Corfe Hills School

Corfe Hills School is a school performing solidly at the expected standard across almost all areas. Pupils in key stage 4 achieve in line with national averages, and the school's drive to secure at least a standard pass in English and mathematics paid off in 2025, with results above the national figure. Disadvantaged pupils do particularly well in mathematics and science, often outperforming their peers in similar schools, and destinations after Year 11 are consistently above national averages. Attendance has improved over two years to national levels, persistent absence has fallen markedly, and suspensions have been dramatically reduced while behaviour remains strong, with little low-level disruption. Teaching is consistent and research-informed, reading is supported through shared texts and sixth-form mentors, and governance through the local school committee is a genuine asset. Safeguarding standards are met. The main areas needing attention are personal development and post-16 provision. The taught personal development programme has not landed well enough: many pupils cannot recall key content on healthy relationships, online safety, fundamental British values, or the legal protections for people with different characteristics, although leaders have rewritten the curriculum and early signs are positive. Sixth-form achievement has been below national averages for several years, with A-level point scores and value added both below par, but leaders have taken effective action to reset expectations and improve teaching, and students now attend regularly; the impact will take time to show in final results. Persistent absence, especially among disadvantaged pupils, remains above national averages, and the monitoring of inclusion work is not rigorous enough. Context matters here: the school joined the Initio Learning Trust in October 2024 and appointed a new headteacher in April 2026, so a good deal of the improvement work is recent and not yet fully embedded. Leaders, trust and governors are credited with prioritising the right things and securing improvements while maintaining behaviour and key stage 4 standards.

Strengths

• Key stage 4 achievement is in line with national averages, with the 2025 push for basic English and maths passes exceeding the national rate.
• Disadvantaged pupils achieve well in mathematics and science, often better than in similar schools.
• Destinations after Year 11 are consistently above national averages.
• Attendance has improved over two years and is now in line with the national average, with persistent absence falling markedly.
• Suspensions have been dramatically reduced while behaviour standards remain high and low-level disruption is rare.
• Teaching is consistent and research-informed, supported by a well-targeted professional development programme.
• Reading is well supported through shared texts, trained sixth-form mentors and targeted catch-up programmes.
• Inclusion is strong: gaps in reading and mathematics are identified and addressed, and pupils known to social care and young carers are well supported.
• The local school committee provides rigorous challenge and valuable support to leaders.
• The sixth form has an aspirational culture with strong pastoral knowledge of students, good attendance and a well-planned careers programme.
• Pupils, including disadvantaged pupils and those with SEND, participate well in clubs, trips and leadership opportunities.

Areas for Improvement

• The personal development programme has not had enough impact: pupils' knowledge of fundamental British values, healthy relationships, online safety, diversity and legal protections is inconsistent.
• Sixth-form achievement has been below national averages for several years, with A-level point scores and value added both below par.
• Persistent absence and overall absence remain above national averages, particularly among disadvantaged pupils.
• Leaders' monitoring and evaluation of inclusion provision lacks rigour and does not provide consistent assurance of impact.
• The disadvantage gap in English and mathematics GCSE grade 5 remains wide compared with non-disadvantaged pupils nationally.
• Some aspects of reading and writing teaching, such as handwriting support and phonics, could be developed further.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Corfe Hills School attended 88.9% of sessions (the national figure for secondary schools was 91.6%). 30.3% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 14.3% of pupils at Corfe Hills School were suspended at least once (nationally 7.3%). 8 pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Corfe Hills School had 16.4 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 14.0% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.0% of pupils at Corfe Hills School were on SEN support (nationally 14.1%) and 3.6% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2023–24 Corfe Hills School received £6,919 and spent £7,648 for each of its 940 pupils. It ended the year with reserves of £94,000 (£100 per pupil).

Across all 18 schools of Initio Learning Trust, income was £6,725 and spending £6,939 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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All schools in Bournemouth, Christchurch And Poole · Bournemouth, Christchurch and Poole local authority: places and applications

Corfe Hills School is part of Initio Learning Trust, which runs 19 schools. The nearest others:

• Lockyer's Middle School Wimborne
• Merley First School Wimborne
• Pamphill Church of England First School Wimborne
• St John's Church of England First School, Wimborne Wimborne
• Allenbourn Middle School Wimborne
• Queen Elizabeth's School Wimborne
• St Michael's Church of England Middle School, Colehill Wimborne
• Hayeswood First School Wimborne
• Colehill First School Wimborne
• Witchampton Church of England First School Wimborne

What is Corfe Hills School's Ofsted rating?

The latest Ofsted rating for Corfe Hills School is Needs attention, from an inspection in October 2026.

When was Corfe Hills School last inspected by Ofsted?

Corfe Hills School was last inspected in October 2026.

How many pupils does Corfe Hills School have?

Corfe Hills School has 943 pupils on roll.

What age range does Corfe Hills School cover?

Corfe Hills School for pupils aged 13 to 18.

Where is Corfe Hills School?

Corfe Hills School is at Higher Blandford Road, Broadstone, Dorset, BH18 9BG.