All Saints Academy Dunstable Review 2026: A Church of England secondary with standout personal development, and a clear academic rebuilding job

All Saints Academy Dunstable is a mixed Church of England secondary serving ages 11 to 18 in Houghton Regis, with a small sixth form and a published capacity of 740. The academy’s recent story is defined by improvement momentum and a strong emphasis on character and opportunity. The latest inspection paints a school where behaviour has stabilised, attendance has improved, and pupils benefit from an unusually broad enrichment menu, including elective clubs described as ranging from knitting to forensics.

Academic outcomes are more mixed. GCSE indicators sit below England average with a Progress 8 score of -0.88 and an Attainment 8 score of 36.1. At A-level, A* grades made up 6.9% of entries, and A* to B grades 32.76%, which sits below the England averages shown alongside the sixth form data.

Leadership is stable, with the principal listed as Mrs Elizabeth Furber on the government school register, and referenced as Liz Furber in the latest inspection documentation. For families, the key question is fit: this can work well for students who thrive with structure, plentiful enrichment, and strong pastoral systems; those chasing consistently strong exam outcomes will want to interrogate subject level strength and post-16 pathways.

The academy’s own language is unusually explicit about values, with its stated vision set out as “Living Well Together with dignity, faith and hope”. That framing matters because it is not treated as a slogan. The Christian ethos page presents faith as central to daily life and work, positioning collective worship and a values-led culture as part of the weekly rhythm.

The most useful independent indicator of culture is how consistently opportunities are woven into the school week. The school runs elective clubs and enrichment activities as a normal feature rather than an occasional add-on, and pupil voice is formalised through structures such as a student parliament that has helped shape behaviour policy. For parents, the implication is that personal development is likely to be a defining feature for many pupils, especially those who respond to responsibility and varied experiences beyond lessons.

Past challenge has also shaped the tone. Recent official reporting describes substantial improvement in behaviour compared with the prior inspection grade and characterises the school as safe, inclusive, and positive, with most pupils behaving well in and out of lessons. The nuance is that improvement work can create a high-change environment for staff and students, so families should explore how consistent classroom delivery feels across subjects, not just how calm corridors appear on a good day.

This section uses FindMySchool rankings and metrics based on official data, and these should be read as a comparative signal rather than a guarantee of individual outcomes.

GCSE outcomes

Ranked 3,384th in England for GCSE outcomes (FindMySchool ranking based on official data), and 4th in Dunstable among locally ranked schools. The school sits below England average within the bottom 40% of schools in England.

The underlying performance indicators point to the same direction of travel. Attainment 8 is 36.1 and Progress 8 is -0.88, indicating that, on average, pupils made less progress than similar pupils nationally from their starting points. The English Baccalaureate average point score is 3.3, and 6.4% achieved grades 5 or above across the EBacc measure shown here.

The practical implication for families is not that strong GCSE outcomes are impossible, but that they are less consistent, and subject teaching quality matters. You will want to ask about curriculum sequencing, staffing stability, and how the school identifies and closes knowledge gaps, especially in core subjects.

Sixth form outcomes

Ranked 1,885th in England and 2nd in Dunstable for A-level outcomes (FindMySchool ranking based on official data).

Grade distribution in the sixth form data shows A* grades at 6.9%, A grades at 5.17%, B grades at 20.69%, and A* to B combined at 32.76%. The England averages shown alongside this dataset are 23.6% for A* to A and 47.2% for A* to B, so the sixth form results here sit below those England benchmarks.

The headline to take away is that the sixth form is small in inspection reporting, and outcomes are a work in progress. Parents comparing local post-16 options should use FindMySchool’s Local Hub pages and Comparison Tool to view these A-level indicators alongside nearby sixth forms, and then validate by asking the academy for subject-level information and post-18 destinations.

The school has put significant effort into curriculum structure, with official reporting describing a well-designed curriculum that identifies the important knowledge pupils need, plus regular opportunities to revisit prior learning through lesson design and “revision weeks”. That architecture is exactly what many improving schools put in place first because it creates a shared model for teaching and assessment.

The constraint, as described in the same reporting, is consistency of specialist subject knowledge and day-to-day checking of what pupils know. Where staff teach outside specialism, explanations and diagnosis of misconceptions can be weaker, which in turn leaves gaps that reduce achievement. For families, this is the area to probe. Ask what professional development looks like by department, how non-specialist staffing is managed, and what happens when assessment shows pupils are not secure.

Support for pupils with special educational needs and disabilities is framed positively, with staff described as knowing needs well and adapting activities, and pupils benefiting from consistent lesson structure and high-quality resources. If your child needs tailored support, ask about the practical mechanisms, such as how information is shared between teachers, what adjustments are typical, and how the school evaluates whether interventions are working.

Where Students Go Next

The academy’s small sixth form is described as well cared for, with students supported to manage time and study effectively, and with a clear focus on adulthood readiness that includes personal finance, higher education, employment, and exposure to employers. That emphasis aligns with the school’s wider personal development strengths and can be particularly valuable for students who benefit from structured guidance and repeated practice in employability skills.

For the 2023/24 leaver cohort captured in the destination data (cohort size 12), 42% progressed to university, 33% went into employment, and 17% started apprenticeships. This is a small cohort, so percentages can swing year to year, but it does show a mixed set of pathways rather than a single dominant route.

