Tudor Grange Academy Kingshurst Review 2026: A school rebuilding momentum, with a sixth form that feels steadier than the main school

At drop off and pick up, the defining feature here is change, not tradition. After a difficult period that led to special measures, Tudor Grange Academy Kingshurst has been working through a deliberate reset of behaviour systems, classroom routines and curriculum sequencing. The current leadership has been in place since May 2024, and the most recent formal inspection evidence describes a school that has improved considerably, while still showing inconsistency, especially at social times and in some classrooms.

The academic picture remains challenging. FindMySchool’s GCSE ranking places the school below the England average band for outcomes, and the sixth form results also sit in the lower band nationally. The practical implication for families is that day to day culture and teaching consistency matter at least as much as headline intent. This is a school for parents who want to see evidence of the new routines working in real time, and who value a broad offer, including vocational routes, alongside A levels and a small post 16 cohort.

The school presents itself as inclusive and community facing, serving Kingshurst and the wider North Solihull area. The recent inspection evidence points to a clearer set of expectations in lessons than was previously the case, with fewer disruptions reported in classrooms, but a weaker picture during unstructured times. In practice, this tends to mean that the school day can feel more settled in academic periods than at transitions, break and lunch.

A useful way to think about the culture is “direction of travel”. Staff and pupils are described as positive about improvements, which matters because a reset only works if it is understood and reinforced by the people living it daily. At the same time, the inspection evidence is explicit that there are still gaps in pupils’ knowledge from earlier years, and that improvements are not yet secure across the whole school. For parents, that translates into a sensible expectation that experiences may vary by subject and year group, and that the school is still working to make its best practice consistent rather than occasional.

There is also evidence that the school is trying to widen pupils’ experience beyond timetabled lessons, partly as a lever to improve belonging and engagement. The inspection notes a strategic push to address discriminatory attitudes and behaviours, alongside an increase in clubs and trips over the last year. That sits well with the school’s need to rebuild trust and shared standards, because a respectful culture is much easier to maintain when pupils feel known, included and invested in the wider life of the place.

Leadership stability is central to this story. Darren Turner is the Executive Principal, and the inspection report states he took on substantive responsibility in May 2024.

This section uses FindMySchool rankings and the supplied results dataset for outcomes, and should be read alongside the inspection evidence which indicates outcomes are improving, but not securely for all groups.

GCSE performance (FindMySchool ranking, based on official data)

Ranked 3619th in England and 96th in Birmingham for GCSE outcomes. This places the school below England average, within the bottom band of schools nationally. The average Attainment 8 score is 34.4, and the Progress 8 score is -1.28, indicating pupils, on average, make less progress than pupils with similar starting points nationally. EBacc measures are also low with 2% achieving grades 5 or above in the EBacc and an EBacc average point score of 2.96.

For parents, the implication is straightforward. If your child is academically confident and highly self directed, they may still do well, but most pupils will benefit from tight classroom routines, strong attendance, and a clear plan for support in weaker subjects. It also makes the quality of subject leadership, literacy support and behaviour consistency unusually important, because small improvements in teaching routines can have a large effect when outcomes have been low.

Sixth form performance (FindMySchool ranking, based on official data)

Ranked 2473rd in England and 56th in Birmingham for A level outcomes, again placing the school in the lower band nationally. The dataset shows 1.79% of grades at A*, 3.57% at A, and 14.29% at A* to B.

Taken together, the published figures indicate that post 16 outcomes remain an area to watch carefully. That said, the inspection evidence suggests the sixth form is a more consistent learning environment than the main school, with fewer of the inconsistencies seen lower down. For many families, the question is less “Is it top performing?” and more “Is it now reliably safe, orderly and well taught enough for my child to thrive?”

Parents comparing local options may find it helpful to use the FindMySchool Local Hub page and Comparison Tool to view these results side by side with nearby schools, rather than relying on reputation or historic narratives.

The most useful anchor here is curriculum design versus curriculum delivery. The inspection evidence describes a broad, well sequenced curriculum designed to be accessible to all pupils, including a mix of academic and vocational qualifications. That matters, because breadth can reduce disengagement and give pupils credible routes at 14 and 16 that match their strengths.

Where the school is still developing is in consistent classroom practice. Teachers are reported to be receiving professional development, and some are effective at checking understanding and adapting teaching when misunderstandings appear. However, the same evidence highlights that not all staff are yet confident with this, and that inconsistency affects how well pupils learn. In a rebuilding school, this is a common fault line. Systems and training can be in place, but pupils only feel the benefit when every classroom applies them reliably.

Literacy and catch up appear to be a priority. The inspection evidence states that pupils who do not read confidently are identified and supported, with the aim of helping them read at an age appropriate level. That is an important practical signal for families of pupils entering Year 7 with weaker literacy, because it suggests the school is trying to address foundational gaps rather than simply pushing pupils through content.

A key takeaway for parents visiting or considering a move is to ask subject specific questions. For example, how are misconceptions identified in mathematics and science, how is extended writing built in English and humanities, and how do teachers in practical subjects check that pupils remember core knowledge over time? The school’s approach may be strongest where subject teams are stable and routines are embedded.

This is a school with a sixth form, so families have several decision points, Year 11 progression, Year 12 entry, and post 18 routes.

The school does not publish a Russell Group or Oxbridge pipeline in the sources available for this review, and the supplied Oxbridge block contains no reported figures, so the most reliable destinations view comes from the DfE leaver destinations dataset provided. For the 2023/24 leaver cohort (73 students), 38% progressed to university, 5% to apprenticeships, 30% to employment, and 1% to further education.

