Livingstone Academy Bournemouth

Livingstone Academy Bournemouth is a relatively new, all through state academy in central Bournemouth (ages 4 to 19), part of Aspirations Academies Trust. Its identity is tightly linked to the trust’s guiding principles of Self-worth, Engagement and Purpose, plus an explicit focus on “power skills” and applied learning, rather than a purely exam-only narrative.

The latest Ofsted graded inspection (16 to 17 April 2024) judged the school Good overall, with Outstanding judgements for Behaviour and attitudes, Personal development, Leadership and management, and Early years provision. Safeguarding was found to be effective.

Admissions demand is real at both main entry points. For Reception, 137 applications were made for 60 offers; for Year 7, 481 applications were made for 141 offers. )

The school’s culture is intentionally “future-facing”, with language that keeps returning to preparation for an “ever changing world” and to building transferable habits, not just subject knowledge. The website’s curriculum framing describes a “No Limits” approach, pairing knowledge with explicit skill development, and encouraging pupils and students to apply learning in real world contexts.

Ofsted’s 2024 report gives a useful sense of what that looks like day to day: pupils attend well, enjoy being at school, and are described as kind, thoughtful, and proud of belonging, within a community that values and celebrates different cultures. The report also highlights pupils’ access to clubs and trips, including for pupils with special educational needs and disabilities and disadvantaged pupils, because the school makes participation possible.

Leadership and governance sit within the Aspirations Academies Trust structure. The April 2024 Ofsted report lists Loren Tharme as Principal, with Natasha Ullah as Executive Principal, and the trust led by CEO Steve Kenning and a board chaired by James Pomeroy.

On leadership tenure, the most reliable public marker is that Loren Tharme is named as Principal in the April 2024 inspection documentation; other trust communications indicate he was promoted to lead the school in the year prior to January 2024.

. In practice, families should treat this as a school where inspection evidence currently tells you more about quality and trajectory than published exam trends.

What the latest evidence does support is a broadly positive picture of achievement and ambition. The April 2024 inspection describes pupils, including those with SEND or who are disadvantaged, as achieving well, and links progress to teaching that helps pupils apply new learning in different situations, including “real life” scenarios.

A sensible parent takeaway is this: the school’s strongest externally validated signals right now sit in behaviour, personal development, leadership, and early years. If you are specifically shopping for established track record at GCSE or A-level, you will want to scrutinise published performance releases as they emerge for full cohorts, and compare them with local alternatives over time.

The curriculum pitch is distinctive. The school describes learning as combining core knowledge with “power skills” and applied learning, with regular opportunities for pupils and students to demonstrate those skills in real world contexts.

A concrete example of this emphasis is the Creator Space, intended for collaborative work that draws across science, technology, engineering, the arts and maths (STEAM), with the explicit aim of building a “creator mindset” alongside communication and problem-solving.

The 2024 inspection supports much of the intent, while also naming a clear development point: sometimes checks on pupils’ understanding are not tight enough before moving on, which can leave some pupils without sufficiently secure knowledge to build on. That is the main improvement priority identified.

Reading is a visible strength in the inspection narrative, especially in early years. The report describes children in early years learning to read with fluency and confidence, younger pupils enjoying reading, and targeted support for pupils who are behind.

As an all through school, the “next step” conversation has two angles.

For primary age pupils, the key question is whether families value an all through pathway, rather than a forced change of school at Year 7. The trust’s admissions documentation explicitly frames all through education as beneficial for continuity, and it also introduces a transfer priority from certain other trust schools at the normal age of transfer.

For older students, the sixth form offer is branded as LAB6. The sixth form positioning on the school website focuses on a forward-thinking learning community and continuation of the school’s wider vision.

In admissions terms, the published admissions policy states that Year 11 students are entitled to a sixth form place provided there is a suitable course and entry requirements are met, with remaining places allocated using published criteria after internal transfers.

.

Livingstone Academy Bournemouth sits within the Bournemouth, Christchurch and Poole coordinated admissions system for main rounds, and it publishes its own detailed admissions arrangements.

