Glenmoor Academy Review 2026: High-performing girls’ secondary with a distinctive co-located model

A single-sex girls’ academy that shares a site, staff, and much of its daily infrastructure with its boys’ counterpart, while keeping classrooms single-sex. This co-located approach matters because it broadens subject expertise, staffing capacity, and enrichment, while retaining the focus some families value in a girls-only learning environment.

Leadership is stable and visible, with Leon Lima listed as Principal on official government records and in the school’s own publications. The most recent Ofsted inspection (10 to 11 December 2024) was an ungraded visit that concluded the school had taken effective action to maintain the standards identified at the previous inspection, and safeguarding arrangements were effective.

On outcomes, the school sits above England average overall, placing it within the top quarter of schools in England on the FindMySchool GCSE ranking, and it ranks strongly within Bournemouth. Progress measures are a clear strength, and the wider offer is unusually concrete for a state school, with named clubs, a structured residential programme for Key Stage 3, and a defined set of “intended destinations” pathways after Year 11.

The clearest thread running through official descriptions is precision. Classroom disruption is explicitly described as rare, and the tone is positive and respectful, with routines that students understand and follow. For parents, this usually translates into lessons that get through content at pace, fewer interruptions for children who want to learn, and a calmer day-to-day experience for students who are easily distracted.

There is also a strong “belonging” narrative in the latest inspection report, which is important in a school of this size. The roll is close to capacity, and the Ofsted provider page lists around 900 pupils for an 11 to 16 setting. In practical terms, building belonging at scale tends to rely on consistent systems and well-used pastoral structures, rather than personality-led leadership. Glenmoor leans into that approach, including a defined “GW Way” language and habits in the parent handbook, positioned as a shared culture rather than a slogan.

A distinctive part of Glenmoor’s identity is that it is not operating in isolation. The school is part of United Learning, and the inspection report is explicit that trust-level support and shared systems reduce workload and support professional development. This is relevant for families because it tends to show up in curriculum resources, common assessment approaches, and a consistent behaviour model, all of which are features that make a large academy feel coherent rather than fragmented.

Glenmoor’s performance profile, as reflected in the FindMySchool dataset, is strong and stable.

Ranked 557th in England and 4th in Bournemouth for GCSE outcomes (FindMySchool ranking based on official data)

This places the school above England average, comfortably within the top 25% of schools in England.

On GCSE performance indicators, the dataset shows:

• Attainment 8: 60.4

• Progress 8: 1.14

• EBacc average point score: 5.45

• Percentage achieving grade 5 or above in the EBacc: 43.4%

Progress 8 is the headline for many families because it is designed to show progress from starting points rather than raw attainment alone. A score of 1.14 indicates students, on average, achieve substantially higher than similar pupils nationally, which is consistent with the school’s reputation for strong routines and high expectations. The school’s own performance page also highlights Progress 8 of 1.14 for 2023 to 24, aligning with the dataset.

The EBacc indicators suggest an academically ambitious curriculum. Ofsted also describes the school as ambitious for many pupils to follow the Ebacc suite, with a wide breadth of subjects. For families, the implication is that students who are capable across languages, humanities, and sciences are likely to be placed on pathways that keep doors open for post-16 and post-18 options. The flip side is that students who need a more vocationally weighted programme may need careful guidance to ensure the mix remains motivating and appropriate.

Teaching quality is described in practical, classroom-level terms: teachers have strong subject knowledge, content is taught in a logical sequence, and misconceptions are addressed quickly through frequent checking of understanding. That is the core of effective instruction, and it is particularly valuable in Key Stage 3 where small gaps can widen quickly.

Reading is treated as a system rather than an add-on. The inspection report notes that pupils with a reading age below chronological age are identified and supported to catch up, alongside a programme that includes ambitious and diverse texts. In a secondary context, this matters because weak reading fluency can depress outcomes across every subject, including science and geography where subject literacy is often the hidden barrier.

Inclusion is also framed as operational: pupils with special educational needs and disabilities are expected to access the same curriculum alongside peers, staff are trained on support strategies, and identification processes are described as highly effective. For families with SEND needs, the implication is that support is built into normal lessons rather than being exclusively dependent on withdrawal interventions. That usually suits pupils with moderate needs who benefit from being kept in the mainstream academic flow, while still requiring targeted support at the right moment.

Glenmoor is an 11 to 16 school, so “destinations” is about what happens after GCSE, whether that is sixth form, a college route, or apprenticeships.

The school publishes intended destinations for 2024 to 25 across the co-located academies. It states that the 2024 to 25 Glenmoor Year 11 cohort consisted of 174 pupils, and it reports intended pathways as follows:

• Local sixth form: 62%

• Out of area sixth form: 25%

• Apprenticeships: 11%

For parents, this is useful because it suggests that staying in the local post-16 ecosystem is the dominant pattern, but a sizeable minority plan to travel further for a specific offer, and apprenticeships are a meaningful route rather than a marginal afterthought. The school also explains that it uses the intended destinations data to shape careers guidance, plan transitions, and reduce the risk of students becoming not in education, employment, or training.

If you are shortlisting local options, this is also where FindMySchool’s Local Hub and Comparison Tool can help, because the best “fit” post-16 route often depends on how subject strengths, travel time, and pastoral support align with a student’s profile.

