Immanuel College, Bradford Review 2026: A Church of England academy with a structured day and a growing Post-16 offer

A shorter school day, a free breakfast before lessons, and a clear Christian identity shape daily life at this 11 to 18 academy in Idle. The school sits within Bradford Diocesan Academies Trust (BDAT) and describes itself as oversubscribed, with admissions organised around a defined priority area and a split between church and community places.

Leadership has been steady under Headteacher Stephen Mulligan, listed as first appointed on 01 September 2022 in BDAT governance records.

Academically, the picture is mixed. GCSE outcomes sit below England average in the FindMySchool rankings, while A-level outcomes sit closer to the England middle range. The most recent published post-16 destinations data indicates multiple pathways beyond Year 13, with a meaningful minority progressing into apprenticeships and employment as well as university. (FindMySchool data)

The school’s stated identity is explicit and consistent: a Church of England ethos sits alongside an inclusive intake that welcomes families of Christian faith, other faiths, and no faith, with an expectation that applicants respect the school’s Christian character. The language used on the school website is framed around the motto “All God’s Children” and the values of perseverance, character and hope.

That ethos is visible in how the school talks about community life, including faith-based student groups such as Pulse (the Christian Union), which meets periodically and is positioned as a fellowship space for students to explore faith and build friendships.

The April 2024 Ofsted inspection confirmed the school remains Good and stated that safeguarding arrangements are effective.

Beyond the headline, the same report presents a school with high expectations, generally orderly behaviour, and a behaviour system that staff use consistently when low-level disruption appears.

It is also a large setting. Ofsted lists 1,716 pupils against a capacity of 1,425, which matters for families thinking about space, movement between lessons, and the overall feel of corridors and communal areas.

Immanuel College’s GCSE outcomes sit in the lower performance band in England in the FindMySchool rankings. Ranked 3,239th in England and 25th in Bradford for GCSE outcomes (FindMySchool ranking based on official data), it sits below England average overall. (FindMySchool data)

Looking at the underlying GCSE indicators: the Attainment 8 score is 40.6, and Progress 8 is -0.56. (FindMySchool data) A negative Progress 8 score indicates that, on average, pupils made less progress than pupils nationally with similar starting points.

EBacc breadth is an area the school has been working on. Ofsted describes an increasing number of pupils following the English Baccalaureate pathway and notes that pupils now have the chance to study separate sciences at key stage 4.

For families, the implication is that curriculum ambition is trending towards broader academic routes, but the published outcomes and progress measures still matter if your child needs strong exam momentum from Year 7 onwards.

At sixth form, the results profile is more stable. Ranked 1,413th in England and 7th in Bradford for A-level outcomes (FindMySchool ranking based on official data), performance sits broadly in line with the England middle range. (FindMySchool data)

The grade profile shows 6.87% A*, 16.79% A, and 40.46% A* to B. (FindMySchool data) Compared with the England average for A* to A (23.6%), Immanuel’s A* to A proportion is effectively in line at 23.66%, while A* to B is below the England average of 47.2%. (FindMySchool data)

The school’s curriculum story is best understood as “structured improvement”. Ofsted describes a curriculum that has been rebuilt so that knowledge is sequenced carefully, revisited over time, and checked regularly so misconceptions can be addressed.

The practical implication is that pupils who do well with clear routines and explicit teaching usually benefit from this kind of approach, particularly where gaps need closing after transition from primary. The same report also flags two improvement priorities that matter academically: consistent attendance (especially for disadvantaged pupils), and more regular monitoring of progress for pupils receiving targeted support in early reading.

At post-16, the school promotes a broader enrichment layer alongside study, including activities referenced by Ofsted such as sports leadership and the extended professional qualification. If your child values employability skills and structured enrichment, that framing is a positive indicator, especially when paired with destination routes that include apprenticeships and employment. (FindMySchool data)

Where Students Go Next

Immanuel does not publish a single, detailed numerical breakdown of Russell Group progression on its website, so the best evidence base for outcomes is the official leavers destinations data provided for the 2023 to 2024 cohort.

For the 2023 to 2024 leavers cohort (112 students), 35% progressed to university, 12% started apprenticeships, 30% entered employment, and 3% went into further education. (FindMySchool data) The implication is a genuine multi-route sixth form, with a sizeable group taking employment and apprenticeship pathways rather than university as the default.

For students targeting Oxford or Cambridge, the available data suggests this is possible but not common. In the measured period, three students applied to Cambridge, one secured an offer, and one accepted a place. (FindMySchool data) In a large school, that tends to reflect a sixth form where Oxbridge support exists but is likely concentrated among a small group, so families should expect to be proactive in seeking super-curricular guidance early in Year 12.

