Holmleigh Park High School Review 2026: High expectations, strong routines, and a clear reading culture

Purposeful routines shape the day here. From morning line-up to a structured close, the timetable has been designed to reduce low-level disruption and protect learning time. Reading is treated as a core habit rather than an add-on, with tutor-group reading built into the morning and dedicated time at the end of the day for students to read independently.

Leadership continuity has mattered. Dan Hudson became headteacher from 1 September 2023, following a period of rapid change and re-set for the school.

Academically, outcomes sit around the middle of the national distribution at GCSE in FindMySchool’s England ranking. The sixth form picture is more mixed, with a clear need for continued improvement against England-wide benchmarks. The overall direction is a school focused on building consistency, with culture and curriculum treated as the main levers.

A defining feature is the clarity of expectations. Students are expected to arrive on time, line up quietly, follow instructions first time, and keep lessons free from disruption. The school also runs an internal system of after-school Academic Preparation for missed or insufficient homework and other issues such as equipment or punctuality, which reinforces the message that learning routines matter.

The culture is framed around three principles: Work Hard, Be Kind, Take Responsibility. These are used explicitly across the school’s communications and are visible in the way behaviour is described, rewarded, and corrected.

There is also a strong “house” identity, with students collecting points and taking on leadership roles such as house captains, charity ambassadors, and school council representatives. That kind of structure tends to suit students who enjoy being part of something collective and who respond well to clear, public goals.

Holmleigh Park’s current identity is relatively new. The school opened as Beaufort School in 1971 and later went through several changes before becoming Holmleigh Park High School in 2019 as part of a broader reset in expectations and routines.

GCSE outcomes (FindMySchool ranking)

Ranked 1,952nd in England and 9th in Gloucester for GCSE outcomes (FindMySchool ranking based on official data). This positioning suggests solid performance in the context of England’s broad middle range (25th to 60th percentile).

At headline level, the Attainment 8 score is 45.1, and Progress 8 is +0.12, indicating that students make slightly above-average progress from their starting points across eight subjects.

EBacc outcomes appear to be an area for development. The average EBacc point score is 4.03, and 17.7% of pupils achieve grade 5 or above across the EBacc measure provided.

Sixth form outcomes (FindMySchool ranking)

Ranked 1,836th in England and 7th in Gloucester for A-level outcomes (FindMySchool ranking based on official data). This places sixth form results below England average when viewed across the national distribution.

In grade terms, 35.83% of A-level entries are at A* to B, and 13.33% are at A* to A (FindMySchool dataset). For context, the England averages are 47.2% (A* to B) and 23.6% (A* to A).

For parents comparing nearby options, FindMySchool’s Local Hub pages and comparison tools can help you view GCSE and A-level performance side by side, using the same methodology across schools.

The curriculum is described as broad and ambitious, with careful sequencing of key knowledge and regular retrieval to help students remember what they have learned. Lessons are structured to support clarity, with teachers modelling what success looks like in each subject.

Reading is a flagship priority. Tutor time includes shared reading of chosen books, and the school day ends with dedicated independent reading time (DEAR, Drop Everything and Read). The intention is twofold: build reading stamina and ensure all students have daily exposure to texts beyond exam extracts.

Support for students with special educational needs and disabilities is described as systematic, including a nurture tutor group to help some students start the day positively.

A clear improvement priority is oracy, helping students develop confidence in discussion and debate, especially for complex ideas. This is relevant for families whose children learn best through talking concepts through with peers, and who may want reassurance about how classroom dialogue is developed over time.

Holmleigh Park is a secondary school with sixth form, so “next steps” matter at two points: after Year 11, and after Year 13.

From the sixth form, destination data for the 2023 to 2024 cohort shows 32% progressing to university, 4% starting apprenticeships, 3% moving into further education, and 47% entering employment. These figures can reflect local labour markets as well as student intent, and they are best read alongside the school’s own guidance offer.

The school emphasises structured UCAS support through a coordinator, alongside personalised advice for medicine and Oxbridge applicants. In the measured Oxbridge period 3 applications were made and 0 acceptances were recorded.

Qualitatively, the school lists a range of university destinations, including Exeter, Bath, Cardiff, Liverpool, Warwick, Manchester, Sheffield, and Leeds. It also references degree-level apprenticeships with employers such as GE Aviation.

There are also concrete examples of student pathways. A 2024 sixth form results update highlights individual students progressing to Warwick University and the University of the West of England, alongside higher apprenticeship routes.

Year 7 admissions are coordinated through the local authority’s process, using the Common Application Form. For September 2026 entry, the school’s determined admissions arrangements set a Published Admission Number of 254 for Year 7. The application deadline is 31 October, with offers made on or about 1 March.

