Harborne Academy Review 2026: High-demand Birmingham secondary with a calm, purposeful tone

A school can feel busy without feeling unsettled. Here, the prevailing impression is one of order and momentum, with classroom learning rarely thrown off by poor behaviour. The most recent external visit described positive, respectful relationships between pupils and staff, and a culture where pupils feel safe and supported.

This is an 11–16 mixed secondary in Edgbaston, with a published capacity of 600 and a current roll of just over 600. It is also highly sought after in the admissions data available for the school, suggesting that securing a place is often the key hurdle for families rather than deciding whether the provision is suitable.

Academically, outcomes sit broadly in line with the middle group of schools in England on FindMySchool’s GCSE ranking, with strengths that are practical for day-to-day learning: clear routines, active support for reading, and a careers programme that begins well before Year 11.

The most useful shorthand for the atmosphere is purposeful. Pupils generally move through the day with learning as the main event, and the wider feel is one of a school that expects pupils to work, and supports them to do so. In the most recent external visit, behaviour around the site was described as calm, with learning rarely disrupted, and pupils reporting that bullying is uncommon and dealt with quickly if it occurs.

That sense of order does not have to mean severity. A consistent thread is relational, pupils value staff support, and relationships are framed as positive and respectful. For parents, the implication is straightforward. Children who can be distracted by noisy corridors, low-level disruption, or unpredictable routines are more likely to concentrate in an environment where expectations are applied consistently.

The school is also explicit about safety and safeguarding culture. This matters because it sits behind many practical decisions, how staff escalate concerns, how pupils are taught online safety, and how early help is coordinated when needed.

On FindMySchool’s GCSE measures, the school is ranked 2,509th in England and 64th in Birmingham for GCSE outcomes (FindMySchool ranking based on official data). This places performance in line with the middle 35% of schools in England (25th to 60th percentile).

The headline attainment measure available here is an Attainment 8 score of 43.2. Progress is reported as +0.27, which indicates students, on average, make above-average progress from their starting points across eight GCSE subjects.

For families, the practical implication of a positive progress score is often more useful than any single grade headline. It suggests that the school is adding value across the cohort, not only serving the very highest prior attainers.

There is also an English Baccalaureate (EBacc) lens available. The EBacc average point score is 3.91, and the percentage achieving grades 5 or above in the EBacc is 9.5. These figures are best read as indicators of how securely pupils are achieving across that subject set, rather than as a proxy for overall GCSE success.

Curriculum development is a live priority, with leaders making recent changes, particularly in Key Stage 3, and aiming for a broad curriculum offer for all. One concrete example is the introduction of Spanish into Year 7 to support an EBacc-aligned pathway.

In practice, this kind of decision has two implications. First, pupils build subject breadth earlier, which supports stronger choices at Key Stage 4. Second, it raises the importance of consistent classroom teaching, especially the accuracy of explanations and vocabulary, because the curriculum becomes more ambitious.

Reading is treated as a practical skill to be developed, not a passive expectation. Structured tutorial sessions, whole-class reading texts, and targeted additional support, including phonics for those who need it, are all part of the approach described in the most recent visit. The implication is that weaker readers are more likely to improve, and stronger readers are more likely to consolidate stamina and comprehension, both of which matter across GCSE subjects.

With an age range that ends at 16, planning for post-16 progression is a core responsibility rather than an add-on. Careers education is described as comprehensive, covering university aspirations and apprenticeships, with work experience in Year 10 highlighted as a valued opportunity.

For parents, the practical question is how early and how seriously options are discussed. The school’s approach, as described, supports students who are not fixed on one route. It also suits families who want guidance that includes technical and apprenticeship pathways alongside sixth form and college routes.

Admission is coordinated through Birmingham City Council’s secondary admissions process for Year 7. The on-time deadline for September 2026 entry is 31 October 2025, with National Offer Day on 02 March 2026.

The demand picture available for the school is strong. In the latest admissions data provided here, there were 847 applications for 145 offers, a ratio of 5.84 applications per place, and the status is recorded as oversubscribed. The implication is that families should treat deadline discipline as non-negotiable, and should plan on having realistic alternatives on the form.

If circumstances change after the on-time deadline, Birmingham publishes a route for late applications and late preference changes, with a stated closing date of 31 July 2026 for that cycle.

A practical tip for shortlist management is to use FindMySchoolMap Search to understand how your home location aligns to local options, then use the Comparison Tool on the Local Hub page to view nearby schools side-by-side on results and demand indicators.

The safeguarding position is clear. The most recent visit confirmed safeguarding arrangements are effective, with staff training kept current, clear visibility of safeguarding leadership, and timely contact with external agencies when early help is needed.

Pastoral support also connects to behaviour and belonging. A culture where pupils know who to speak to, and where incidents are acted on promptly, reduces the background anxiety that can undermine attendance and learning. The implication for parents is that the school is likely to suit students who value structure, clear adult oversight, and a straightforward behavioural baseline.

Students with special educational needs and disabilities are supported through an approach that aims to keep pupils learning the same ambitious curriculum, with adaptation to meet needs rather than narrowing entitlement.

A school’s enrichment offer only matters if pupils actually use it. Here, the evidence points to a model built around accessible, routine participation rather than occasional showcase events. Clubs run regularly, with sports sessions alongside board games in the atrium at lunchtimes. The implication is that pupils who are not already “joiners” can still find low-friction ways into social and structured activities.

The coding club is a specific example of a programme aligned to academic interest, supporting pupils who are curious about computer science. For families, that matters because it creates an outlet for interest-led learning without relying on private provision.

There is also a strong example of pupil responsibility. Year 9 pupils lead the library at break and lunchtime, and the space is used for revision, reading for pleasure, and research to support learning. This is more than a nice detail. It signals that the school trusts pupils with meaningful roles, and that quieter spaces exist for students who prefer structured, low-noise time during the day.

This is a state school with no tuition fees. Families should still plan for typical secondary costs such as uniform, equipment, trips, and optional extras such as music tuition where offered.

Because the published sources accessible here focus on inspection and admissions, practical details such as the precise school day timings, after-school supervision, and transport guidance should be checked directly with the school before making decisions that depend on logistics.

• Competition for places. The available admissions data indicates significant demand, with many more applications than offers. Families should apply on time and include realistic alternatives.

• No sixth form on site. Students move on at 16, so post-16 planning matters. Families who want a single institution through to 18 may prefer a school with an attached sixth form.

• Teaching consistency is a development point. The most recent visit highlighted that some teachers do not consistently use accurate subject-specific vocabulary, and that assessment practice varies in a few subjects. This is worth discussing at open events, especially if your child needs tightly structured explanations to learn securely.

Harborne Academy offers a structured, generally calm secondary experience with a clear emphasis on learning, safety, and a broad curriculum. Outcomes sit in line with the middle band of schools in England on FindMySchool’s GCSE ranking, with a positive progress score suggesting students tend to do better than their starting points might predict. Best suited to families who value orderly routines, visible pastoral systems, and a pragmatic enrichment offer that pupils can access easily. The main challenge is admission, not the day-to-day quality of school life.