Oxbridge figures are not available for this school in the measurement period, and the academy’s own published materials surfaced in research do not provide a verified headline figure for Oxford or Cambridge progression.

All Saints Academy Dunstable admits into Year 7 through the local authority’s coordinated admissions process, with a published admission number of 150 for Year 7. When the school is oversubscribed, the published priority order begins with looked-after and previously looked-after children, then catchment children with siblings at the school, other catchment children, children of staff, very exceptional medical grounds, other siblings, and then other children.

Distance is used as the tie-break within criteria, measured in a straight line using the local authority’s measuring system, from the address point of home to the school’s main entrance. Because last offered distance is not available provided for this school, families should avoid relying on anecdotal catchment claims. FindMySchool’s Map Search can help you check your precise distance and keep your shortlist realistic as patterns shift year to year.

For September 2026 entry, Central Bedfordshire’s published timeline sets out open events typically running September to October 2025, the national application closing date as 31 October 2025, and national offer day as 02 March 2026.

Sixth form admissions sit slightly differently. The determined arrangements document states an overall sixth form capacity of 200 students, with 100 places in Year 12, and indicates that the school will not admit external applicants unless it is undersubscribed by internal progression. Where it can admit external applicants, applications are considered if the admission number has not been exceeded, and are handled on a first come, first served basis after academic entry requirements.

The school’s strongest verified theme is personal development and readiness for adulthood. The latest inspection explicitly grades personal development as Outstanding, and describes pupils learning about healthy relationships and consent, alongside a broad opportunity set and strong preparation for adult life. Safeguarding is also a clear headline, with Ofsted confirming that safeguarding arrangements are effective.

Pastoral support is described as active and effective, including the way staff help pupils improve behaviour when needed and the way the pastoral team supports attendance and conduct. For families, the implication is that this is more likely to suit pupils who need consistent routines and adults who will intervene early, rather than a hands-off approach where pupils are left to self-correct.

The academy’s enrichment offer is a genuine differentiator, and it shows up both in formal reporting and in school materials. Elective clubs are described as broad enough to include activities from knitting to forensics, which is an unusually specific signal of variety.

A separate school newsletter setting out electives for 2021/22 lists a wide mix of activities, including Forensic Science, Astronomy Club, STEM Club, Chess, Choir, Philosophy Club, Stock Market Club, Mindfulness, Bullet Journaling, Cooking on a budget, Lego Club, Twisty Cube Puzzle Club, and Allotment Gardening. The point is not whether every activity still runs in precisely that form, but that enrichment appears embedded as a programme, not a token list. It can be particularly helpful for students who need a reason to belong, and for those whose confidence grows through practical or creative achievement.

The school also positions employer encounters, work experience, and enterprise competitions as part of how pupils learn about the world of work. If you are comparing with other local schools, ask how this is timetabled and which year groups participate, because the delivery model can vary widely across schools.

All Saints Academy Dunstable is an academy with a published capacity of 740 and around the mid-500s pupils on roll in recent official reporting, which can matter when thinking about class sizes, option blocks, and how busy shared spaces feel.

The school publishes reception opening times as 8.00am to 4.00pm Monday to Thursday, and 8.00am to 3.30pm on Friday. A single page setting out the full timetable by year group was not reliably accessible during research, so families should confirm the current start and finish times directly.

Travel planning is better documented than many schools. The School Travel Plan (September 2021) notes a controlled pelican crossing on Houghton Road outside the entrance gate and another on the A5, cycle lanes along Houghton Road, and a bus stop outside the academy gates serving local routes. It also describes one vehicular access point, with access controlled by reception staff during the school day. For parents who will be doing daily drop-off, that combination of controlled crossings and managed access is reassuring, but it also means peak-time congestion can be a factor.

• Academic consistency remains the main question. Curriculum design and behaviour are described as improved, but teaching quality is not yet consistent across subjects, particularly where staff teach outside specialism. This matters most for students who need clear explanations and regular checking to stay on track.

• A small sixth form changes the post-16 experience. Small cohorts can mean close support and a family feel, but also fewer subject combinations and a narrower peer group. Ask about subject viability, class sizes, and how the school manages timetabling when numbers are low.

• Admissions should be treated as process-led, not rumour-led. The school uses local authority coordinated admissions for Year 7, with catchment and distance tie-breaks. If you are moving or relying on a tight margin, validate your position early and do not assume past patterns will repeat.

• Faith is part of daily life. The academy is explicit that its Christian ethos shapes the way it works. Families comfortable with a Church of England setting often see this as an anchor for values and community; those seeking a more secular experience should read the ethos information carefully and visit before deciding.

All Saints Academy Dunstable has credible strengths in personal development, enrichment, and the broader work of rebuilding a stable school experience. The opportunity set, pupil voice structures, and focus on adulthood readiness are unusually well evidenced. Academic outcomes, particularly at GCSE and in the small sixth form, are less consistent so due diligence should focus on subject-level teaching strength and how the school is closing gaps.

Best suited to families who want a values-led Church of England school with a strong enrichment culture, and whose child benefits from clear routines and structured pastoral support. Those seeking reliably strong exam outcomes across the board should compare options carefully and interrogate department-level quality before committing.