All Saints' Academy, Cheltenham Review 2026: Faith-led secondary with a clear improvement agenda

A modern Church of England academy serving Cheltenham’s Up Hatherley area, this is a large 11 to 19 setting with a sixth form and a strong local role. It opened in September 2011 as a sponsor-led academy.

Leadership has changed recently, with Benjamin Williams in post as principal since June 2024. The most recent Ofsted visit took place on 17 and 18 December 2024 and confirmed that safeguarding arrangements are effective. It also signalled that aspects of the school’s work are not as strong as at the time of the previous inspection, so the next inspection will be graded.

For families, the headline is balance. This is a school with an explicit Christian vision and daily structures that shape routines, alongside a practical focus on attendance, behaviour expectations, and post-16 pathways.

The academy’s identity is faith-led and community-facing. Its Church of England status sits alongside a stated welcome for families of all faiths and none, with chaplaincy playing a visible role in school life. The school also has a long-established relationship with both Anglican and Catholic traditions in its chaplaincy support, which tends to matter for families looking for a values-based environment without assuming every pupil shares the same beliefs.

Daily rhythm is structured. Registration is at 8:30am and the formal school day finishes at 3:15pm, with enrichment starting after the end of the taught day. The published day plan includes a dedicated reading period in the morning for some year groups, which signals a deliberate emphasis on literacy and routine.

Pastoral language is also distinctive. Students are taught through a values framework that is used in assemblies and, in faith inspection reporting, collective worship and a daily academy prayer are described as unifying touchpoints. For some families, that coherence is reassuring, particularly for children who respond well to predictable expectations and adults who share a common approach to behaviour.

At GCSE level, the school’s attainment picture is best read through both outcomes and context. The most recent published dataset for this profile shows:

• Attainment 8 score: 38.8

• Progress 8 score: -0.27

• EBacc average point score: 3.15

• Percentage achieving grades 5 or above in the EBacc: 4.6

On the FindMySchool ranking used the school ranks 3,335th in England for GCSE outcomes and 12th locally (Cheltenham). This places performance below England average overall, within the lower band of schools in England for GCSE outcomes (60th percentile and below).

At A level, outcomes are comparatively weaker:

• A* grades: 0%

• A grades: 0.79%

• B grades: 15.87%

• A* to B combined: 16.67%

The school is ranked 2,489th in England for A-level outcomes and 10th locally (Cheltenham), which also places it below England average overall for this measure.

The key point for parents is not a single statistic, but what the pattern suggests. GCSE and sixth form outcomes indicate that this is not currently a high-results school by England comparison, even though it is oversubscribed in its local market. Families considering the sixth form in particular should look closely at subject choices, teaching capacity, and how students are supported to bridge gaps from GCSE into Year 12.

Parents comparing nearby options can use the FindMySchool Local Hub pages to view GCSE and A-level outcomes side-by-side, then shortlist based on what matters most, whether that is results, sixth form breadth, or pastoral culture.

Curriculum intent is ambitious and the school has been adjusting the academic model, particularly at the top end. The most recent inspection notes that the curriculum for Years 10 and 11 and for the sixth form has been reviewed to make it more challenging, with work beginning to extend that approach into other year groups.

The constraint is consistency. The same inspection highlights variability in implementation, with some pupils not receiving the same quality of education across subjects and phases. It also identifies that assessment is not always used effectively to diagnose gaps and misconceptions, which limits teachers’ ability to adapt learning and secure progress.

There are, however, specific building blocks that tend to support improvement when applied well:

• Teachers are described as knowledgeable about their subjects.

• Reading is being prioritised, with structured support in Years 7 and 8 for pupils who need help building fluency and confidence.

• Careers education is treated as a core entitlement, with reference to impartial advice and preparation for interviews for employment or university.

For families, the practical question is how reliably this translates into day-to-day learning in the subjects your child cares about. This is a school where asking for subject-level detail during a visit is worth doing, particularly around how pupils are checked for understanding, and what happens when they fall behind.

Where Students Go Next

Because the school does not publish a full Russell Group breakdown in the sources reviewed, the clearest statistical picture comes from leaver destinations data for the 2023/24 cohort of 93 students:

• 37% progressed to university

• 35% progressed into employment

• 4% started apprenticeships

• 2% progressed into further education

Oxbridge outcomes are small, as is typical outside the highest-attaining sixth forms. In the most recent recorded cycle there were two Cambridge applications and one acceptance.

Taken together, the destinations profile suggests a mixed pathway sixth form. University progression is significant but not dominant, and employment outcomes are also substantial. For many families, that breadth is a strength, particularly when combined with a strong provider access approach and exposure to technical and apprenticeship routes.

A sensible way to use this information is to match it to your child’s plan. If they want a strongly academic, university-led sixth form culture, you would want to probe how the school structures academic extension, super-curricular reading, and high-tariff applications. If they want a more blended route, including apprenticeships and employment pathways, the destinations pattern may feel aligned.

