The John Wallis Church of England Academy Review 2026: All-through ambition, strong primary outcomes, and a clear values-led culture

A large all-through academy serving Kingsnorth and wider Ashford, this school brings early years, primary, secondary and sixth form together under one leadership and one set of expectations. It opened as an academy in September 2010 and later became an all-through provider, which helps explain both its scale and its emphasis on consistent routines across age groups.

The values framework is unusually explicit for a school of this size. Pupils are taught to connect daily behaviour to the school’s LIGHT values (love, integrity, generosity, hope and tolerance), and the latest inspection describes a calm, purposeful climate where pupils understand their role in making the school a productive place to learn.

Performance is mixed across phases. Key Stage 2 outcomes are a clear strength, with 75% reaching the expected standard in reading, writing and mathematics in 2024, compared with an England average of 62%. At GCSE and A-level, the published indicators point to a more challenging picture, including Progress 8 at -0.72. The story here is not one simple headline, it is a school with real capacity in the early years and primary phase, and a secondary and sixth form phase where results suggest improvement work matters greatly.

The school’s character is defined less by tradition and more by systems, language and consistency across a very wide age range. In a setting that spans ages 3 to 19, clarity is not optional. The most recent inspection describes clear behaviour rules that help pupils understand expectations, alongside a generally respectful culture that supports calm lessons.

Being a Church of England academy matters in day-to-day tone. The inspection references Christian LIGHT values as the language used for integrity and tolerance, and this makes the ethos legible even for families who are not particularly faith-driven. The practical implication for parents is that the school’s faith identity shows up primarily as a values and reflection culture, rather than as a narrow intake or a highly confessional feel.

Leadership is also a visible part of the school’s identity. The current Principal is Damian McBeath; external profiles indicate he became Principal in 2020. The trust structure is also straightforward: the school operates as a single-academy trust, which can make decision-making faster and more coherent than in complex multi-school groups.

This is an all-through school, so the most useful way to read results is phase by phase.

Primary (Key Stage 2)

Primary outcomes are a strong point. In 2024, 75% of pupils reached the expected standard in reading, writing and mathematics, above the England average of 62%. At the higher standard, 19% achieved the higher level in reading, writing and mathematics combined, compared with an England average of 8%.

In FindMySchool’s primary ranking (based on official data), the school is ranked 8,727th in England and 31st in Ashford for primary outcomes. That reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

Secondary (GCSE)

At GCSE level, the headline measures suggest the secondary phase faces a harder set of challenges. Attainment 8 is 31.8 and Progress 8 is -0.72, which indicates students, on average, made below-average progress from their starting points across eight subjects. (Academic metrics supplied for this review are treated as the baseline performance dataset for comparisons.)

FindMySchool’s GCSE ranking places the school 3,726th in England and 9th in Ashford for GCSE outcomes. This sits in the below England average band.

Sixth form (A-level)

A-level outcomes are also comparatively low. In the most recent published breakdown, 2% of grades were A*, 2% were A, and 8% were B, with 12% achieving A* to B overall. England’s average A* to B benchmark in the same comparison set is 47.2%.

In FindMySchool’s A-level ranking (based on official data), the sixth form is ranked 2,501st in England and 7th in Ashford. This also falls into the below England average band.

The inspection evidence is most helpful here because it describes what learning looks like, not just the headline measures.

Curriculum planning is described as recently reviewed and re-sequenced, with an emphasis on logical progression and on revisiting key knowledge and skills. Practice routines are highlighted, for example regular multiplication table work in mathematics. The implication is a deliberate push towards fluency and retention, rather than “covering content” quickly.

Languages are a distinctive example of ambition showing up early. Teaching of modern foreign languages is reported as starting in Year 1, with pupils learning greetings and counting in both French and Spanish. For parents, that is meaningful for two reasons. First, it signals specialist capacity in a primary setting. Second, it supports later take-up for Key Stage 4 language qualifications.

Where improvement work is still needed, the report is specific: in newer parts of the curriculum, teachers do not always check pupils’ understanding in enough depth before moving on, and learning is not always revisited sufficiently. This matters because it aligns with what families often notice in day-to-day experience, some departments feel settled and structured, others feel like they are still being rebuilt.

Because the school serves pupils through to 19, “destinations” has two meanings: transition points inside the school, and post-16 and post-18 outcomes.

Internal progression: Year 6 to Year 7, and Year 11 to Year 12

Admissions arrangements give priority to pupils already attending the academy when transferring into Year 7 and Year 12, which supports continuity for families who want a single setting from primary through to secondary and sixth form.

Post-16 pathways and sixth form offer

The sixth form promotes a broad mix of qualification routes. External listings describe three pathways, including Advanced Level, Technical Level and a Sports Science pathway. The inspection also notes qualification breadth, an enrichment programme and structured careers support including work experience and volunteering. The implication is that the sixth form aims to be a genuine “next step” for a wide ability range, rather than a narrow A-level only model.

