King’s Oak Academy, Bristol Review 2026: All-through education with a clear behaviour culture

“Work hard, be kind” is not presented here as a slogan for posters, it is used as a practical set of daily expectations across an all-through setting. The structure is distinctive: pupils start in Reception and can remain through to Year 11, with Lower School (Reception to Year 4), Middle School (Year 5 to Year 8), and Upper School (Year 9 to Year 11) operating as connected phases rather than separate institutions.

Academically, the picture is mixed by phase. Key Stage 2 outcomes place the academy broadly in line with the middle of England’s distribution for primary performance, while GCSE measures sit below England average in the FindMySchool benchmarks used here. Demand remains steady: both Reception and Year 7 routes were oversubscribed in the most recently published admissions data, which matters for families who need a realistic view of entry chances.

Leadership is stable at the top. Katherine Ogden is the Principal, and school publications show her in post in that role since at least 2021.

This is an academy that leans into clarity. The most consistent thread across official material is a calm, structured tone that prioritises routines, belonging, and predictable expectations. That matters in an all-through context, where the same child might be moving from early phonics to GCSE options on the same site, sometimes with siblings at different stages at once.

A notable feature is the way student voice is formalised across phases. The academy runs three student councils, one each for Lower, Middle, and Upper School, with representatives drawn from each year group and meetings held twice each term. For some children, that is more than a “nice to have”. It gives a clear route to be heard and can be particularly helpful for pupils who need a structured channel for feedback rather than informal approaches.

The academy is part of Cabot Learning Federation (CLF), which sets a trust-level framework around governance, professional development, and improvement support. For parents, the practical implication is that decision-making is shared between local academy governance and trust oversight, with the day-to-day experience shaped locally but supported within a wider network.

Primary outcomes (Key Stage 2)

At Key Stage 2, 70.67% of pupils met the expected standard in reading, writing and mathematics combined. The England average benchmark is 62%, so the combined headline measure is above the national reference point. Reading (105), mathematics (104), and grammar, punctuation and spelling (104) scaled scores also sit above the typical national reference of 100.

At the higher standard, 17.67% achieved greater depth in reading, writing and mathematics combined, compared with an England benchmark of 8%. Science is the outlier: 57% reached the expected standard in science, below the England benchmark of 82% provided here. That does not cancel out the stronger combined reading, writing and mathematics picture, but it does suggest parents should look carefully at how science is taught and assessed in upper primary and how gaps are addressed.

Rankings provide additional context. The academy is ranked 9,031st in England and 127th in Bristol for primary outcomes (FindMySchool ranking based on official data), which places it broadly in line with the middle 35% of schools in England (25th to 60th percentile).

Secondary outcomes (GCSE)

At GCSE, Attainment 8 is 41.6 and Progress 8 is -0.28. For many families, Progress 8 is the more informative of the two because it signals how much progress students make from their starting points compared with similar pupils nationally; a negative score indicates outcomes below that benchmark.

On curriculum breadth, 7.1% achieved grade 5 or above in the English Baccalaureate measure in the data used here. The academy’s GCSE ranking is 2,894th in England and 41st in Bristol (FindMySchool ranking based on official data), which places it below England average overall in the distribution used for this review (bottom 40%).

Inspection context (latest framework)

The 03 June 2025 Ofsted inspection graded Quality of Education and Behaviour and Attitudes as Good, Personal Development and Leadership and Management as Outstanding, and Early Years as Good; inspections from September 2024 do not include an overall effectiveness grade.

Teaching is framed as a whole-through curriculum rather than a set of disconnected key stages. In the early years and primary phase, reading is positioned as foundational, with an emphasis on phonics and frequent reading practice to build fluency and confidence. That matters because it reduces the likelihood of pupils arriving in later years still struggling with basic decoding, which can quickly become a barrier across the curriculum.

Across the wider curriculum, staff use regular revisiting to secure knowledge and extend vocabulary, which is a practical approach for cohorts with varied starting points. The academy also highlights growing participation in English Baccalaureate subjects through Key Stage 4, which is relevant for families who want a broad academic base kept open into post-16 pathways.

One implication of the phase structure is that transitions are internal and more frequent than in a standard primary-to-secondary model. Families should expect deliberate work around movement between Lower, Middle, and Upper School, and should ask how pastoral and academic information is handed over at each step, particularly for pupils with additional needs or previous attendance disruption.

From primary to secondary within the same academy

A major practical benefit of an all-through model is continuity. For pupils already on roll in Year 6, there is an internal route into Year 7, with admissions planning built around a Year 7 capacity of 150 places, including 60 places for pupils moving up from Year 6 and 90 external places (adjusted if fewer than 60 progress internally). For many families, this reduces the uncertainty of a Year 6 transfer round and can make long-term planning easier, especially where siblings are involved.

Post-16 routes

Post-16 admissions are handled separately under federation arrangements, rather than within the main Reception and Year 7 admissions policy. In practice, that means families should treat Year 11 as a decision point and engage early with the post-16 guidance available through the wider trust network.

Because publicly comparable A-level performance measures are not presented alongside the academy’s core primary and GCSE metrics in the data used for this review, the clearest benchmarks for parents remain Key Stage 2 and GCSE outcomes, plus the most recent inspection detail on curriculum, behaviour, and personal development.

Admissions for Reception and Year 7 are coordinated through South Gloucestershire, rather than directly by the academy, which is important given the academy’s Bristol address and Kingswood location. The academy’s admissions policy aligns its timelines with the South Gloucestershire coordinated scheme.

