Carlton Bolling Review 2026: Outstanding secondary, high expectations, and a strong reading culture

A large, oversubscribed Bradford secondary with a clear identity, high expectations, and a curriculum built around literacy and cultural knowledge. Founded in 1977, it is now the founding school of the Carlton Academy Trust, which was established in 2019.

Mr Mohammed Azum is the Head of School, having been appointed from 01 September 2021.

The latest Ofsted inspection (10 to 11 May 2023, published 16 June 2023) confirmed that Carlton Bolling continues to be an Outstanding school and that safeguarding arrangements are effective.

For families, the headline is this: pupils are expected to read, speak, and write with confidence; enrichment is structured rather than optional; and day to day conduct is treated as a core part of learning.

The school communicates its purpose plainly, excellence for all is not a slogan used once and forgotten; it is woven into routines, curriculum design, and what pupils are encouraged to aim for. The language of belonging and aspiration is consistent, with “Everyone belongs” used as a unifying message for staff and pupils.

Behaviour is positioned as a learning enabler rather than a compliance exercise. Expectations are explicit, and the evidence points to calm lessons and respectful interactions being the norm. Pupils are encouraged to speak up early if they are worried, and safeguarding processes are described as thorough, with a sizeable safeguarding team and regular staff training.

In leadership terms, the structure is clear. The published leadership team includes a Deputy Headteacher as Designated Safeguarding Lead, alongside deputies focused on curriculum, standards, and teaching and learning. This division of responsibilities typically matters in a school of this scale, because consistency depends on strong middle and senior leadership, not just the head.

A distinctive element is the school’s commitment to inclusion as a mainstream expectation, not a bolt on. The school describes an Ambition Hub model that combines emotional, academic, and life skills support; it also reports a large SEND team and a high volume of targeted interventions each week. For parents, the practical implication is that support is designed to be visible and organised, rather than dependent on informal arrangements.

Carlton Bolling’s GCSE performance profile sits in the middle band of schools in England by the FindMySchool ranking, which means outcomes are broadly in line with the middle 35% of England schools (25th to 60th percentile).

Ranked 2,412th in England and 19th in Bradford for GCSE outcomes (FindMySchool proprietary ranking based on official data).

In headline measures, the Attainment 8 score is 43. Progress 8 is +0.27, indicating students make above average progress from their starting points across eight subjects.

EBacc outcomes are an area to interpret carefully. The average EBacc point score is 3.58, and 15.5% of pupils achieved grades 5 or above across the EBacc measure reported here. This is not a school where the EBacc story should be assumed from the Ofsted outcome alone, it is better read alongside curriculum choices and how widely the EBacc suite is taken. The most recent inspection notes that EBacc entry has been rising rapidly, which suggests leaders are actively shifting the balance of subjects and uptake over time.

For families comparing local options, it is worth using the FindMySchool Local Hub page and the Comparison Tool to see how this Attainment 8 and Progress 8 profile sits alongside nearby schools serving similar intakes.

The curriculum is described as ambitious, with teaching closely aligned to what leaders want pupils to know and remember over time. A consistent theme is revisiting key knowledge so pupils can recall it in detail and apply it across topics, rather than simply completing isolated units.

Reading is the central pillar. A school wide reading programme is used to build cultural knowledge and support literacy development, with targeted intervention for weaker readers and a strong focus on subject vocabulary. The practical implication for parents is that pupils who arrive with weaker reading confidence should not be left to drift; equally, pupils who already read well are likely to be pushed to speak and write with greater precision.

At Key Stage 4, the curriculum structure is made explicit to families through a guided options model. The school describes students choosing from “Guided Destinations” blocks at the end of Year 9, mixing GCSE and vocational qualifications, with decisions informed by teacher guidance and attainment information. This tends to suit pupils who benefit from clear direction and a coherent pathway to post 16 courses, although families who prefer maximal free choice at options stage may want to understand how guidance operates in practice.

Teacher development is treated as a system, not an informal expectation. The school has been referenced publicly for implementing the Early Career Framework at scale, which is relevant because it signals a deliberate approach to induction, mentoring, and consistent classroom practice.

Carlton Bolling is 11 to 16, so all pupils transition at the end of Year 11. The school’s published careers information signposts common next steps, including further education colleges and sixth form providers such as Bradford College, New College Bradford, and Leeds City College.

That matters because the quality of Year 11 guidance and application support can shape whether pupils secure a course that fits, particularly for technical pathways, mixed programmes, or apprenticeships. The school’s careers documentation describes structured activities such as CV writing, interview preparation, and recording encounters with employers through the year.

For families, the best question to ask is not only where pupils go, but how well supported they are to choose. The school’s model suggests a planned approach to post 16 progression rather than leaving choices to the last minute.

