Broadway Academy Review 2026: A large Birmingham academy with a clear behaviour culture and a broad sixth form

Order and routine matter here. Lessons start promptly and the day is tightly structured, with form time used to reinforce expectations and readiness to learn.

This is a bigger-than-average secondary with a sixth form, serving Perry Barr and the wider north Birmingham area. It has expanded over time and operates from a modern rebuild completed in 2011, giving it the kind of site that can support a full curriculum plus enrichment at scale.

Leadership has been stable, with Mr Ronald Skelton leading the academy for many years.

A school’s culture often shows in its routines. Here, the daily rhythm is deliberate: students are expected on site for an 08:40 start, and the academy day finishes at 15:10. These timings, and the focus on punctuality, are set out in recent published attendance documentation.

There is a strong emphasis on behaviour as a learned skill rather than a vague hope. Expectations are taught explicitly and reinforced through form time and consistent follow-up. That matters in a large setting; it reduces low-level disruption and protects learning time, particularly for students who need structure and clarity.

Community positioning also appears to be part of the academy’s identity. External reporting describes a leadership approach that prioritises local relationships and a visible place in the area. In practical terms, that tends to show up in higher parent engagement, better attendance habits, and a more coherent approach to students’ personal development.

At GCSE level, the academy sits in line with the middle 35% of schools in England (25th to 60th percentile). Ranked 2,391st in England and 56th in Birmingham for GCSE outcomes (FindMySchool ranking based on official data), results are broadly typical in an England context, with a small positive Progress 8 score of +0.05 indicating slightly above-average progress from starting points.

The Attainment 8 score is 42.9. On the EBacc measure reported here, 15% of pupils achieved grades 5 or above in the EBacc element.

Sixth form outcomes, by contrast, are a tougher picture in the comparative ranking. Ranked 2,323rd in England and 50th in Birmingham for A-level outcomes (FindMySchool ranking based on official data), it sits below England average ’s percentile framing. The grade distribution in the most recent data shows 0% at A*, 5.77% at A, and 26.92% at A* to B combined.

What this implies for families is not that the sixth form lacks options, but that outcomes may be more variable by subject and by student profile. For a student who thrives with structure and steady day-to-day support, a school-based sixth form can still be a strong fit, especially when pastoral systems are coherent across Years 7 to 13.

Curriculum intent is framed around breadth in the lower years, followed by increasingly purposeful choices at Key Stage 4 and post-16. There is explicit attention to literacy, including checks to identify students who need extra reading support and targeted help from trained adults.

A practical strength is the way the sixth form is described as broad and balanced, including pathways designed to match different ambitions and readiness levels. The academic and vocational mix is positioned as a deliberate offer, with course choice reviewed over time.

Subject-level documentation available publicly also gives a sense of the sixth form’s tone: entry requirements are set clearly for specific courses, and students are expected to bring a secure foundation in English and mathematics for more demanding A-level study.

The post-16 destination picture is best understood in two phases: the move from Year 11 into sixth form or college, and then the move after Year 13.

For sixth form leavers in the latest published cohort, 72% progressed to university, with 4% moving into apprenticeships and 4% into employment. With an on-site sixth form, many students will also choose the continuity of remaining in the same setting after GCSEs, especially if they value familiar staff, routines, and support.

The university statistic suggests a clear higher education pipeline for a large share of students, while the apprenticeship and employment figures indicate smaller, but present, vocational pathways. If your priority is a highly specialised destination profile, such as consistently high A-level grade concentrations, it is sensible to scrutinise subject-level outcomes and ask how the sixth form supports higher attainers as well as those who need a more scaffolded route.

Year 7 admissions are coordinated by Birmingham City Council, with the standard application window for September 2026 entry opening on 01 September 2025 and closing on 31 October 2025, followed by National Offer Day on 02 March 2026.

Published demand data indicates significant pressure for places in the latest available admissions cycle here, at around four applications per offer (817 applications against 203 offers). In practical terms, that tends to mean distance, sibling links, and the detail of oversubscription criteria matter. Families who are serious about this option should use the FindMySchool Map Search to check distance accurately, and then cross-check that against the local authority’s allocation approach for the relevant year.

For sixth form entry, the key question is fit and readiness: subject entry requirements and programme pathways vary, and students are more likely to do well when their subject choices are realistic and aligned to strengths. Reviewing course-specific entry requirements is a worthwhile step early in Year 11.

Pastoral systems appear designed for scale: structured form time, clear routines, and a behaviour approach that aims to prevent drift rather than react late. The advantage of that model is consistency, especially for students who benefit from predictable boundaries.

Safeguarding information in the public domain indicates a structured approach with trained staff and clear reporting routes, alongside partnership working with external agencies where needed.

For families, the practical takeaway is to ask how support is delivered day to day. In a large secondary, you want clarity on who holds the pastoral overview, how quickly issues are triaged, and how communication works between home and the relevant pastoral lead.

Enrichment is treated as an expectation rather than an optional extra. A wide programme is described publicly, with examples spanning sport and awards activity, including judo, basketball, and the Duke of Edinburgh’s Award.

The sixth form also frames enrichment as part of the weekly pattern, with at least one hour per week required and a menu that includes options such as sports leadership and the Gold Duke of Edinburgh pathway. This kind of structured enrichment matters because it builds routine, leadership credibility, and a more substantial record for employment and higher education applications.

There is also evidence of smaller-interest provision over time, including a STEM Club that has run after school, and named clubs such as Chess Club and an art catch-up club appearing in published programme materials. The important point for parents is not whether the exact list is identical every year, but whether the academy sustains a culture where participation is normal and supported.

The school day is set out publicly, with lessons starting at 08:40 and the day finishing at 15:10. Some published materials also note a later start on Fridays, so families should confirm the current weekly pattern when planning transport and childcare.

For travel, the location is well served by bus routes running through the local area, and published information points to nearby rail links including Perry Barr and Witton stations. Parents who will rely on public transport should trial the route at the time their child will actually travel, since reliability varies across the year.

• High demand for places. The available admissions dataset shows roughly four applications per offer, which can make entry competitive and unpredictable year to year. Families should plan with realistic alternatives in mind.

• Sixth form outcomes are mixed. A-level ranking and grade distribution in the latest dataset suggest that results may vary significantly by subject and by student profile. This suits students who will engage consistently with the support on offer, but it may frustrate those seeking an ultra high-attaining academic environment.

• A large-school experience. Scale can be a strength, with broader options and specialist staffing; it can also mean families need to be proactive about communication and about ensuring the right support is in place early.

• Routine expectations are firm. Punctuality and uniform standards are treated seriously. That structure benefits many students, but it can feel restrictive for those who struggle with compliance unless pastoral support is strong and timely.

Broadway Academy offers a structured, highly routine-led secondary experience with a sizeable sixth form and a clear focus on behaviour and character development. GCSE outcomes are broadly in line with the middle range of schools in England, while the sixth form picture in the latest dataset suggests more variable academic outcomes.

Best suited to families who want a clear behaviour culture, predictable routines, and broad curricular and enrichment access within a large Birmingham academy, and who are prepared to engage actively with admissions and subject-level sixth form choices.