Demand data indicates consistent pressure at the key entry points:

• Reception route: 48 applications for 29 offers (about 1.66 applications per place), classified as oversubscribed.

• Year 7 route: 186 applications for 96 offers (about 1.94 applications per place), classified as oversubscribed.

For September 2026 entry, published deadlines and milestones to note include:

• Applications open from Monday 08 September 2025 (South Gloucestershire online system timing).

• Secondary (Year 7) closing date: 31 October 2025.

• Primary (Reception) closing date: 15 January 2026.

• Year 7 offer day: Monday 02 March 2026 (the next working day after the national date).

• Reception offer day: 16 April 2026.

Oversubscription criteria include looked-after and previously looked-after children, siblings (defined in detail within the policy), and then distance-based criteria using an Area of Prime Responsibility and proximity measures, with random allocation as a tie-breaker where applicants cannot otherwise be separated.

Pastoral care is a defining element in the latest official evidence base. Pupils are described as feeling safe and happy, with warm staff relationships supporting a calm culture. Behaviour disruption is described as rare, with targeted support in place where pupils need help managing behaviour. Attendance has improved, though a smaller group of pupils remain persistently absent, which has a direct impact on achievement and access to wider opportunities.

Personal development is a standout area in the most recent inspection grading, and the practical signs of that show up in the range of student leadership routes and structured personal, social and health education. Careers information is described as starting early, with additional support for pupils who are unsure about next steps, including pupils with special educational needs and disabilities and disadvantaged pupils.

The academy has also been linked to wider community wellbeing partnership work in Kingswood, including support initiatives designed to improve access to early help for young people and families. For parents, the implication is that wellbeing is approached through both school systems and local partnerships, rather than relying on in-school provision alone.

Extracurricular life is framed as an extension of the academy’s values and personal development goals, with different routes for different ages, rather than one programme aimed only at high performers. For example, environmental work operates on two levels: the KOA Eco Schools Committee (aiming for the Green Flag Award and running audits of litter, recycling, and biodiversity) sits alongside a Years 7 to 11 Environmental Group that meets at Tuesday lunchtime in the learning resource centre and runs tangible projects such as pollinator beds, hedgehog houses, and litter picking. The clear benefit is that pupils can take part in practical, ongoing projects rather than one-off events.

Several clubs are explicitly defined and give a sense of what pupils can actually do week to week. Art Club is listed as a structured opportunity; Gardening Club has been highlighted in school communications and aligns with the environmental strand; and the LGBTQ+ or Pride Club is described as a welcoming space with member-led activities that have included baking sales, art projects, and graphic novel writing. The implication for families is that inclusion and identity are supported through organised, opt-in spaces, rather than handled only through assemblies or policy statements.

For older students, the Duke of Edinburgh programme is a meaningful option for those who respond well to structured challenge, volunteering, and expedition experience. The fact that named staff are signposted for getting started makes the programme feel embedded rather than occasional.

This is a state school, there are no tuition fees. Families should still budget for the normal associated costs such as uniform, trips, and optional activities.

The academy publishes a detailed academy day structure by phase. Lower School runs with gates opening at 08:20, classrooms opening at 08:25, and gates closing at 08:30, with end-of-day collection from 15:00 for Reception to Year 4.

Middle School includes a 15:10 finish for Years 5 to 8, with a published timetable that includes tutor time and defined lesson periods.

Upper School (Years 9 to 11) follows a five-period day with tutor time and a 15:10 finish.

Wraparound care varies by age. The academy publishes after-school club options for younger pupils through Sporting Chance provision (charged per session), and families should check current availability and booking arrangements directly.

Travel patterns depend heavily on where a family lives within Kingswood and wider South Gloucestershire; a sensible approach is to test the journey at school-run times and plan for peak-time congestion.

• Mixed performance picture by phase. Primary combined reading, writing and mathematics outcomes sit above the England benchmark while GCSE measures point to below-benchmark progress overall. Families should ask how the academy is translating curriculum improvements into consistently stronger end-of-key-stage outcomes.

• Oversubscription at key entry points. Both Reception and Year 7 routes were oversubscribed in the most recently published admissions data, with around 1.66 applications per place for Reception and 1.94 applications per place for Year 7. Competition is not extreme by the standards of some urban schools, but it is real, and late applications reduce chances.

• Attendance remains a pressure point for some pupils. Attendance has improved, but a smaller group still miss too much school, which affects achievement and wider participation. Families should look closely at attendance expectations and the support offered where barriers are complex.

• Post-16 planning needs early attention. Post-16 admissions sit outside the main all-through admissions policy, so families should treat Year 10 and Year 11 as the period to build a clear pathway and engage with federation guidance.

King’s Oak Academy offers something many families value: an all-through structure with consistent expectations and a clear emphasis on behaviour, belonging, and personal development. The latest official evidence suggests strong leadership and a culture where pupils feel safe, supported, and encouraged to participate beyond lessons. The academic story is more complex, with primary outcomes stronger than GCSE benchmarks which makes transition and sustained progress a key question for parents.

Who it suits: families who want an all-through option in Kingswood with a firm behaviour culture, structured pastoral systems, and a practical extracurricular offer that includes inclusion and environmental leadership. The main challenge for many will be aligning expectations about GCSE outcomes with the school’s improvement direction and ensuring their child’s attendance and engagement stay strong through Upper School.