Davison Church of England High School for Girls, Worthing Review 2026: High-expectation Church school with a broad, character-led offer

This is a large, academically ambitious girls’ secondary in West Worthing, shaped by a clear Church of England identity and a long history that stretches back to 1812.

The latest Ofsted inspection on 4 June 2024 rated the school Outstanding across all areas.

For families, the headline is simple. You are looking at a high-demand, girls-only option that combines a carefully sequenced curriculum with a strong personal development spine, daily reading time, and a deep catalogue of clubs, ensembles and enrichment.

It is also a state school. There are no tuition fees, although families should expect the normal costs around uniform, trips, music tuition and optional activities.

The school’s identity is explicit and coherent. Six values, Trust, Friendship, Hope, Thankfulness, Forgiveness, and Endurance, are presented as the shared language for conduct and belonging, rather than a branding exercise.

As a Church of England voluntary controlled school, the wider culture is closely linked to the Diocese of Chichester and local churches, with foundation governors nominated via the Diocese and connections to St George’s Church in East Worthing. The practical implication is that faith can matter in admissions, and that Christian practice is visible in everyday school life, including structured opportunities for prayer and faith discussion alongside broader inclusion.

There is a purposeful, respectful tone in the way expectations are described. Language and communication are treated as central, with staff aiming for students to be confident and articulate, and routines such as daily reading time built into the timetable. For many students, that combination, clarity plus warmth, is the point. Those who like structure tend to do well.

Leadership continuity is another stabiliser. Mr Chris Keating has been headteacher since September 2013, giving the school a long runway for strategy, staff development, and consistent standards.

Davison’s GCSE performance sits in a solid national position rather than a narrow “super selective” profile. Ranked 1,566th in England and 3rd in Worthing for GCSE outcomes (FindMySchool ranking, based on official data), it performs in line with the middle 35% of schools in England (25th to 60th percentile).

On outcomes and progress indicators, the data points to good attainment and clearly above average progress. The school’s Attainment 8 score is 51.3 and Progress 8 is +0.34, a positive score which indicates students typically make above-average progress from their starting points.

For EBacc, the average EBacc APS is 4.24. It is worth noting that the curriculum discussion in official materials emphasises broad access to subjects at Key Stage 4, with religious studies included as a valued part of the offer, while EBacc entry itself is discussed as lower than national averages even as languages participation rises.

Parents comparing local schools can use the FindMySchool local hub pages to view these headline measures side by side and sense-check how the school sits within the Worthing context, especially if you are weighing mixed-intake options alongside single-sex provision.

Curriculum intent is presented as meticulous sequencing with breadth and ambition, rather than shortcuts to exam technique. The strongest signal here is not a marketing line, it is the repeated emphasis on structured progression, careful planning, and teaching that checks understanding and closes gaps.

Daily reading is built into the timetable through Drop Everything and Read (DEAR) time, which is explicitly timetabled during afternoon registration. The educational logic is straightforward. In a large school, consistency matters; routine reading time can raise literacy, improve access to the full curriculum, and strengthen independent study habits.

Teaching is described through high expectations for communication, strong relationships, and questioning that probes understanding. The implication for students is that lessons should feel intellectually active. If a child prefers passive learning, this can be an adjustment; if they respond well to discussion, precision and frequent feedback, it can be a strong fit.

Support for students with special educational needs and disabilities is positioned as targeted and deliberate, with students well known to staff and work adapted to ability and aptitude.

With an 11 to 16 age range, post-16 pathways are central to family planning. The school frames careers guidance and future study as a strength, with students described as well informed about different routes and supported to hold ambitious plans.

What that means in practice is a broad “next steps” conversation, sixth form colleges, school sixth forms elsewhere, and technical pathways where appropriate, rather than a one-track pipeline.

Where the school can be particularly useful is in the credibility of its employer and alumni engagement. For example, materials linked to careers activity cite contributions from alumnae such as Prof Emma Bunce (Physics and Astronomy, University of Leicester) and Sarah Leadbeatter (Sussex Police), among others. This matters less as a “famous names” list and more as evidence that students hear from women in a range of professional roles, with practical insight into routes and prerequisites.

Competition is the first reality check. The most recent admissions data available here shows 495 applications for 269 offers, a ratio of 1.84 applications per place, and the school is recorded as oversubscribed.

Davison is a voluntary controlled Church of England school, which means the local authority coordinates admissions, but faith can still play a role for families applying on denominational grounds.

The published oversubscription criteria set out a clear order of priority. After looked-after children and a small set of exceptional circumstances, priority includes siblings, then girls attending linked Church of England primaries in Worthing and Shoreham where parents are regular worshippers at a Christian church, followed by girls resident in the Borough of Worthing, and then broader categories including staff children and out-of-area applicants.

