Hanson Academy Review 2026: Large Bradford Secondary and Sixth Form with a Clear Improvement Story

Hanson Academy is a large, mixed secondary and sixth form serving the Holme Wood area of Bradford, with capacity for 1,788 pupils and students. It sits within a long local history, the Hanson Grammar School opened in 1897, and the academy describes itself as building on that heritage while focusing firmly on current improvement.

The academy joined Delta Academies Trust in July 2022, a shift that matters because it aligns the school to trust-wide systems for curriculum, behaviour, and staff development. Samuel Sheedy is the current Principal, and reporting indicates he took up the headship in 2023.

The most important recent external marker is the April 2025 inspection, which graded all key judgement areas as Good, including sixth form provision. That sits in contrast to the predecessor school’s earlier challenges, and it helps explain why families often frame Hanson as a school in transition rather than a settled, long-established “finished product”.

The academy positions itself as inclusive and aspirational, with a strong emphasis on routines, calm learning, and raising expectations. In the most recent inspection evidence, pupils are described as behaving well and focusing in lessons, and the day-to-day climate is described as calm. In practical terms, that usually shows up in the predictability of the day, clear movement expectations, and consistent classroom norms, all of which matter for teenagers who do best with structure.

There is also a clear “large school” feel here, capacity is close to 1,800, and the sixth form adds a further layer of scale. For some families, that breadth is a positive because it tends to create wider subject choice, more peer-group variety, and a larger extracurricular menu. For others, it raises a sensible question: how well does the pastoral system keep the experience personal, particularly for quieter students who may not naturally seek help?

Hanson also highlights a set of values and expectations through its published materials, including a commitment to character, participation, and enrichment. The academy ties enrichment to “pledges” and personal development, and it explicitly frames clubs as part of the weekly rhythm rather than an optional extra for a small minority.

Hanson Academy’s performance picture, based on the provided dataset, indicates outcomes that sit below England average on several headline secondary measures, alongside a clear stated focus on improvement.

GCSE performance and ranking context (FindMySchool ranking based on official data)

Ranked 3,478th in England and 29th in Bradford for GCSE outcomes. This sits below England average, within the bottom 40% of schools in England by this measure (60th to 100th percentile).

At GCSE level, the school’s Attainment 8 score is 35, and Progress 8 is -0.68, which indicates students make below-average progress from their starting points compared with pupils nationally who had similar prior attainment. The percentage achieving grades 5 or above in the English Baccalaureate subjects is 7.1%, and the school’s average EBacc APS is 2.94.

Sixth form performance and ranking context (FindMySchool ranking based on official data)

Ranked 2,136th in England and 14th in Bradford for A-level outcomes. This also sits below England average, within the bottom 40% of schools in England by this measure (60th to 100th percentile).

A-level grades show 2.88% at A*, 9.35% at A, and 28.06% at A* to B. Compared with the England average of 47.2% achieving A* to B, this is a lower profile at the top end. Similarly, A* to A is 12.23% versus an England average of 23.6%.

The key implication for families is that Hanson appears to be rebuilding standards and outcomes, rather than already sitting among the strongest performers in England on examination data. The inspection profile in April 2025 points to stronger conditions for learning than the school historically experienced, but families comparing exam performance locally should still benchmark carefully using tools such as FindMySchool’s Local Hub comparison features.

The curriculum offer is designed to provide breadth at Key Stage 4, with the school highlighting over 20 GCSE option subjects alongside the core. The EBacc pathway is also positioned as an important route for students considering a wider range of academic and professional destinations, and the school explicitly links EBacc subjects to university pathways.

At sixth form, the academy publishes that it offers over 25 A-level and Level 3 vocational courses, alongside Level 2 options for students who need to consolidate, including the chance to revisit GCSE English and mathematics. The practical takeaway is that Hanson aims to keep post-16 routes open for students with different starting points, including those who are not yet secure in English and maths at the end of Year 11.

For parents, the most useful way to interpret this is “broad access with structured expectations”. It may suit students who want a defined routine and a wide set of course choices, and who will engage with support rather than avoid it. Those seeking a very high-attainment, highly selective academic culture should read the examination profile carefully alongside any improvement narrative.

Hanson’s sixth form messaging places strong emphasis on UCAS support and on supporting students towards highly competitive universities, including the Russell Group, while also describing a careers team supporting apprenticeships and employment pathways. The website language is directional rather than statistical, so the most reliable quantified picture comes from the published destination dataset provided.