Admission to Year 7 is coordinated through Bournemouth, Christchurch and Poole, rather than directly through the academy. The school’s Year 7 admissions page sets out specific timings for the 2026 to 27 entry cycle, including:

• Closing date for on-time applications: 31 October 2025

• On-time offers communicated: 02 March 2026

• Deadline to accept offers: 15 March 2026

• Late application offers (for a defined late window): 25 March 2026

The published admissions policy for 2026 to 27 explains how oversubscription is handled, including distance measurement via a geographical information system (straight-line distance), the operation of a ranked waiting list, and how address evidence may be requested. The policy also clarifies that a sibling link does not apply in the same way if the sibling is in Year 11 and will leave before the new Year 7 intake starts.

The dataset does not provide a “last distance offered” figure for this school, so families should avoid assuming a particular radius will be sufficient. Where distance is a key driver, it is sensible to use a precise map tool to measure from home to the school gate and then compare with the local authority’s historical allocation patterns.

Behaviour and relationships are described as a strength. The latest inspection report describes calm movement between lessons, clear routines, and mutually respectful staff-student relationships, with poor behaviour incidents rare. For most families, the practical outcome is that children who want to focus can do so, and children who find secondary transition stressful are less likely to feel overwhelmed by unpredictable corridors or inconsistent expectations.

Support for mental health is referenced directly, with staff helping pupils manage anxieties and challenges. In a school with high academic ambition, this kind of support is important, because the pressure points are predictable: Year 7 transition, subject choices, mock season, and GCSE preparation. Strong systems do not remove pressure, but they can make it more manageable and fair.

Safeguarding information is set out in the parent handbook, including named safeguarding roles and a clear message that pupils’ concerns are listened to and acted on. Families should still do the usual due diligence during open events, asking how the school handles peer-on-peer issues, online safety, and attendance-related pastoral follow-up, but the published material indicates a structured approach rather than an informal one.

The enrichment offer is unusually specific and tiered, spanning lunchtime clubs, after-school sessions, and residential trips that are designed as part of Key Stage 3 experience rather than a rare extra.

From the latest Ofsted report, examples of activities include archery, choir, martial arts, and a diversity and inclusion club, alongside leadership roles such as house captains and peer mentors. The school’s published clubs timetable for spring term 2026 adds further texture, with opportunities such as Coding Club, Random Acts of Kindness, Origami Club, Repair and Upcycle Club, Rhythmic Gymnastics, Sparx Reader Homework Club, Science Club, GW Choir, and Archery (including notes where spaces are limited or waiting lists apply).

For many pupils, the value is not just participation, it is identity. A student who joins GW Choir early can gain a consistent weekly anchor, while a Science Club or Coding Club route can reinforce academic confidence for pupils who enjoy structured problem solving. For pupils who find school socially difficult, clubs like Origami or mindful activities can provide lower-pressure social contact with a clear shared focus.

Trips are similarly structured. The school publishes an overview of annual and regular residential trips with timing, intended year groups, and price brackets. Examples include a Year 7 Isle of Wight team-building residential in mid-October, a Year 8 France watersports trip to Temple-sur-Lot in late June, a Year 9 Disneyland Paris trip, a Cantabria (Spain) trip in Year 10, and a KS4 Berlin or Washington cycle in October or February (run on a two-year cycle). The page also sets out how it supports participation, including discounts for eligible pupils for trips.

Sport is not only generic. Glenmoor runs a named Football Academy, described as specialist coaching that sits alongside the normal curriculum, with stated links to professional football academies and an ambition to compete at national level. For families with a talented footballer, the implication is an environment where sport is treated as developmentally serious while still tied to academic expectations, rather than being a standalone pathway.

The Duke of Edinburgh’s Award is also clearly embedded from Year 9, with bronze and silver options described as part of the wider character programme.

The parent handbook provides a clear schedule. Arrival is listed as 08:25, with line-up and tutor time from 08:30 to 09:00, then four main teaching periods through to 15:00, with a further period to 16:00 for Year 11. Break and lunch times are also set out, which is helpful for understanding the rhythm of the day, especially for pupils who benefit from predictable transitions.

As a secondary school, it does not operate wraparound childcare in the same way a primary school might, but the published clubs timetable shows structured lunchtime and after-school activity, which can serve a similar function for families managing transport and routines. The handbook also references practical systems such as a cashless catering approach and a free school meals allowance of £2.65 per day for eligible pupils.

On facilities, the handbook highlights a library with more than 3,500 books and a 3G pitch referenced through PE kit requirements. For day-to-day life, that usually means access to quiet study space and reliable year-round sport provision, both of which matter when timetables are busy.

• No sixth form on site. Students will need to make a post-16 transition at the end of Year 11. The school’s own intended destinations data suggests most pupils plan for local sixth forms, with a sizeable minority going out of area, so travel planning can become a real factor.

• A structured culture can feel demanding. Clear routines and high expectations support learning, but pupils who strongly prefer looser boundaries may find the approach takes time to adjust to, especially in Year 7.

• Trips and clubs are a major part of the offer, but participation has practical constraints. Some clubs list limited spaces or waiting lists, and residential trips are presented in price bands. Families should plan early, particularly if a pupil is keen on sports tours or international trips.

• Co-location is a strength for many, but not everyone wants it. Classrooms are single-sex, but the wider site model is designed around shared resources and staffing. Families seeking a fully separate girls-only site experience may prefer to compare alternatives carefully.

Glenmoor Academy combines a calm, well-ordered learning environment with outcomes that place it comfortably above England average and strong within Bournemouth. It also offers an unusually well-specified enrichment and residential programme for a state secondary, which can make school life feel purposeful rather than purely exam-driven. Best suited to families seeking a high-expectation girls’ school, with clear routines, strong progress, and a broad set of clubs and trips, and who are comfortable planning a post-16 move at the end of Year 11.