizes in Key Stage 3 can be full (30 students), and resources are carefully managed. Parents used to the private sector should manage expectations regarding class sizes.

Mixed Ability Ranges: As a comprehensive, the school caters to the full ability range. Highly academic students will be in classes with a mix of abilities in some subjects, particularly in lower years, although setting is used in core subjects like Mathematics and Science.

Thomas Mills High School offers a compelling blend of heritage, community, and opportunity. It is a school that refuses to be defined solely by exam results, instead placing equal value on the arts, character, and contribution. Consistently strong results and a genuine community atmosphere make it a standout choice in Suffolk. Best suited to families who want a grounded, well-rounded education where music and community spirit are as important as grades. The main challenge is securing a place.