E-Act Merchants' Academy Review 2026: All-through schooling in Withywood, with a serious improvement agenda

This is a large, mixed, all-through academy serving South Bristol, with nursery, primary, secondary and sixth form all on one organisation’s roll. The headline context is the March 2024 Ofsted inspection for the predecessor school, which judged the provision Inadequate and placed it in special measures.

Since then, the academy has moved into a new chapter. A new secondary headteacher, Guy Swallow, took up post from 04 March 2024, and the current URN reflects a fresh-start successor that opened from 01 September 2024 under E-ACT. That combination matters for parents, because it signals both the seriousness of the issues identified and the likelihood of visible change in routines, staffing and expectations.

Demand is steady rather than extreme. For the latest available application data, Reception had 60 applications for 32 offers, and Year 7 had 123 applications for 110 offers. That implies a school that families can access, but where some year groups still tip into oversubscription.

A school spanning ages 3 to 18 has to work harder than most to keep identity clear. The practical reality is two worlds that should feel connected but age-appropriate. Nursery and primary need calm routines, early language development and strong family communication. Secondary and sixth form need consistency, credible behaviour systems and a curriculum that is planned as a full journey to GCSE and post-16.

The March 2024 inspection makes clear why culture and routines are the first order priorities. Behaviour and attendance problems were described as severe in the secondary phase, with disruption and absence limiting learning time and staff confidence. That is the baseline from which any parent should judge progress, not by marketing language but by whether day-to-day systems now feel stable.

The same inspection report also highlights a key tension for an all-through: early years can start strongly, yet the quality can drop away later if expectations and curriculum sequencing are inconsistent. For families, this means asking a very practical question at each phase: does the school feel like it is tightening routines, raising expectations, and giving pupils and students enough uninterrupted learning time to build knowledge year on year.

There are also signs, in school communications, of deliberate work on belonging and identity. A past whole-school newsletter describes themed events, a visible library focus during Pride month, and structured trips that aim to widen horizons. Those details matter because they show intent to create positive shared experiences, which is often part of rebuilding a school culture when trust has been damaged.

Results need to be read in phase-specific layers here, because the data picture is uneven.

Primary (end of Year 6)

Key stage 2 attainment measures are not available in the provided performance dataset for this review, so it is not possible to make a secure, numbers-led statement about end of primary outcomes. The implication is simple: parents should rely on direct evidence, such as pupils’ books, reading practice, and how leaders explain progress checks and interventions, rather than expecting a tidy headline statistic.

Secondary (GCSE and equivalent)

The GCSE-phase indicators point to significant challenge. Attainment 8 is 26.6, and Progress 8 is -1.28, which indicates students, on average, achieved substantially below the level typically expected from their starting points. EBacc entry and success are also very low, with 2.1% achieving grades 5 or above in the EBacc, and an average EBacc APS of 2.17.

The practical takeaway is that this is not currently a school where outcomes can be assumed. Families should look for evidence of stabilised behaviour, stronger attendance routines, and a curriculum that is being taught consistently in every classroom, because those are the preconditions for results to improve.

Sixth form (A-level)

At A-level, the dataset shows 0.0% A*, 2.4% A, 14.3% B, and 16.7% A* to B overall. In England, the averages are 23.6% A* to A and 47.2% A* to B, so the sixth form outcomes sit well below those benchmarks.

Rankings reflect the same picture. Ranked 2,481st in England and 34th in Bristol for A-level outcomes (FindMySchool ranking based on official data), this sits below England average, within the bottom 40% of schools in England by this measure.

A sensible interpretation is that sixth form is likely to suit students who want a local, accessible post-16 pathway with pastoral support and strong careers guidance, rather than those targeting high-tariff outcomes without significant independent study capacity.

Parents comparing nearby sixth forms should use the FindMySchool Local Hub and Comparison Tool to view A-level outcomes side-by-side, then combine that with a visit to understand teaching consistency and the culture of study.

For an all-through academy in an improvement phase, teaching quality lives or dies by consistency. The March 2024 inspection report highlights curriculum design and delivery as a weak point, with significant gaps created by a narrowed curriculum and disruption, especially in key stage 3. The implication is that the academy needs to prioritise coherent sequencing, strong literacy support, and a predictable lesson structure that reduces “lost minutes” to behaviour issues.

For families, the most informative questions are practical ones. How is reading taught in primary, including phonics, reading fluency and vocabulary? In secondary, what is the plan for students who arrive with gaps in reading, writing and maths? The inspection report suggests that some students were placed on reduced pathways in earlier years, which is precisely the kind of decision that can cap later GCSE options if not handled carefully.

At sixth form level, the quality indicator to look for is the “study culture” rather than just subject list. Are there supervised study expectations, structured independent learning routines, and timely feedback loops? If those systems are strong, outcomes can improve even before a full cohort has travelled through the reworked curriculum.

Destination measures for leavers are not published in the available dataset for this review, and the academy does not reliably publish a clear statistical destination breakdown in the accessible sources used here. The most useful approach, therefore, is to judge destinations via process.

For pupils leaving primary, ask how transition to Year 7 is managed for internal movers, and how the school supports pupils who need additional literacy or numeracy catch-up on entry to secondary.

For students leaving Year 11, ask for the current post-16 offer, the range of Level 2 and Level 3 pathways, and how the school supports applications to college, apprenticeships, or sixth form. The March 2024 inspection report confirms the school meets the provider access requirements, which should mean students have access to information about technical pathways and apprenticeships.

