Dixons Sixth Form, Bradford Review 2026: High-expectations sixth form with an academic A-level focus

For students who want a specialist post-16 setting rather than a traditional school sixth form, Dixons Sixth Form, Bradford positions itself clearly as a dedicated Level 3 provider for ages 16 to 19, with a strong emphasis on study habits, routines, and progression to higher education. It began operating in September 2019, so it is established enough to have clear systems, while still feeling relatively modern in ethos and structure.

Leadership is headed by Principal Carly Teale, working alongside Executive Principal Mark Rothery, within Dixons Academies Trust. The most recent full inspection outcome sits at the top end of the scale, which matters for families who want external assurance on quality, culture, and safeguarding.

This is a sixth form where the language of “studentship” is not decorative, it is operational. Expectations around punctuality, independent study, and conduct are framed as preparation for university and professional life, with explicit links between habits now and outcomes later.

The structure for pastoral and academic oversight is also distinctive. Every student is assigned a Progress Tutor, designed to act as a consistent point of contact for study skills, routines, and wider support. The Progress Hub is presented as a central part of how the sixth form keeps students on track over two years.

Because the provider is post-16 only, the tone is closer to a college than a school, but the behavioural and safeguarding framework is intentionally tight. Policies set out a clear hierarchy of responsibilities, including designated safeguarding leadership, and that clarity tends to translate into a predictable environment for students who work best with firm boundaries.

As a post-16 provider, the most relevant headline is A-level performance. The A-level profile here is broadly in line with the middle of providers across England, rather than sitting in an ultra-selective tier. Ranked 1,273rd in England and 5th locally for A-level outcomes (FindMySchool ranking based on official data), it aligns with the middle 35% of providers in England (25th to 60th percentile).

Grade distribution shows 4.52% of entries at A*, 17.37% at A, and 26.13% at B, with 48.02% achieving A* to B. England averages are 23.6% for A* to A and 47.2% for A* to B, so the A* to B measure is slightly above the England benchmark while the A* to A measure is slightly below it.

For families, the implication is fairly practical: the model appears effective at getting a large share of students to solid A-level outcomes, while the very top-grade density is not the defining feature. This can suit students who want high structure, clear targets, and a strong chance of progressing, without necessarily seeking an ultra-highly selective academic hothouse.

The academic offer was built around a primarily A-level model from the outset, alongside a smaller set of applied vocational pathways, with early growth driven by demand for access to that curriculum. In its early years, it offered 22 A levels and four applied vocational qualifications. The academic intent is explicit: staff are recruited for subject expertise, and teaching is described in official monitoring as underpinned by strong subject knowledge, combined with systematic tracking of student progress.

Support is designed to be preventative rather than reactive. Monitoring describes structured self-study and one-to-one support being deployed when students are at risk of falling behind, with close coordination between teachers and progress tutors. The practical implication is that students who respond well to frequent assessment points, clear feedback loops, and targeted intervention are likely to find the approach effective.

Students should also expect learning to extend beyond timetabled lessons. The provider’s own expectations explicitly reference independent work and engagement in wider college life, and some course materials set out clear weekly study expectations outside lessons.

For the most recent published destinations cohort (2023/24 leavers), 68% progressed to university. Alongside that, 4% moved into apprenticeships, 4% into further education, and 7% into employment. This mix suggests the dominant pathway is higher education, but not to the exclusion of other routes.

Oxbridge progression exists but is small-scale. In the measurement period, 13 students applied and one secured an Oxbridge place, which indicates a pathway for the strongest applicants while remaining a niche outcome.

Where the website adds useful colour is through examples of courses and destinations, such as named universities and degree routes presented through case studies, without implying those are representative for all students.

Admissions are direct to the provider and tightly timetabled for September 2026 entry. To access the full course offer, applications must be completed online by 19 January 2026.

After applying, students are invited to an application interview on a rolling basis, with provisional offers issued where appropriate. Bridging and new-student events are scheduled in July, and enrolment is tied to GCSE results in August, with students advised to keep availability for their enrolment interview.

Demand is high and some subjects can fill quickly. The admissions and appeals policy for 2026/27 sets out that applications made after the deadline are only considered where places remain, and conditional offer decisions are typically made by the end of April, with acceptance expected within 14 days.

Where a subject or the sixth form overall is oversubscribed, published criteria apply. These include priority for eligible looked-after children, then GCSE results relative to entry requirements, then Year 11 students from Dixons academies, followed by Year 11 students from other schools, with late applicants placed at the end of the order.

Pastoral support is framed as a core delivery mechanism, not an add-on. The Progress Tutor model is repeatedly referenced across guidance and policy as the bridge between subject teaching, families, and the wider support network, with a focus on attendance, study routines, and wellbeing.

The 16 May 2023 Ofsted inspection rated the provider Outstanding overall and Outstanding across the key judgement areas listed for education programmes for young people. The same inspection evidence also supports a strong safety culture and a clear approach to bullying and harassment.

The enrichment programme is unusually formalised for a sixth form. All Year 12 students take part in compulsory weekly enrichment for eight weeks in both Autumn and Spring terms, plus a compulsory year-group trip, while Year 13 enrichment is optional and can include student-led activities.

What makes this credible for parents is the specificity of the offer. Published materials reference enrichment spanning academic stretch, creative and self-expression, personal development, social action and volunteering, and sports and fitness. Examples across current and recent guidance include activities such as sign language, rock climbing, songwriting, and Ancient Greek, which signals a deliberate attempt to broaden students’ profiles beyond subject grades alone.

Community-facing events are also presented as part of college life, including Culture Day and the Big Iftar event, which helps explain how a post-16 provider can still create belonging and shared identity across a large student body.

This is a state-funded sixth form, so there are no tuition fees. Families should still plan for the normal associated costs of post-16 study, such as transport, stationery, and any optional trips or activities where applicable.

Published opening times are 8:20am to 4:00pm, which gives a useful planning anchor for commute and part-time work discussions. Term date calendars are published for both 2025/26 and 2026/27.

Parents comparing options across Bradford can use the FindMySchool Local Hub page and Comparison Tool to benchmark A-level outcomes side-by-side, especially where sixth forms have different mixes of academic and applied pathways.

• Competitive courses and firm deadlines. Applications for full course access close on 19 January 2026, and late applications are only considered where places remain. This rewards organised applicants and can disadvantage those who decide late.

• High structure suits some students more than others. The model relies on routines, explicit expectations, and monitored study habits. Students who want a looser, more self-directed college experience should assess cultural fit carefully.

• Oxbridge is possible but not a defining pipeline. One Oxbridge place from 13 applications indicates there is support for top applicants, but it is not the dominant progression story for most students.

• Course choice flexibility can tighten after offers. The timetable is built from applications, and switching subjects at enrolment is dependent on capacity, which makes early course decisions important.

Dixons Sixth Form, Bradford is best understood as a specialist, high-expectations post-16 provider aimed at students who want a structured route through A levels and into higher education. Outcomes sit broadly in line with the middle of providers across England, with a slightly above-benchmark A* to B profile, and a clear majority of leavers progressing to university.

It suits students who respond well to routines, close progress monitoring, and a purposeful culture that treats sixth form as preparation for adult study and work. The main challenge is aligning with the expectations and securing places on the most popular courses within the published timeline.