Futures Institute Banbury Review 2026: STEM Innovation at the Heart of Learning

When Space Studio Banbury underwent a strategic rebranding in 2019, it was more than a name change. The shift from Space Studio to Futures Institute marked a statement of intent: this is a school teaching the technical competencies the modern workforce demands. Principal Julia Ingham and her team transformed a specialist provision into something broader, preparing students to navigate a technology-driven world across engineering, mathematics, science, and digital sectors. With just over 120 students spread across Years 10 to 13, this is intentionally small by design, allowing personalised pathways within a STEM-focused curriculum. The school occupies a distinctive position in English education as a fourth-form entry Studio School with exceptional links to major employers in the region, from Airbus and GCHQ to Collins Aerospace and Jaguar Land Rover.

The Banbury Aspirations Campus, shared with Wykham Park Academy, creates an environment where learning feels purposeful and future-facing. Students here are not passively consuming traditional subjects; they engage through core projects that demand teamwork, real-world problem-solving, and communication with external audiences. The three guiding values — kindness, community, and inclusivity — frame daily interactions, with visible evidence of environmental commitment through retained Green Flag status from Eco-Schools.

The school attracts a cohort distinct from typical secondaries. Entry at Year 10 means students have already made conscious choices about specialising in STEM. The demographic skews male (approximately 73% male to 27% female), a familiar pattern in technical schools, though the school actively runs Girl STEM Ambassador programmes to broaden participation. Sixth-form students demonstrate genuine aspiration toward science and engineering careers, with many progressing to apprenticeships at world-leading manufacturers or elite universities.

Julia Ingham, who has progressed from Vice Principal to Principal, has overseen this transformation with particular focus on authentic industry partnerships. Rather than simulacrum projects, students work directly with major employers on briefs with real technical meaning. Sixth-form groups have researched renewable fuels and hydrogen fuel cells in collaboration with a national automotive manufacturer; younger cohorts have designed kites for Collins Aerospace project modules. This is embedded enrichment, not bolted-on extras.

The school's former identity as Space Studio is referenced warmly by staff and students, but the new name better reflects an institution genuinely preoccupied with preparing the next generation for post-16 choices. The atmosphere is focused but not pressured; students seem eager rather than anxious.

This school operates in an unusual context and must be assessed accordingly. As a fourth-form entry provider (Years 10–13 only), traditional GCSE performance metrics warrant careful interpretation. The school ranks 2,793rd in England for GCSE outcomes (FindMySchool data), placing it in the lower 40% nationally (60th to 100th percentile). The Attainment 8 score stands at 43.8, and only 29% of pupils achieved grade 5 or above in English and mathematics combined.

These figures demand honesty. Futures Institute's GCSE cohort includes students who may have struggled in traditional mainstream settings. The school's admission criteria are non-selective — applications are open — yet the self-selecting nature of a specialist STEM school means students here have typically already demonstrated interest in technical subjects. Progress, as measured by the Progress 8 score of -0.56, sits below England average, suggesting pupils make slower progress from their starting points than peers nationally.

However, the Sixth Form picture differs markedly. At A-level, 30% of students achieved grades A*–B, compared to the England average of 47%. Whilst this remains below the national norm, the sixth-form cohort has narrowed significantly, and examiners have noted improving trends in recent cycles. The school ranks 1,981st nationally for A-level outcomes (FindMySchool data), placing it in the lower percentile, yet the Ofsted inspection rated the sixth form as Outstanding — a judgement that speaks to value-added progress and the quality of teaching within the constraints of the cohort.

Many students continue to Russell Group universities and apprenticeships. Destinations reflect the school's employer partnerships: apprenticeships at Airbus, GCHQ, Collins Aerospace, and Jaguar Land Rover feature prominently. In the 2024 leavers cohort, 60% progressed to university, 33% to employment, and 7% to apprenticeships.

A-Level Performance

The standout metric for post-16 is the sixth-form designation as Outstanding. Whilst A-level grades may not rival selective academic sixth forms, students here are demonstrating palpable progression from their Year 10 starting points. The school delivers 26 A-level subjects, a respectable range for a small provision. Subject breadth spans sciences, mathematics, engineering, computing, humanities, and languages, allowing genuine choice within the STEM emphasis.

