Larkmead School Review 2026: Abingdon secondary with strong partnerships and a broad, inclusive sixth form

A calm, community-minded comprehensive with a clear emphasis on inclusion, enrichment and opportunities beyond the classroom. Larkmead sits within the Cambrian Learning Trust and educates students from Year 7 through Year 13.

The most recent inspection (March 2024) judged the school to remain Good, and the report highlights a culture where students feel safe, are treated with respect, and know that bullying and prejudicial behaviour are not tolerated.

Academically, GCSE outcomes sit in line with the middle 35% of secondary schools in England (25th to 60th percentile), based on the FindMySchool ranking methodology built from official results data. The sixth form profile is more mixed, with A-level outcomes ranking lower nationally, while the school’s published offer places a lot of weight on widening access to post-16 study through supportive entry criteria, structured tutoring, and partnership-based enrichment.

The distinctive feature here is the balance between high expectations and an overtly supportive tone. The 2024 inspection narrative describes students as polite and respectful, and it positions personal development as a strength, including the way activities and shared spaces pull students together across year groups.

Leadership is currently structured around co-headship. The school website presents Jonathan Dennett as Executive Head Teacher, alongside Rich Evans, with a co-headteacher model in place from September 2025.

Larkmead’s wider identity is also shaped by partnership. The school sets out a formal extended and academic programme with links to local independent schools, university-led initiatives and subject-specific projects. The practical implication for families is simple: enrichment is not left to chance, it is built into the way the school plans stretch, challenge and experiences, including STEM competitions, arts pathways and structured academic mentoring.

GCSE performance and ranking context

Larkmead’s GCSE outcomes place it in a broadly typical national position. It is ranked 2,316th in England and 4th in Abingdon for GCSE outcomes (FindMySchool ranking based on official data), aligning with the middle 35% of schools in England (25th to 60th percentile).

The underlying GCSE indicators provide a similar picture:

• Attainment 8 score: 44.1

• Progress 8 score: 0.02 (very close to the national midpoint in the same framework)

• EBacc average point score: 3.79

• Percentage achieving grades 5 and above in the EBacc: 13.7%

A-level performance and ranking context

The sixth form A-level profile is less strong in national ranking terms. Larkmead is ranked 2,001st in England and 7th in Abingdon for A-level outcomes (FindMySchool ranking based on official data), placing it in a below-England-average band.

Grade distribution shows:

• A* grades: 4.58%

• A grades: 5.34%

• B grades: 22.14%

• A* to B: 32.06%

For comparison, the England average proportion of A* or A is 23.6%, and A* to B is 47.2%,.

What this means for families is that the sixth form is positioned as inclusive and accessible, rather than narrowly selective on high prior attainment. Students who thrive in this model are those who benefit from clear structure, monitoring, and strong pastoral scaffolding; those aiming for highly competitive academic pathways may want to scrutinise subject-by-subject outcomes and course fit carefully.

Teaching and curriculum intent are framed around sequencing, clear subject knowledge, and targeted support. The 2024 inspection describes staff using information about students’ needs to adapt learning approaches, with a specific emphasis on supporting students with special educational needs and disabilities and those who speak English as an additional language.

Where the school is candid is in the challenge that sits behind many secondary improvement plans: addressing gaps in learning that arise from absence. The inspection text points to inconsistency in how well staff support students who have missed learning, including some disadvantaged students with lower attendance. The implication is that, for some learners, the quality of the school experience is directly linked to consistency in attendance and routines at home.

At sixth form, the school publishes entry criteria and the academic model clearly. The stated minimum threshold is five GCSEs (or equivalent) at grades 9 to 4, alongside strong attendance and behaviour records. The expectation is typically a three A-level programme across two years, with higher subject loads for those where it is appropriate.

Where Students Go Next

This is a sixth form that positions itself around breadth of destinations and preparation for different futures. For the 2023/24 leaver cohort (58 students), destination measures show:

• 36% progressed to university

• 36% progressed into employment

• 5% started apprenticeships

• 2% progressed to further education

This spread suggests a genuinely mixed post-18 profile, and it reinforces the school’s message that it aims to support multiple pathways rather than a single university track.

For Oxbridge, the available data records four applications in the measurement period and no offers or acceptances. This is not a school where Oxbridge outcomes are a dominant characteristic; instead, the emphasis is on widening participation, work experience, and employability alongside academic routes.

A practical differentiator is partnership access. The school’s published extended and academic programme references a Step Up partnership linked to New College, Oxford, and local collaboration through the OX14 Partnership. For students who engage, the likely benefit is structured exposure to higher-level academic conversations, mentoring and subject experiences that are often less common outside selective settings.