Oversubscription criteria include priority for children in care and previously looked-after children, social or medical need supported by evidence, children of qualifying staff, siblings, a feeder-school continuity priority tied to Grange Primary Academy, then distance as the final tie-break. The Year 7 waiting list runs until 31 December, after which families need to request to remain on it.

Demand is real. The admissions data available indicates oversubscription, with an application-to-offer ratio above 2:1, so families should approach the process with a realistic view of competitiveness.

For sixth form entry (Year 12), applications for September 2026 are open via the school’s application route. Entry requirements are clearly stated: to study three A-levels, students need five GCSEs at grade 5 or above including mathematics and English language, with additional subject requirements; to study three extended certificates, students need five GCSEs at grade 4 or above including mathematics or English language.

Open Evening and tours follow a clear annual pattern. In 2025, the Open Evening was scheduled for Wednesday 10 September (17:30 to 19:30), with tours offered across the first half term. Parents trying to work out likely timings for future years should expect early September for the main event, then tours through early autumn, and confirm details each year on the school’s channels.

Pastoral support is tightly linked to routine. Behaviour systems are explained in plain language to parents, including what triggers internal sanctions and what restorative steps follow. For many families, that transparency is helpful, especially if a child benefits from predictable boundaries.

Safeguarding is described as a strength in official findings, and the school also highlights accessible day-to-day support. Students can seek help from Heads of Year, an Early Help Coordinator, and a weekly school nurse drop-in at lunchtime.

Attendance is identified as an improvement focus, with sixth form attendance described as stronger than the whole-school picture.

The extracurricular offer is unusually explicit, with named clubs, times, and locations published, which makes it easier for families to plan. There is a structured model that blends timetable-based enrichment with traditional after-school clubs. From September 2025, weekly enrichment is embedded into the timetable so that every student participates, rather than extracurricular being dependent on after-school availability or family logistics.

The named clubs give a good sense of the school’s balance between academic support and wider interests. Axiom Maths Club runs for Year 7 and Year 8, focusing on problem-solving rather than repetition; it will appeal to students who enjoy being challenged by puzzles and non-routine questions. Homework Club operates after school in a computer room, offering practical support for students who need structure and quiet time to complete tasks.

Creative arts are also visible. There is a Year 9 Drama Club, a GCSE Coursework Catch-Up Art Club to support portfolio completion, and an Art Club linked to the Royal Academy Young Artists competition, which gives students a real-world goal beyond internal assessment.

Sport is positioned as inclusive, with training slots published for football, netball, and basketball, and a sixth form enrichment structure that sets aside Wednesday afternoons for games.

For higher-attaining students, the Scholars Programme provides a clear enrichment pathway. It includes lectures, group projects, research tasks, and educational visits, with examples such as Bletchley Park, the Cheltenham Literature Festival, and Oxford-related visits listed. That kind of exposure can help students connect classroom learning to future pathways earlier than GCSE option choices.

This is a state school with no tuition fees.

The published school day runs 08:30 to 15:00, with Breakfast Club from 08:00 and built-in tutor reading, alongside DEAR reading time at the end of the day. A Period 6 slot is used for Year 11 and Year 13.

Families should plan around the school’s expectations for Academic Preparation sessions when issued. These run after school on weekdays and can extend the day beyond the standard finish time for some students.

Beyond the normal costs of uniform and trips, one published example of a charge is a £20 contribution towards ingredients for food lessons, with students expected to bring their own containers.

• A strongly structured behaviour model. Clear routines and consequences suit many students, particularly those who like predictability. For some children, the strictness can feel intense, so it is worth exploring how the systems are explained to new Year 7 families.

• Sixth form outcomes are not yet where the school wants them. The FindMySchool A-level ranking and grade distribution point to the need for continued improvement, even with strong individual success stories.

• Extracurricular participation is a stated priority, but access is uneven. The school is explicit that not all pupils take up enrichment opportunities, which is useful for parents who may need to plan around transport, caring responsibilities, or confidence barriers.

• EBacc take-up and outcomes look like a development area. Families who want a strongly academic EBacc pathway for most students should ask how options and guidance work in practice at Key Stage 4.

Holmleigh Park High School is a culture-led school that has put routines, reading, and disruption-free learning at the centre of its strategy. The latest inspection outcome supports a picture of consistent expectations and a safe environment, with curriculum and staff development treated as long-term levers.

Best suited to families who want clear boundaries, explicit habits for learning, and a structured approach to behaviour and homework. The main question for sixth form families is how quickly post-16 outcomes can be lifted to match the strength of the school’s culture and ambition.