Reception (September 2027 entry)

For the September 2027 Reception intake, BCP Council’s coordinated admissions timetable opens applications on 1 November 2026, sets the application deadline at 15 January 2027, and releases offers on 16 April 2027. Families are asked to respond by 30 April 2027.

Year 7 (September 2027 entry)

For the September 2027 Year 7 intake, BCP Council’s coordinated admissions timetable opens applications on 1 September 2026, sets the application deadline at 31 October 2026, and releases offers on 1 March 2027. Families are asked to respond by 15 March 2027.

Demand and what it means in practice

For Reception, the school recorded 137 applications and 60 offers, which indicates demand above available places. For Year 7, 481 applications and 141 offers suggests significantly higher pressure at secondary transfer age. Families who are serious about this option should treat open events as essential, because they help you understand how the school’s culture and curriculum model will fit your child, and they also give you a chance to verify the current year’s admissions timeline.

A practical tip: if you are choosing between several Bournemouth schools and distance is likely to matter, use FindMySchool’s Map Search to check precise home-to-gate distance and keep a shortlist under review as allocations vary year to year.

The strongest external signal here is the 2024 inspection evidence around behaviour and character education. The school’s approach to character development is described as contributing strongly to exemplary behaviour, with pupils concentrating well, persisting when learning is challenging, and taking up leadership roles such as older pupils supporting younger pupils’ reading.

Personal development is also a clear strength in the latest judgement set. The inspection report describes pupils learning how to stay safe, including online, and being taught about mental and physical health, alongside a culture where pupils are confident to share opinions and listen respectfully. Safeguarding arrangements were found to be effective.

Clubs and enrichment appear to be a genuine part of the model rather than a token list. The school publishes an enrichment timetable showing a mix that spans sport, creative activities, and interest-based groups.

Examples from the published enrichment timetable include Chess, Dungeons and Dragons, Online Student Newspaper, Photography, Drama, Film Club, STEM Crest Awards, Battle of the Bands, and Languages and Culture. There is also a Home Learning Club, suggesting structured support for study habits.

The implication for families is twofold. First, quieter pupils often find a “way in” through niche clubs such as chess, writing, or creative production. Second, the school’s skills narrative is reinforced when activities include things like STEM awards or student-led media, because those map directly onto collaboration, communication, and project execution.

The published compulsory academy day for students runs from 8:30am to 3:00pm, with clubs, home learning clubs and wrap-around care referenced as additional provision beyond that core day.

Wraparound care is offered via an external provider, Premier Education, described as multi-activity sessions. Families should verify current session times and booking arrangements directly through the school’s wraparound care page.

For travel, an older parent welcome pack document lists several nearby bus stop names used by local services, including Horseshoe Common, Wootton Gardens, Bath Road, and Lansdown, which gives a practical starting point for planning public transport.

The local authority’s directory entry also flags practical on-site considerations such as a drop off and collection point and car parking.

• A newer school profile. Families looking for long, stable exam trendlines may find the public results record less developed than at established Bournemouth secondaries. Inspection evidence currently carries more weight than long-run outcomes.

• Curriculum style fit matters. The emphasis on applied learning and “power skills” will suit children who respond well to projects, real-world contexts, and collaborative tasks. Pupils who strongly prefer a purely traditional, content-heavy approach may need careful discussion at open events about how lessons are structured.

• Competition for places. With more applications than offers at both Reception and Year 7 entry points, securing entry can be the limiting factor, especially if you are applying outside the closest areas.

• A clear teaching improvement priority. The latest inspection highlights that checking understanding consistently before moving on is not always secure, so parents may want to ask how staff training, assessment routines, and curriculum sequencing are being tightened year to year.

Livingstone Academy Bournemouth is a modern all through state academy with a clear signature: a curriculum narrative that pairs knowledge with explicit skill development, backed by strong inspection judgements in behaviour, personal development, leadership, and early years.

Best suited to families who like the continuity of an all through pathway and want a school that takes character, conduct, and wider development seriously, alongside academic learning. The main hurdle is admission rather than what follows, and the smartest approach is to use open events plus careful shortlisting to confirm fit.