The Aspirations No Limits Curriculum forms the pedagogical backbone. Rather than teaching mathematics, science, and engineering in isolation, the school deploys a transdisciplinary model where skills sought by industry recruiters — collaboration, resilience, creativity, technical communication — are woven throughout. Core Project lessons, a distinctly Studio School feature, structure much of the learning experience. These are not extension activities; they are central to how knowledge is acquired.

A 2022 visit to Formula 1 facilities exemplified this approach, sparking genuine curiosity about aerodynamics and manufacturing. Such experiences — many hosted by partnering employers — create authentic contexts for learning. Computing and engineering feature prominently from Year 10 onwards, with significant time allocation compared to traditional schools that offer these as optional subjects at GCSE and A-level.

The UK's first school VR suite represents significant capital investment in emerging learning technologies. Three room-scale HTC Vive stations, installed through partnership with local software company Playko, allow sixth-form computer science students to develop immersive applications. The suite is used across disciplines: humanities students use VR for spatial history; sciences for visualising molecular structures; languages for cultural exploration.

Teachers hold high aspirations visibly. The faculty includes specialists: Corinna Long (Head of Faculty – Science), Frankie Lavender (Teacher of DT/Engineering), and Chris Newell (Teacher of Post 16 Maths) bring considerable subject expertise. Leadership takes seriously the professional growth of teaching staff, evidenced by the dedicated Aspirations Learning Institute CPD site accessible to all teachers.

In 2024, 60% of leavers progressed to university, with the cohort split between research universities and specialist technical institutions. The school proudly points to apprenticeships at Airbus and GCHQ as flagship destinations, though these represent selective pathways that require sustained excellence at A-level.

The Aspirations Employability Diploma, awarded to all Year 11 students, equips students with essential skills for sixth-form courses and careers. Work experience is embedded: students undertake placements with local and regional employers, building networks and understanding workplace norms. Some apprentices return to the school to speak about their experiences, reinforcing that post-18 education need not mean university.

The extracurricular landscape reflects the school's specialist mission. Unlike traditional schools offering generic activity menus, Futures Institute's enrichment is purposefully targeted. The Girl STEM Ambassadors programme, led by trained student ambassadors, hosts Challenge Days for local primary schools, actively widening participation in technical subjects. Students have participated in the RAF gliders competition for Applied Technology Learning, and the Aladdin Jr production (performed in summer 2024 to audiences in July) showcases that despite the STEM focus, arts engagement remains valued.

Clubs and societies include the following named provision: coding and computer science clubs catering to different experience levels; engineering and robotics activities; project-based maker spaces where students develop technical ideas. The Drama Society has produced notable shows, including Aladdin Jr. Sports provision includes football, hockey, netball, rugby, handball, basketball, badminton, rounders, cricket, and athletics. These are woven into the PE curriculum and available as extra-curricular options. Year 11 students experience a broad PE programme rotating through rugby, football, tchoukball, hockey, and netball according to gender grouping, then extend into athletics and other pursuits in later terms.

The school's Project-Based Learning approach extends well beyond classroom walls. Recent projects have included water-focused eco-initiatives sponsored by Thames Water, which is part of ongoing Eco-Schools work. The school has retained Green Flag accreditation for the second consecutive year, indicating serious commitment to environmental literacy. Students in Years 7 and 8 use the "No Limits Curriculum" learning to achieve sustainability goals, considering United Nations Global Goals and practising wildflower cultivation and school grounds improvement.

NASA visits represent a periodic highlight, offering sixth-form students direct exposure to space science and aerospace engineering. Such visits crystallise the relevance of theoretical physics and advanced mathematics to cutting-edge industries.

The careers curriculum is embedded rather than bolted-on. The Aspiration Employability Diploma represents a structured framework in personal development, bridging academic learning and workplace readiness. Guest speakers from partner companies regularise exposure to professional contexts. The Banbury region hosts significant manufacturing and technical employers — Douwe Egberts, Magna, major automotive suppliers — and the school has cultivated substantive relationships with these institutions, meaning real industry projects reach students.

Music and drama, whilst less prominent than in traditional schools, feature meaningfully. Music provision includes ensemble opportunities, and drama productions involve students from across the year groups. The school newsletter regularly celebrates student achievements across sporting, academic, and creative domains.

Futures Institute accepts students into Year 10 through open application during autumn and spring term preceding September entry. There is no entrance examination and no selective process, though the specialist STEM focus means the cohort is self-selecting to a degree. The school welcomes approximately 25-30 new entrants annually, maintaining intimacy.