Year 7 entry is coordinated through Gloucestershire’s secondary admissions process, with a published admissions number of 180. In the most recent admissions cycle recorded for this dataset, there were 246 applications and 202 offers, indicating oversubscription overall.

For September 2026 entry, the academy publishes a clear timeline:

• Online application facility opens on Wednesday 3 September 2025

• Closing date is Friday 31 October 2025 at midnight

• Allocation day is Monday 2 March 2026

• Deadline to accept or decline and request waiting list placement is Monday 16 March 2026 at midnight

• Waiting list outcomes are issued by 6 April 2026, with appeals running from May to July 2026

Because last-distance-offered data is not available for this profile, it is harder to give families a precise proximity benchmark for likely admission. In practice, this makes it more important to read the oversubscription criteria carefully and to treat distance as one factor among several, rather than relying on anecdote.

For sixth form (Year 12), the school directs applicants to apply through its sixth form admissions route, with entry requirements and course availability explained through the school’s published materials. As with many sixth forms, specific deadlines and enrolment arrangements can vary by year, so families should check the current cycle on the school’s admissions pages.

Parents who want to understand the impact of geography on likely admission should use the FindMySchoolMap Search tool to calculate precise distances from their address and to sense-check local alternatives.

Safeguarding is a clear compliance strength. Beyond that, the pastoral model is framed around mental health, wellbeing and a multi-person support team, with chaplaincy positioned as accessible to students regardless of faith background.

Behaviour expectations have been tightened. The most recent inspection notes raised expectations, clear definitions of unacceptable behaviour, and consistent consequences. That matters for learning climate, particularly in larger secondary schools where inconsistency can quickly become disruptive.

A distinctive element is the Life Centre, described as a targeted support route for students who need additional structure and a differentiated curriculum, with an aim of re-engagement and, where appropriate, reintegration into mainstream classes. For families whose child may need a reset after disruption, anxiety, or difficulties with attendance, this type of internal provision can be an important practical factor.

Attendance is treated as a leadership priority, with monitoring and support designed to reduce persistent absence. In a school of this size, that focus can make the difference between good intentions and day-to-day follow through.

Extracurricular life is broad, but the more useful lens is what is distinctive, what is sustained, and what has a clear shape for students as they get older.

A strong headline feature is the Combined Cadet Force (CCF), positioned as open to students and running as a structured programme after school. In practical terms, that creates a regular commitment that builds teamwork, responsibility, and confidence for students who enjoy structured challenge.

Duke of Edinburgh is also present, which often becomes a cornerstone for students building portfolios for sixth form applications, part-time work, and university statements.

For arts and academic enrichment, the school points to drama, choir, creative writing, and computing activities. Ofsted also references mock trial competitions and a whole-school production as part of the broader enrichment picture, alongside sixth form students acting as role models by running clubs and sporting events.

The most useful implication for families is fit. Students who benefit most from this mix are often those who want a defined role outside lessons, whether that is cadets, performing arts, leadership opportunities, or project-style commitments that build routine and belonging.

The day starts early. Registration is at 8:30am and the taught day ends at 3:15pm, with enrichment activity beginning at the end of the formal day. The timetable structure is built around five one-hour lessons per day on a two-week cycle.

As a secondary school, there is no wraparound care model in the primary sense, but after-school enrichment provides structured on-site activity beyond the end of lessons.

For travel planning, most families will focus on walking and bus routes within the Up Hatherley area, plus the wider Cheltenham catchment. School transport arrangements and eligibility, where relevant, are typically set through local authority guidance rather than by the academy itself.

• GCSE and A-level outcomes are below England average on this dataset. The school ranks 3,335th in England for GCSE outcomes and 2,489th in England for A-level outcomes on the FindMySchool measures. Families prioritising high academic outcomes should compare subject-level strength and sixth form support carefully.

• Consistency of curriculum delivery is an identified issue. The most recent inspection highlights variability in implementation and in the use of assessment to address gaps, which can affect pupils differently depending on subject and teacher.

• Faith is real and integrated. Christian worship, chaplaincy, and a values framework shape routines and pastoral language. This suits many families, including those without strong religious practice, but it will not suit everyone.

• Oversubscription does not automatically mean easy access. Year 7 demand exceeds places in the most recent dataset cycle, and the school publishes a detailed timeline for applications and offers.

All Saints’ Academy, Cheltenham is best understood as a structured, faith-led community school with an explicit improvement agenda and a broad post-16 pathway mix. It will suit families who value clear routines, strong pastoral language, and a sixth form that accommodates multiple routes, including employment and apprenticeships alongside university. The biggest decision point is whether current academic outcomes, particularly at A level, align with your child’s goals, and whether the school’s ongoing work on curriculum consistency feels credible for your timeframe.