For September 2026 entry, the school’s published key dates include an application deadline of Friday 31 October 2025, with outcomes communicated by West Sussex admissions on Monday 2 March 2026, and an induction and transfer day on Wednesday 1 July 2026.

If you are trying to gauge realistic chances, distance is often part of the final tie-break in local authority allocations, but the last distance offered figure is not available here. In practice, families should check the current West Sussex admissions guidance each year and use FindMySchoolMap Search to measure their home-to-gate distance precisely, then compare against the authority’s most recent allocation patterns.

The wellbeing proposition is anchored in culture and routines rather than a single “pastoral programme” headline. Students are taught about consent, relationships and protected characteristics as part of the personal development programme, alongside broader themes such as equality, diversity and British values.

Behaviour and interpersonal standards are framed as respectful and consistent. Bullying is described as extremely rare, and students are clear that staff act quickly when issues arise.

The school also places weight on community service and active citizenship, including opportunities through prefect and council roles and charitable work. For many teenagers, that is where confidence grows, not only in lessons, but through responsibility and voice.

Ofsted also confirmed safeguarding arrangements are effective.

This is an area where Davison differentiates itself through sheer specificity. The clubs schedule points to a school where enrichment is structured daily, not treated as an occasional add-on.

A strong STEM and academic support thread runs through the programme. Examples include a Dissection Club (run periodically), Engineering through Greenpower car racing, Coding Club, CyberFirst Club, Astronomy GCSE support (by invitation), and subject clinics and catch-up sessions in areas such as English language, design technology NEA, and music composition. The implication is that students who want extra stretch, or who benefit from structured “help sessions”, can build momentum without needing external tutoring for routine support.

Creative and performance life is similarly visible. The schedule includes ensembles such as String Ensemble, Swing Band and Choir, plus performance projects including Shakespeare Schools Festival rehearsals, Drama Club, Puppet Workshop, and writing-based clubs such as Creative Writing and Poetry. Trips add depth, with examples including visits tied to subjects, such as the Design Museum (design technology) and Pallant House Gallery (art), plus residential options such as a ski trip and language trips to Le Touquet and Jaén.

Faith and service opportunities are integrated rather than segregated. A prayer room drop-in, Youth Alpha Club, Christian Vision Team, and a Worship Band appear alongside broader wellbeing provision such as a wellbeing lunchtime club and a Year 8 Zen Zone wellbeing club (invite only).

Sport is present as both participation and pathway, with clubs such as netball, football, gymnastics, trampolining, rugby on the astro, and a range of dance provision including dance company and GCSE choreography support.

Facilities investment supports this breadth. Recent documentation references a £1 million floodlit 3G astro-turf pitch opened in September 2024, plus a modern Diner and Refectory, and named spaces such as the Wallis Building used by the music department.

The school day is clearly structured. Registration is at 8.40am, lessons run from 9.00am, and the formal end of day is 3.20pm, with DEAR reading time built into the afternoon registration period.

Site access begins earlier. The school is open from 8.00am, with a breakfast club offering a free bowl of cereal from 8.00am to 8.30am, and the enrichment timetable includes before-school and after-school provision such as Homework Club.

For travel, the school points families to West Sussex transport services for eligibility and practical support. Open events information also notes on-site parking availability for those driving to evening events, which is useful if you are planning to visit.

• High competition for places. The recent ratio of 495 applications for 269 offers signals real demand. Families should plan with alternatives and keep an eye on the local authority’s annual allocation patterns.

• Faith-linked priority can matter. As a Church of England voluntary controlled school, denominational grounds can influence priority within the oversubscription criteria, and may require a supplementary form where relevant. This suits some families strongly; others may prefer a fully non-faith admissions route.

• A structured culture will not suit every teenager. Daily reading time, extensive clinics, and a busy enrichment calendar are strengths, but students who prefer a lighter timetable outside lessons may find the pace demanding.

• EBacc entry is not the defining measure here. Official commentary notes that EBacc entry is below national averages even while language take-up rises. Families focused on a full EBacc profile for most students should ask how options work in practice at Key Stage 4.

Davison Church of England High School for Girls, Worthing is a high-expectation, high-demand state secondary where curriculum sequencing, literacy routines, and personal development are tightly integrated. The depth of clubs, trips and extension opportunities makes it particularly compelling for girls who enjoy being busy and involved, whether through music, STEM, sport, faith groups, or student leadership. Best suited to families who want a girls-only education with a clear Church school identity and are prepared for competitive admission.