Sixth-form entry (Year 12) is similarly open application-based. Entry requirements for sixth form expect students to hold GCSE passes in core subjects, with higher grades typically required for mathematics and sciences given A-level prerequisites. A meeting with school leaders is arranged for successful candidates, though attendance is not legally mandatory; the school finds such meetings support smooth transition.

In-year admissions are accepted throughout the school year if spaces exist. Students applying mid-year sit an assessment test to determine which ability groupings they join; this does not affect placement but ensures appropriate provision once enrolled.

The school is non-selective by policy and welcomes tours at any time. Open evenings occur regularly (recent open evening scheduled for January 22, 2025). Contact office@futures-aspirations.org or call 01295 257942 to arrange visits.

The school day runs from 8:50 am to 3:20 pm. Reception operates 8:00 am to 4:00 pm during term. The school provides lunch facilities. Uniform is expected and described as "smart and safe dress." Transport is the responsibility of families; the school is located on Ruskin Road, Banbury, with regular bus routes serving the area.

This is a state school with no tuition fees. Parents bear costs for uniform, school meals, and any optional residential trips. Sixth-form students can access bursary support from the Sixth Form Bursary scheme if financial circumstances require it; specific thresholds and application processes are available from the school directly.

Despite the school's technical focus, pastoral provision is taken seriously. Students are supported through form tutor relationships; sixth-form students benefit from a Deputy Head of Sixth Form and dedicated sixth-form administrator. Ian Griffiths, Director of Inclusion, and Barbara Kinsella, Coordinator of English, lead whole-school wellbeing initiatives alongside academic progress.

The school actively teaches personal, social, health, and citizenship education (PSHCEE) alongside academic curriculum. Contemporary issues and online safety are addressed explicitly. Mental health support is accessible; the school recognises that adolescents navigating specialist education pathways may experience particular pressures. A nurture practitioner is employed, offering additional support for students struggling emotionally or socially.

The school has zero pupils with formal SEN statements or EHC plans currently on roll, which reflects the cohort profile rather than absence of support. All students receive the pastoral and academic help they need to thrive.

GCSE performance trails mainstream schools. Below-average GCSE outcomes may concern parents weighing options. However, this must be contextualised: entry at Year 10 means students have already chosen a technical pathway, and many arrive having struggled in traditional comprehensive settings. Progress 8 measures improvement relative to starting points; improvement in this metric over recent years is noteworthy, though absolute attainment remains below England average. Families seeking academic prestige based on headline GCSE grades should look elsewhere.

The sixth-form offer is genuinely strong. Whilst A-level grades remain below the England average in raw terms, the Outstanding sixth-form rating from Ofsted speaks to genuine teaching quality and value-added progress. Students progressing from Year 10 into sixth form demonstrate palpable improvement, and leavers' destinations reflect this, with meaningful proportions moving to Russell Group universities and selective apprenticeships. The school's sixth form is not an afterthought; it is the apex of the institution.

Small cohort means limited choice. With only 25-30 new entrants per year at Year 10, the school cannot offer the breadth of GCSE options larger schools provide. Students choose between STEM pathways rather than between drama and geology. This is intentional, not a weakness, but families seeking maximum flexibility must recognise this constraint.

No prior STEM experience is required. The school does not require evidence of science or mathematics excellence at GCSE entry. Curiosity and willingness to engage are sufficient. However, students benefit from genuine interest in technical subjects; those forced into a STEM pathway by parents may find the atmosphere uncongenial.

Futures Institute is fundamentally different from traditional secondaries. It is a specialist STEM provider accepting students at Year 10, unafraid of transparent GCSE performance data whilst delivering an Outstanding sixth form and genuine employment pathways. The school prioritises technical capability, employer partnership, and real-world problem-solving over academic league table dominance. For families seeking to position their children for apprenticeships in advanced manufacturing, aerospace, or digital sectors, the employer links and project-based approach offer distinctive advantages. For those valuing breadth and humanities alongside STEM, a traditional comprehensive may suit better.

Best suited to students genuinely curious about technology, engineering, or science; who thrive through hands-on, project-based learning; and whose post-16 aspirations align with technical apprenticeships or STEM-focused university degrees. The school's transparent acknowledgement of GCSE limitations, paired with outstanding sixth-form provision and employer immersion, positions it as a credible alternative to mainstream secondary selection for families confident in their child's direction.