For the 2023/24 leaver cohort (91 students), 49% progressed to university, 9% to further education, 7% to apprenticeships, and 19% to employment.

This mix indicates a genuinely mixed set of “next steps”, rather than a single dominant route. In a large academy sixth form, that breadth can be a strength if careers guidance is well organised and if students can access credible pathways that fit them, whether that is academic, technical, or employment-oriented.

Year 7 admissions follow Bradford’s coordinated system. For September 2026 entry, the closing date for applications was 31 October 2025, and families who applied online were told the offer outcome on 2 March 2026. The same guide explains that where exceptional circumstances apply, applications received by 28 November 2025 could still be treated as “on-time” for allocation purposes.

Within the academy’s own admissions policy, priority is given first to children with an Education, Health and Care Plan naming the academy, then looked after and previously looked after children, then exceptional medical or social need, then children living in the Priority Admission Area (with sibling priority), and then other applicants. Where a tie-break is needed, distance is measured in a straight line from home to the academy, using Ordnance Survey mapping.

Open events have historically run in early autumn. For the September 2026 entry cycle, Hanson’s open evening was listed as 23 September 2025, with Principal presentations during the evening. Dates change year to year, so families should treat this as a pattern guide and check the school’s current listings for the next cycle.

For sixth form entry, the academy indicates that applications open in October via an online route, with admission dependent on meeting entry criteria set out in the sixth form prospectus.

The most recent inspection evidence describes pupils feeling supported and behaviour being calm and orderly, which is an important foundation for wellbeing in a large secondary. Hanson also has additional resource provision supporting pupils with visual and hearing impairment, which can be significant for families seeking mainstream schooling with specialist support available.

For parents, the practical question is how consistently support is delivered across a school of this size. The best indicators tend to be consistency of routines, clarity of communication with families, and how quickly concerns are addressed. Those points are also straightforward to probe through open events and direct questions to pastoral leads.

Extracurricular provision is built into the timetable. The academy day runs through Period 5 ending at 2:30pm, followed by enrichment activities from 2:30pm to 3:30pm. The school also states that clubs are free, and that they are intended to build skills and interests beyond lessons.

The most helpful details are the specific examples the academy publishes. The prospectus references chess, science club, engineering, drama, music groups, and Library Club, alongside sport such as football, netball, and trampolining. Recent school communications also highlight a Boxing club delivered with a licensed coach, alongside girls’ football participation in tournaments, plus a gym space described as having a maximum capacity of 25.

For sixth formers, the offer broadens further into an “extended curriculum” which includes the Extended Project Qualification, podcast production, involvement in school productions, work experience, leadership opportunities, Duke of Edinburgh Awards, and a range of trips and visits.

The published school day begins at 8:25am, with teaching periods through to 2:30pm, followed by enrichment from 2:30pm to 3:30pm. As a state school, there are no tuition fees, but families should still plan for normal secondary costs such as uniform, equipment, and optional trips.

Travel planning matters because the academy serves a large area. The school’s admissions arrangements include a Priority Admission Area and a distance tie-break, so families considering application should check how their address sits against those rules, ideally using precise distance tools rather than rough estimates.

• Examination outcomes remain a key consideration. Current GCSE and A-level measures sit below England average in the provided data. Families should weigh the improvement narrative against the published attainment profile and consider whether the pace of progress matches their child’s needs.

• Large-school experience. Capacity is close to 1,800, which often brings breadth of choice, but it can also feel less personal for some students. A careful look at pastoral structures is sensible, especially for children who need high levels of individual attention.

• Admissions rules are specific. Priority Admission Area and distance matter, and exceptional medical or social priority requires supporting professional evidence. Families should read the admissions policy carefully and plan applications early.

• Sixth form fit. The post-16 offer is broad, including Level 2 consolidation routes. That can be a strength, but students aiming for the most competitive academic pathways should confirm subject availability and entry criteria well ahead of GCSE results.

Hanson Academy is a large Bradford secondary and sixth form with an evident focus on rebuilding culture, routines, and consistency, and with a recent inspection profile that supports that direction. The academic data suggests families should still benchmark outcomes carefully, particularly at GCSE and A-level.

Best suited to families who want a structured, routines-led school day, value a broad curriculum and enrichment programme, and are open to a school still strengthening outcomes. For students who thrive in a big-school setting with wide course choice and clear expectations, Hanson can be a practical option, provided families go in with eyes open on the current results profile.