University and apprenticeship destinations

The available cohort data for 2023 to 2024 indicates 38% progressed to university, 11% to apprenticeships, 33% into employment and 5% into further education. These figures do not describe quality by themselves, but they do show a sixth form that sends students into multiple pathways, not a single dominant route.

For academically competitive university applications, the published Oxbridge pipeline is modest but present. Across the measurement period, there were 2 Cambridge applications and 1 acceptance, with 1 offer recorded in the combined Oxford and Cambridge totals. In a large all-through context, that suggests support exists for high-attaining students, but Oxbridge is not a defining feature of the sixth form’s identity.

The school is oversubscribed at both primary and secondary entry points in the most recent admissions dataset, which is a useful reality check for families assuming a large school must be easy to access.

Reception and primary entry

For primary entry, the dataset shows 67 applications for 33 offers, a ratio of 2.03 applications per place, and an oversubscribed status. Reception admissions in Kent are coordinated by the local authority, with the 2026 entry application deadline listed as 15 January 2026 and National Offer Day on 16 April 2026.

Year 7 entry

For Year 7, the dataset shows 427 applications for 204 offers, a ratio of 2.09 applications per place, also oversubscribed. Kent’s secondary transfer deadline for September 2026 entry is 31 October 2025, with offers on 2 March 2026.

Planned admission numbers

A published admissions criteria document for 2026 to 2027 sets admission numbers at 60 in Reception, 210 in Year 7 and at least 10 additional students in Year 12 (where sufficient applications are received).

If you are weighing competitiveness against location, FindMySchool’s Map Search can help families estimate practical travel times and compare likely daily routines across shortlists, especially important for an all-through site where siblings may be on different schedules.

Managing behaviour and attendance is a central part of wellbeing in large secondary settings, and the inspection paints a largely constructive picture. Behaviour rules are described as clear, and most pupils are said to follow them and treat each other respectfully. Where pupils struggle, the report references thoughtful support and therapeutic alternative education designed to build resilience and re-engage pupils with learning.

Safeguarding is a clear assurance point. Inspectors stated that safeguarding arrangements are effective.

Attendance is also identified as an area where the school continues to work, with some pupils not attending regularly enough and leaders expected to keep strengthening support and multi-agency work. For parents, the practical takeaway is to ask direct questions at open events about attendance tracking, early intervention, and how the school works with families when patterns start to slip.

A school of this size needs enrichment that is structured, not incidental. The inspection describes a named “Expanding Horizons” programme designed to develop skills and talents, plus a broader offer of clubs and trips. A concrete example given is pupils experiencing activities such as abseiling. The implication is that enrichment is positioned as part of personal development, not an optional extra reserved for a small group.

Sixth form enrichment is described as extensive, linked to raising aspirations, and supported by careers provision including work experience and volunteering opportunities. That matters for students who are not purely exam-driven, because it can strengthen applications for apprenticeships, employment and vocational progression as well as university.

Facilities also support this breadth. Community sport listings for the site describe a sports hall configured for five-a-side football and multiple court sports (badminton, basketball and netball), external grass football pitches, and dance and drama studios, with on-site parking.

This is a state-funded academy, so there are no tuition fees. Families should still plan for typical associated costs such as uniform, trips and optional enrichment activities.

Published information available through external school and community sources confirms substantial sports and performance spaces on site, which is helpful for families prioritising activity breadth. Details such as the precise school day start and finish times, and the structure of wraparound care for younger pupils, are not consistently available in the sources accessible for this review. Families considering early years and primary entry should ask directly about breakfast and after-school provision, session times, and holiday cover, as these practicalities can matter as much as the curriculum for working households.

• Different strengths by phase. Primary outcomes are strong relative to England benchmarks, while GCSE and A-level indicators suggest a tougher picture. Families with children at different ages should evaluate each phase on its own merits, not assume a uniform experience across 3 to 19.

• Competition for places is real. Both Reception and Year 7 entry routes are oversubscribed, with just over two applications per place in the latest dataset. Have a realistic Plan B, particularly for Year 7.

• Curriculum consistency is still being embedded. The inspection highlights strong curriculum planning, but also notes that, in newer areas, checking understanding and revisiting learning is not yet consistently strong. This is worth exploring through subject-specific questions, especially at secondary level.

• Attendance remains a priority area. The school is expected to continue strengthening attendance support for pupils who are not attending regularly enough. Parents should ask how attendance and pastoral systems interact, especially for students who have found school difficult in the past.

This is a values-led all-through school with a clear behavioural framework, strong primary performance indicators, and a broad enrichment offer that is explicitly designed to raise aspirations. Secondary and sixth form outcomes suggest that improvement work remains important, so the best fit depends on your child’s phase and learning profile. It suits families who want a single school community from early years through to sixth form, value clear routines and expectations, and are willing to engage actively with the school’s approach to learning and attendance.