The Dean Academy Review 2026: A local 11–16 academy with improving culture and clear vocational pathways

In the Forest of Dean, this is an 11 to 16 secondary that positions itself as the local comprehensive option with strong pastoral routines and a curriculum that makes space for both academic study and practical routes into work. A leadership change in September 2024 brought a headteacher who already knew the community from senior roles inside the school, which matters in a setting where trust and consistency influence outcomes as much as policy does.

The most recent Ofsted inspection (22 to 23 September 2021) judged the school Good across all key areas. That report matters because it describes a school where routines run smoothly, behaviour has improved, and careers guidance is built into day to day practice rather than treated as an occasional add-on.

Academically, GCSE performance sits below England average on the FindMySchool ranking and percentile positioning, while Progress 8 indicates outcomes broadly in line with starting points. That combination suggests a school that can suit families who value steady progress, clear expectations, and tangible pathways, while also wanting continued improvement in headline attainment measures.

Culture is a central theme in the school’s own materials and in formal evaluation. The emphasis is on clear routines, a consistent approach to behaviour, and an expectation that students take responsibility for day to day conduct.

Leadership continuity is a notable feature of the current chapter. Hannah Rowlands was appointed headteacher following a trustee and governor process in May 2024, and took up the role from September 2024 after serving as deputy headteacher and previously leading Science. For parents, the practical implication is that the head arrived with established knowledge of staff, systems, and local expectations, rather than needing a lengthy bedding-in period.

The school also signals a community-facing identity through enrichment linked to local service and participation. The Duke of Edinburgh’s Award is described as established at Bronze, with growing take-up at Silver. Eco-Club is framed as practical and school-improvement oriented, including recycling initiatives connected to departments such as Food Technology. These details point to a culture that tries to make responsibility concrete, not just aspirational.

Ranked 3188th in England and 2nd in Forest of Dean for GCSE outcomes (FindMySchool ranking based on official data), the school sits below England average overall, placing it in the lower 40% of schools in England on this measure.

Performance indicators paint a mixed but interpretable picture. Attainment 8 is 39.3, while Progress 8 is 0.02, which is effectively in line with expected progress from students’ starting points. This matters because it suggests that, for many students, the school is adding value steadily even if overall attainment remains an improvement priority.

EBacc measures indicate a limited share of pupils currently achieving strong outcomes in that suite. The average EBacc APS is 3.34 and 5.7% of pupils achieved grade 5 or above across the EBacc subjects. That is a clear signal to families who prioritise an academic EBacc pathway that they should ask detailed questions about subject entry patterns, language take-up, and how the school supports higher-attaining students through Key Stage 4.

Parents comparing local options should use the FindMySchool Local Hub page to view outcomes side-by-side with other nearby secondaries, using the Comparison Tool to keep like-for-like context.

Curriculum intent at The Dean Academy is explicitly framed around challenge, knowledge, and preparation for qualifications, while also developing responsible and respectful habits.

A distinctive feature in the school’s external evaluation is the way curriculum planning links to regional skills and employment needs, including construction and engineering, alongside academic subjects and the arts. For families, the implication is a curriculum that aims to keep options open: students who are practically minded can see clear relevance, while those who are academically inclined still need a carefully structured pathway to secure strong GCSE portfolios.

Support for students who arrive with weaker reading confidence is also part of the school’s documented approach, with teaching intended to adapt so students gain the fluency needed to access the wider curriculum. The most useful parent question here is operational: what does literacy support look like in Year 7 and Year 8, how is impact tracked, and how does it connect to subject teaching rather than sitting separately.

Where Students Go Next

This is an 11 to 16 school, so the key transition is after GCSEs. Careers education is presented as a structured programme with employer encounters and guidance aligned to Gatsby Benchmarks, plus visits intended to support aspiration for the next stage of education, training, or employment.

The Ofsted report also links the curriculum emphasis to apprenticeships, including competitive placements, which is an important signal for families who want a credible route into technical and vocational progression, not just a generic promise of “opportunities”. A practical way to assess fit is to ask for examples of recent post-16 destinations, how the school supports applications, and what guidance is provided for students who are undecided between college, sixth form, or apprenticeship routes.

Admissions are not selective by ability. The determined admissions policy for 2026 to 2027 confirms Year 7 entry without reference to ability or aptitude, with oversubscription handled by priority criteria including looked-after children, siblings, and then distance measured in a straight line using the local authority’s system.

For September 2026 entry in Gloucestershire, key county timelines include the application opening on Wednesday 3 September 2025 and the closing date at midnight on Friday 31 October 2025. Allocation day is Monday 2 March 2026, with the deadline to accept the offered place or request waiting list placement by midnight on Monday 16 March 2026.

Because the school’s own oversubscription criteria use distance once priority groups are applied, families who are borderline on proximity should use the FindMySchoolMap Search to check their home-to-gate measurement and to avoid relying on assumptions about catchment.

The school’s approach prioritises clear routines and consistent expectations, with a focus on respectful language and behaviour norms as part of wider culture. Students also have structured opportunities for personal development through programmes such as Duke of Edinburgh, which links personal responsibility to tangible achievement.

The Ofsted report confirmed that safeguarding arrangements are effective. For parents, the day-to-day test is whether students feel confident reporting concerns and whether communication with home is predictable and timely, particularly around attendance, behaviour, and online safety.

Extracurricular provision is most convincing when it is specific. At The Dean Academy, Eco-Club is positioned as practical and impact-driven, including recycling initiatives and links to curriculum areas such as Food Technology. Photography Club appears as an established offer with published examples of student work, and school communications reference studio-style portrait work and the use of film development, which is unusually concrete for a mainstream secondary.

Duke of Edinburgh adds a structured development route beyond clubs. The school describes a successful Bronze programme with growing Silver participation, which typically appeals to students who enjoy goal-based challenge and benefit from clear milestones.

Academic support outside lessons also features in external evaluation via after-school revision structures for Year 11, which matters for families who want visible scaffolding rather than leaving revision organisation entirely to students.

This is a state school with no tuition fees.

The school publishes total taught time as 6.5 hours per day, equivalent to 32.5 hours per week, excluding extracurricular activities. School communications also reference a day running broadly from 8.45am to 3.15pm. Transport support is visible through published school transport information and county-provided bus timetables for 2025 to 2026, which is useful for families travelling from across the wider Forest of Dean area.

• Academic headline outcomes vs progress. Progress 8 is close to zero, indicating broadly expected progress, while overall GCSE positioning sits below England average on the FindMySchool measure. Families with high academic aspirations should ask how top sets are stretched and how EBacc entry is managed.

• EBacc pathway depth. With a low percentage achieving grade 5 or above across EBacc subjects, parents who prioritise an academic language and humanities route should probe subject take-up, staffing stability, and how curriculum time is allocated across Key Stage 4.

• Oversubscription and distance criteria. The admissions policy uses distance once priority categories are applied. If you are on the edge of the likely allocation range, treat proximity as a risk variable and check measurement carefully against local authority methodology.

• Leadership transition. A headteacher appointment in September 2024 can be an advantage, but families may want to understand what has changed since then in behaviour systems, curriculum sequencing, and support for reading and SEND.

The Dean Academy suits families who want a local 11 to 16 secondary with a structured approach to behaviour, strong careers framing, and credible personal development routes such as Duke of Edinburgh. It is particularly well matched to students who benefit from clear routines and who may value vocational and technical pathways alongside GCSEs. The key trade-off is that headline GCSE positioning sits below England average on the FindMySchool measure, so families prioritising high-attainment academic routes should investigate how the school supports EBacc ambition and higher-grade outcomes.