The implication is that the sixth form serves a mixed set of pathways, not a single university dominated track. That can suit students who want a local sixth form with structured support and a realistic range of next steps, including employment and apprenticeships, as well as university. It also means that careers guidance and work related learning matter, because a sizeable portion of leavers do not move straight into higher education.

Within the sixth form itself, there is a clear expectation of maturity and self management. The published sixth form handbook describes daily morning registration from 8.30am, an emphasis on checking notice boards and communications regularly, and a requirement that students undertake some form of community service during their time in the sixth form.

Year 7 entry (September 2026 intake)

The published admissions policy for 2026/27 sets out the normal admissions round timeline. Applications are made via the home local authority Common Application Form, with the statutory deadline given as 31 October 2025, and national offer day shown as 2 March 2026.

A common misconception is that every school in the area is always oversubscribed. Solihull’s published secondary admissions booklet for entry in September 2025 states that 415 applications were received for Tudor Grange Academy Kingshurst, and that everyone who applied was offered a place that year.

For families, the implication is that availability can be more flexible than at some nearby schools, and that the key decision may be about fit and trajectory rather than purely about the odds of getting a place.

Year 12 entry (external applicants)

The 2026/27 admissions policy states that external applications to Year 12 are made directly to the academy, and it gives a deadline of 28 February for applications, with conditional offers made on or before 1 June based on predicted grades, then confirmed after GCSE results where entry requirements are met.

Open events and timing

The school’s publicly listed events include open evening entries in late September and early October in prior years, suggesting an autumn pattern. An “open evening” listing dated 25 September 2024 appears in the school’s events pages.

For 2026 entry, families should treat autumn open events as a likely rhythm and confirm the current calendar on the school’s official channels before making plans.

Parents assessing chances and logistics should use the FindMySchool Map Search to check distance and travel options from their home, then cross check with the local authority’s admissions guidance for the relevant year.

A rebuilding school succeeds or fails on pastoral consistency. The inspection evidence describes strong pastoral and safeguarding teams that help pupils with barriers to learning, and it also notes that attendance is improving, including for disadvantaged pupils, as part of a cohesive approach.

Support for pupils with special educational needs and disabilities is highlighted in practical terms. The inspection evidence states that pupils with SEND feel supported, and that staff are provided with user friendly one page profiles to help them understand how best to support these pupils. For parents, this is a meaningful detail because it shows an operational method, not just an aspiration. The quality of SEND support will still depend on how routinely teachers use these profiles in lessons, but the mechanism exists.

Behaviour remains a work in progress. The school is described as improving, with reduced need for serious consequences such as suspensions, but also with inconsistency in how staff apply the behaviour policy and weaker conduct at social times and changeovers. For families, this means you should ask how break and lunch are supervised, what the escalation steps are, and how staff ensure consistent responses across year teams.

Extracurricular life is one of the clearer signs of forward motion. The inspection evidence references an increase in clubs and trips, and gives specific examples including cooking and a tabletop role playing game, plus a Year 7 trip to London.

More detail is available in the published extracurricular timetable for 2025/26. This includes before school breakfast club sports sessions, a Pride Group, Creative Writing Club, Homework Club, Choir, and a range of sport and activity clubs. It also lists Dungeons and Dragons, Warhammer Club, and an Offload social club with card games and board games, alongside traditional options such as rugby, basketball, badminton, gymnastics and dance.

The implication for pupils is that there are multiple entry points into school life, including for those who are not sport focused. For some pupils, a lunchtime Pride Group or a structured after school homework club can be a more effective belonging route than a competitive team.

Sport appears to have both participation and pathway elements. The 2025/26 timetable references sessions delivered via the Birmingham City Football Club Foundation, and a separate school update letter references a Birmingham City Football Academy opportunity.

For families, the sensible question is how selective any academy pathway is, and how it sits alongside academic expectations. In a school working to raise outcomes, a sports pathway works best when it reinforces attendance, behaviour and routines rather than competing with them.

The published opening hours provide a structured day running from registration at 8.30am through to a 3.05pm finish.

For older students, the sixth form handbook also references the academy day as 8.30am to 3.05pm, which aligns with the main timetable.

Wraparound care in the primary school sense does not apply in the same way to a secondary, but there is evidence of before school provision through breakfast club in the extracurricular timetable, and club activity extending beyond 3.05pm.

For transport, there is a dedicated school bus service listed by National Express West Midlands, route 889, described as a school service that is also available to the general public.

Families should still test the journey at the times they would actually travel, because school services can be sensitive to term time changes.

• Outcomes remain a key concern. FindMySchool’s GCSE and A level rankings place the school below the England average band, and Progress 8 is negative. Families should plan for consistent attendance, strong home routines, and early intervention if a subject starts to slip.

• Behaviour is improving but not yet consistent. Lessons appear calmer than previously, but social times and transitions remain weaker, and staff responses can vary. Ask specifically about supervision, sanctions, and how consistency is monitored.

• The sixth form is small. The inspection report records 57 students in the sixth form at the time of inspection. That can mean more individual attention, but it may also limit subject combinations and the breadth of peer group.

• A school in transition needs careful checking. Improvements are described as real, but not secure. A visit, a look at current routines, and questions about staffing stability by subject will matter more here than they might in a settled school.

Tudor Grange Academy Kingshurst is a school working through a serious rebuild, with clear signs of improvement in behaviour in lessons, a broader personal development offer, and a more consistent sixth form than the lower school. Outcomes, however, remain weak in the data, and the inspection evidence still points to inconsistency in classroom practice and at social times.

Who it suits: families who want a local, inclusive secondary with a broad curriculum and varied extracurricular routes, and who are willing to be hands on about routines, attendance and early academic support. The key decision factor is whether you can see consistent behaviour and learning routines in action now, rather than relying on promises or historic reputation.