Year 7 entry (September 2026) is coordinated by Oxfordshire County Council, rather than direct application to the school. Key dates for the 2026 entry cycle are published by the local authority:

• Applications open: 12 September 2025

• Closing date: 31 October 2025

• Offer day: 2 March 2026

• Deadline to respond: 16 March 2026

• Second allocation round: 8 May 2026

The school is non-selective. The published admissions policy sets out that all applicants will be offered a place unless applications exceed available places, in which case oversubscription criteria apply. Families should read the current year’s admissions arrangements carefully, as criteria and tie-breakers can change.

For in-year transfers (Years 7 to 11), enquiries are routed through the local authority admissions team, with the school providing the practical next steps once a place is available.

For sixth form entry (September 2026), the school has indicated that applications are open and invites direct application via its published route.

For parents weighing competitiveness and likely cut-offs, FindMySchool’s Map Search is the most practical way to benchmark your home address against local admissions patterns and keep your shortlist realistic as the allocation picture shifts each year.

Pastoral work is presented as a core element rather than an add-on. The sixth form model describes tutor groups spanning Year 12 and Year 13, twice-daily contact with tutors, and access to nursing and pastoral support as needed. It also refers to counselling support and links with local wellbeing services.

In the main school, behaviour expectations extend beyond the classroom. The transport guidance sets expectations for conduct on buses, with clear consequences for serious breaches, and outlines safety routines for cycling and walking routes.

Attendance is positioned as a priority area, including clear start-of-day expectations and escalation routes for unexplained absences. For families, the implication is that routines and punctuality are treated as part of the learning culture, not just an administrative issue.

Larkmead is explicit about the breadth of its extracurricular programme and links this to a rewards structure. One helpful detail is that the school publishes termly club schedules, which gives families a concrete sense of what is actually running, rather than vague claims of “lots of clubs”.

Examples from the published programme (Term 3 2025) include:

• GCSE Astronomy sessions and a Year 7 science club for students drawn to STEM beyond the timetable

• Further Maths support at Key Stage 4

• Book Club and Homework Club, which suit students who want quieter structure during breaks

• Music ensembles including Larkmead Jazz Band, Lark Voices, and an orchestra programme

• Practical and creative routes such as D and T Club, Textiles club, and coursework sessions in art and photography

• Sport and games options including netball, badminton, dodgeball, table tennis, plus an archery club running into the evening

The enrichment model extends beyond clubs. The extended and academic programme references the IET Faraday Challenge, Oxfordshire Young Scientist of the Year, links with science festivals, and trips such as CERN. On the arts side, the school positions itself as a specialist in visual and performing arts, with named provision including a dance studio, drama activity, bands, choir and orchestra.

A final practical point is facilities. The school states that over £3m has been invested in developing the site over four years, alongside a facilities list that includes a sports hall, gymnasium, studios, a music block, a design and technology centre, a media suite and a learning resource centre. The implication is that enrichment is supported by physical space, not just staff goodwill.

The school day runs from 08:40 to 15:10, with an established lesson and break structure.

For travel, the school describes multiple routes: walking and cycling are common, with locked cycle storage and safety checks, and bus provision is in place for eligible students. Late buses operate on Tuesdays, Wednesdays and Thursdays to support after-school participation, with supervised departure from the bus park.

Term dates are published on the school website for 2025/26, which is helpful for planning and avoiding confusion between academy and local authority calendars.

• Sixth form outcomes are weaker in national ranking terms. A-level results sit below England average and the FindMySchool A-level ranking places the sixth form in a lower national band. Families should review subject suitability and support structures carefully if aiming for highly competitive degree routes.

• Attendance-linked learning gaps are a stated challenge. The most recent inspection points to inconsistency in how well some students with gaps in learning are supported, linked to lower attendance for some groups. This will matter most for students who need tight routines and continuity.

• Open events follow a clear pattern, but dates move annually. The school has previously scheduled open evenings and open mornings in October. Families planning for later entry should treat this as a typical timing and check the school’s latest calendar for current bookings and formats.

Larkmead suits families who want a genuinely comprehensive secondary with a clear emphasis on inclusion, enrichment and broad destinations, including apprenticeships and employment pathways alongside university progression. The school’s partnership model and published enrichment programme create real opportunities for students who engage and show curiosity. The best fit is a student who benefits from structured routines, uses the extracurricular offer, and is supported at home to maintain attendance and steady work habits.