For sixth form students, ask how UCAS support is delivered, what careers education looks like in practice, and how students who are not university-bound are supported into employment or training. In a school rebuilding outcomes, strong careers structures can be one of the quickest ways to improve life chances.

Admissions are best understood in three entry points: nursery and Reception, Year 7, and Year 12.

Reception and Year 7 entry for September 2026

Applications are coordinated through Bristol City Council. The academy’s determined admissions arrangements confirm the national deadlines of 15 January 2026 for Reception and 31 October 2025 for Year 7 entry, with places allocated through the coordinated scheme.

Published admission numbers, as set in the academy’s determined arrangements for 2026 to 2027, are 60 for Reception and 180 for Year 7. The arrangements also state that pupils in the academy’s primary phase can transfer to Year 7 if they wish, which is typical of all-through structures and can reduce the number of places available to external applicants in some years.

Oversubscription follows familiar priorities, including looked-after children, siblings, and then distance as measured by the local authority’s mapping system. The academy’s own application data suggests mild to moderate competition rather than extreme pressure, with 1.88 applications per offer for Reception and 1.12 applications per offer for Year 7 in the latest available figures.

Parents considering a move should use the FindMySchool Map Search to check practical proximity, then treat distance as guidance rather than a guarantee, because allocation depends on the pattern of applicants in that year.

In-year admissions

In-year admissions typically operate differently from main round entry. Families should expect a separate process and decision timetable, and should ask about availability by year group.

Year 12 entry

The determined arrangements state that admissions to other year groups, including Year 12, are processed by the academy rather than the local authority. Families should ask early about subject availability, minimum entry requirements, and how the school supports catch-up for students who join from other providers.

Pastoral strength is the single most important short-term indicator at a school working through serious concerns, because it links directly to attendance, behaviour, and learning time.

The March 2024 inspection report states that safeguarding arrangements were not effective at the time of inspection. That is not a marginal issue, and parents should look for clear evidence of change: updated safeguarding systems, staff training consistency, stable staffing in key pastoral roles, and a culture where concerns are logged and followed through promptly.

The same report also points to high staff absence and turnover, with knock-on effects for supervision and behaviour management. In practical terms, this is where families should ask direct questions about attendance strategies, behaviour routines, alternative provision oversight, and how the school works with families when pupils are persistently absent.

For primary-aged pupils, the inspection report describes strong early years foundations that were not consistently sustained later. A parent’s lens should therefore include early reading practice, the quality of classroom routines, and whether pupils feel safe, known and supported.

Extracurricular breadth matters here for two reasons. First, it builds belonging. Second, it gives pupils and students structured time and positive adult relationships, which can be especially valuable when behaviour and attendance need rebuilding.

There is evidence of structured enrichment planning. A school enrichment document describes a termly programme of clubs, with sign-up opportunities across the academic year and an approach designed to develop confidence, teamwork and focus. The implication for parents is that enrichment is intended to be systematic rather than occasional, which is usually a good sign for consistency.

Older school communications also point to specific enrichment experiences. A newsletter describes art trips to London, including visits to the Victoria and Albert Museum and Tate Modern exhibitions, framed as cultural education and aspiration-building for art and design pathways. That matters because these are not generic “day trips”, they align with subject learning and can raise ambition for students who may have limited exposure to cultural institutions.

The same source references partnership-style activity such as eco-credentials workshops delivered by Action for Conservation. For families, that is a concrete example of enrichment that links to citizenship, environment and leadership skills, with a clear “so what”: students develop real-world awareness and practical project experience.

Sport and physical activity look structurally supported by on-site facilities. The academy sports centre’s football pitch information describes five full-size grass pitches, alongside on-site parking and changing facilities. For pupils and students, this kind of facility base can support regular fixtures, training, and structured after-school sport, which can contribute to attendance and engagement when implemented well.

This is a state school with no tuition fees.

Wraparound provision is a key consideration for all-through schools because families’ needs change across phases. Published information indicates a primary breakfast club is available for Reception to Year 6, with a charge of £2 per child, and free places for Pupil Premium children. Details on after-school care and holiday provision are not consistently accessible in the sources used for this review, so families should ask the school directly about timings, booking, and availability by phase.

Travel is typical of South Bristol schooling. Families generally rely on local bus routes, walking and cycling. At open events, ask where students typically travel from at secondary and sixth form, and how the school supports safe arrival and departure.

• Inspection context and safeguarding. The March 2024 inspection identified serious weaknesses, including ineffective safeguarding at that time. Parents should ask for clear evidence of what has changed, including training, systems and oversight.

• Results and progress. GCSE and A-level outcomes are well below England averages in key measures. Families should prioritise evidence of improved attendance, stable behaviour routines, and consistent teaching, because those are the building blocks for results to rise.

• All-through complexity. Managing nursery through sixth form is operationally demanding. The inspection report suggests early years foundations were not consistently sustained later, so parents should evaluate phase-by-phase rather than assuming one experience mirrors another.

• Admissions reality. Demand is present but not extreme based on recent figures. That can be a positive for access, but it also means improvement must be delivered through strong leadership and daily consistency, not through selectivity.

This is an all-through academy in a period where operational basics, behaviour, attendance and safeguarding culture are central, not optional. The appointment of Guy Swallow from March 2024 and the move into a fresh-start successor under E-ACT from September 2024 are meaningful markers of change, but parents should judge by current routines and classroom consistency.

Who it suits: families in Withywood and South Bristol who want an accessible, local all-through option, and who are prepared to evaluate the current improvement trajectory carefully through visits, conversations and up-to-date evidence from the school.