The school also signals aspiration through investment in post-16 facilities. BDAT reports the opening of new Post-16 facilities in July 2025, framed around supporting academic focus and progression.

Year 7 entry is coordinated through Bradford Local Authority, with a Published Admissions Number (PAN) of 300 for September 2026 entry. Applications for that cycle close on 31 October 2025, with offers issued on the national offer date of 01 March 2026 (or the next working day).

What makes admissions distinctive is the planned split between church and community places. The 2026 admissions arrangements state that up to 50% of places are allocated as “Church Places” using faith-linked oversubscription criteria, and up to 50% are allocated as “Community Places”, with priority area and siblings shaping the order. The policy also uses distance as the tie-breaker within categories, measured as a straight line distance consistent with the local authority method.

Demand is meaningful. Recent demand data shows 571 applications for 291 offers, which is about 2.0 applications per place, and aligns with the school’s own description of being oversubscribed. (FindMySchool data)

For families, the practical takeaway is that the order of criteria matters, and it is worth reading the admissions arrangements closely before making assumptions about likelihood.

Parents comparing locations should use the FindMySchoolMap Search to check how a home address sits relative to the school and to other viable alternatives in Bradford, then cross-check against the criteria in the current admissions policy.

For sixth form (Year 12) entry, the school directs students to apply online and indicates that applicants are invited in for interview and a tour once an application is received, suggesting a more personal, rolling process rather than a single national deadline.

The Ofsted report presents pupils as feeling safe, with respectful relationships across differences, including faith and belief. That matters in a mixed, faith-designated school where the intake includes families with varied levels of religious observance.

Two areas deserve attention for families with specific needs. First, attendance is flagged as below national averages, with disadvantaged pupils attending significantly less than their peers, which has a direct impact on progress. Second, the school uses targeted reading support for pupils who need it, but inspectors state that progress checks for these pupils are not regular enough yet.

If your child is vulnerable to missing school or needs tightly monitored literacy intervention, these are worthwhile questions to raise during transition meetings.

The offer here is most convincing when you look at specifics rather than generic “clubs”. The school publishes termly extracurricular timetables, and these show a programme that spans academic support, creative arts, sport, and student-led initiatives.

On the creative side, activities listed include School of Rock rehearsals, Showband, Immanuel Theatre Company (with separate provision for younger years), and arts and crafts clubs.

The implication for students is that performing arts participation is not limited to GCSE or A-level specialists, it is structured as a routine weekly option that can anchor confidence and belonging, particularly for Year 7 starters who need a quick “way in”.

For students who prefer quieter or hands-on clubs, the timetable includes options such as LEGO club, Gardening Club, D&D, and an Eco-committee.

That breadth matters in a large school because it increases the chance that a student finds a niche early, which can reduce transition anxiety and improve attendance.

Faith and service also sit inside the wider programme rather than outside it. Pulse is positioned as a Christian Union with periodic gatherings, and there are examples of student-led events and reflections linked to the school’s values.

The school day is shorter than many secondaries. Students can arrive from 8.00am, with a free breakfast served 8.10am to 8.25am; all students must be in school before 8.25am, and the day finishes at 2.55pm.

For families, that earlier finish can be useful for clubs, tutoring, caring responsibilities, or part-time work in sixth form, but it also shifts pressure onto what happens after 2.55pm for supervision and travel.

For admissions research, the school’s Year 7 open evening is typically scheduled in late September. In 2025 it took place on 25 September, so parents considering entry in later years should expect a similar timing and check the school’s events calendar for current dates.

• GCSE progress indicators are weak. A Progress 8 score of -0.56 signals below-average progress from Key Stage 2 starting points. (FindMySchool data) Families may want to explore how subject leadership and curriculum changes are translating into improved outcomes for current cohorts.

• Attendance is a stated improvement priority. External review highlights attendance as below national averages, with disadvantaged pupils attending significantly less than peers. If attendance has been an issue historically, ask what interventions are used and how impact is tracked.

• Admissions are criteria-driven, not purely distance-driven. The policy splits places between church and community routes and uses a priority area. Families should read the policy carefully and be realistic about category fit.

• A faith ethos is central, even for families of no faith. The admissions policy asks all applicants to respect the Christian ethos, and faith-based life is visible through chaplaincy and groups such as Pulse. This suits many families well, but it should be a conscious choice.

Immanuel College offers a clear identity, a structured approach to learning, and a practical school day that can work well for families balancing travel and after-school commitments. Its sixth form outcomes and multi-route destinations data suggest a post-16 experience that supports several pathways, not just university. The key question is GCSE trajectory, because the published progress measures remain a concern despite curriculum and leadership work described in external review. Best suited to families who value a Church of England ethos, want a large school with defined routines and a broad co-curricular timetable, and are prepared to engage early on attendance, literacy support, and exam momentum.