Admissions for Year 7 are coordinated by Bradford Local Authority, with a Published Admission Number of 300.

A key feature for 2026 to 2027 entry is fair banding, which is designed to admit a comprehensive intake that reflects the ability range of applicants, rather than selecting by a pass mark. In practical terms, families should treat this as a two track process:

1. Apply through Bradford Council for September 2026 entry. The application window is open from 12 September 2025, with the closing date 31 October 2025. Offer emails are issued on 02 March 2026 for online applicants.

2. Complete the school’s Supplementary Information Form (SIF) to register for the fair banding assessment. For the 2026 to 2027 intake onwards, the form must be returned by the end of September 2025.

The school’s admissions page also references a scheduled assessment date of Saturday 04 October (for the current published cycle), with contact made if families cannot attend the scheduled slot.

Because fair banding reduces the predictive value of distance and prior allocation patterns, families should be especially careful about relying on informal hearsay. Using FindMySchoolMap Search remains useful for understanding your geography relative to the school, but the admissions outcome is shaped by the banding process and oversubscription criteria rather than proximity alone.

Pastoral systems are built around a clear safeguarding structure and a culture where pupils are expected to report worries early. Safeguarding records and referral processes are described as thorough, with timely action and coordination with external agencies where needed.

The inclusion model is also part of wellbeing. The school describes a substantial SEND staffing team and a hub style approach that combines academic and broader support, alongside multiple targeted interventions delivered each week. For families, the implication is that support should be organised and consistent, although it is still sensible to ask how support is prioritised when demand is high in a large school.

A further pastoral feature is the school’s enrichment model. Trips, visits, and aspiration building work are described as part of the Carlton Edge programme, with an emphasis on ensuring that opportunities are accessible to all pupils.

Extracurricular life is unusually concrete, with a published programme that reads like a timetable rather than a generic list. That transparency helps parents understand what their child might actually do after school.

There is a clear blend of sport, creative arts, and academic support. Examples include Y7 Maths Circles, Chess and Esports Club, Science Club, and Ambition Homework Club, which together indicate that enrichment is not only about sport or performance, it also supports study habits and stretch.

Creative options are similarly specific. Pottery Club, Graphic Design Club, Podcast Club, and Textiles Club suggest a practical, making based strand that will suit pupils who learn best through projects and tangible outcomes.

Sport is well represented, with girls’ football, rugby for Years 7 to 9, badminton for Years 7 to 11, and a school linked community sports club initiative referenced through the wider trust. The implication is that sport is offered both as participation and as structured teams, which can be important for pupils who need a clear routine and identity beyond lessons.

The wider curriculum messaging also matters for families whose children cannot stay late. The school has explicitly referenced arranging clubs before school so pupils with constraints can still participate, which is a practical detail many schools do not plan around.

This is a state school with no tuition fees.

The published school day requires pupils to arrive by 08:00, with pupils expected to be in class and ready to learn by 08:15. A free Breakfast Club runs from 07:35 to 08:00 in Cafe Connect.

For travel, the school sits close to central Bradford, so many families rely on bus routes and short commutes from nearby neighbourhoods. If you are assessing feasibility across multiple options, it can help to map door to gate travel times alongside the admissions pathway, particularly given the fair banding assessment requirement for Year 7 entry.

• No sixth form. All pupils leave after Year 11, so the quality of post 16 guidance matters. Check how your child will be supported to choose between college, school sixth form, and apprenticeship routes.

• Fair banding adds an extra step. For September 2026 entry, families need to apply through Bradford Council and also submit the school’s Supplementary Information Form by the end of September 2025 to register for assessment. Missing the school deadline can materially change the process.

• Big school dynamics. With a large roll and a high capacity, some pupils enjoy the scale and choice; others prefer smaller settings. It is worth understanding how pastoral teams manage transitions, especially into Year 7 and into Key Stage 4.

• EBacc entry is changing. The most recent inspection notes EBacc take up rising rapidly, which suggests curriculum expectations may continue to evolve. If languages and humanities breadth is important to your child, ask how subject pathways are structured at options stage.

Carlton Bolling combines an Outstanding inspection outcome with a clearly defined literacy led curriculum, structured enrichment, and an explicit commitment to inclusion. Its academic profile, based on GCSE outcomes and progress measures, suggests solid results with above average progress across subjects, supported by systematic teaching practice and a strong reading programme.

Who it suits

families who want high expectations, a consistent approach to behaviour and learning, and a school that treats reading, vocabulary, and enrichment as core rather than optional. The key decision factors are the fair banding admissions process and, for some pupils, whether the scale of a large secondary feels motivating or overwhelming.