The Halifax Academy Review 2026, All-through academy with a strong oracy and character focus

A clear theme runs through this all-through academy in Halifax: giving children and young people the confidence, language, and structured opportunities to express a view and act on it. That intent is not just branding. Formal programmes such as the school’s character curriculum and its oracy work are built into the inspection evidence, alongside a calm, well-ordered day-to-day experience for pupils and students.

The academic picture is mixed by phase. Key Stage 2 outcomes in 2024 were above England averages across several measures, while GCSE indicators point to below-average progress overall. For families, that typically translates into a school that can do very well for some children when routines, attendance, and support align, but where consistency and sustained progress through Years 10 and 11 matter.

This is a state school with no tuition fees. The practical question is not cost, it is fit: an all-through setting with internal transition, a strong personal development spine, and an admissions process that is competitive at both Reception and Year 7 entry routes.

The language of “voice” is central to the school’s identity. Pupils and students are expected to speak clearly, listen carefully, and build an argument grounded in knowledge rather than volume. The school’s Voice programme and its partnership work on oracy are presented as a deliberate route to confidence and wider participation, rather than an add-on for a small group of confident speakers.

The latest inspection evidence supports a calm culture. Behaviour in lessons is described as focused, with learning rarely disrupted, which matters in an all-through context where routines need to work for early years children and GCSE cohorts at the same time. Bullying is described as uncommon, and when it occurs, pupils report it and it is addressed promptly.

Leadership stability is an important part of that feel. Matt Perry is the headteacher, and Ofsted documentation identifies him in post in both November 2020 correspondence and the June 2023 inspection report. The school also sits within Impact Education Multi Academy Trust, which provides the governance structure for the academy and helps frame shared policies across the trust’s schools.

This section uses FindMySchool rankings and the supplied performance dataset for comparisons and metrics.

Primary outcomes (Key Stage 2)

In 2024, 75.33% of pupils met the expected standard in reading, writing, and mathematics combined. The England average is 62%, so this is a clearly above-average outcome on the headline combined measure. At the higher standard, 15.67% achieved the higher standard in reading, writing and mathematics, compared with an England average of 8%.

Scaled scores also read positively. Reading is 105, mathematics is 103, and grammar, punctuation and spelling is 103. The combined reading, GPS and maths total score is 311.

However, the FindMySchool ranking places the primary phase at 10,022nd in England and 25th in Halifax for primary outcomes. That position sits below England average overall, within the lower-performing 40% in England when interpreted through the percentile banding. The most useful way to read this is as a school where headline combined attainment can be strong, but where other components that influence the ranking, such as breadth measures and distribution across subjects, may pull the overall position down.

Parents comparing primary options locally can use the FindMySchool Local Hub page to view these primary outcomes side-by-side using the Comparison Tool.

GCSE outcomes (Key Stage 4)

At GCSE level, the school’s FindMySchool ranking is 2,802nd in England and 5th in Halifax for GCSE outcomes. The percentile banding places this in the lower-performing 40% of schools in England on the dataset’s ranking measure.

The core metrics point to why this can feel different from the primary picture. Progress 8 is -0.2, which indicates pupils make below-average progress from their starting points through to GCSE. Attainment 8 is 40.9, and the average EBacc APS is 3.5. The percentage achieving grades 5 or above in EBacc subjects is 10.6%.

Ofsted’s June 2023 report also includes an important contextual note: published progress measures for 2022 do not fully reflect the quality of education because leaders took a one-off decision to enter a GCSE option early, then used time freed up to provide extra teaching in English and mathematics. That is helpful context for parents reading headline data without nuance, but it also reinforces the practical priority for families now: consistent attendance, effective catch-up where needed, and a stable curriculum run into Year 11.

The curriculum intent is explicitly all-through. Curriculum leaders set out what pupils need to know at each phase, from Reception to Year 11, with “phase-readiness checks” used to assess whether pupils have the prerequisite knowledge to move into the next stage successfully. In practice, that should reduce the sense of academic restart at key transition points, especially Year 6 to Year 7 and Year 9 into GCSE courses.

Reading is treated as a priority area across the school. Leaders adopted a new phonics scheme, and the inspection evidence describes it becoming a strength quickly, with extra sessions during the day for pupils who need to catch up. A small number of pupils at the earliest stages of reading were identified as needing more precise support, a useful indicator that the school is monitoring not just participation in catch-up, but the match between intervention and need.

Subject-specialist teaching has also been introduced into the primary phase, and early years provision is described as having strong routines for learning and self-control, with a specific example of “chatter natter” sessions used to develop conversational skills and vocabulary. For parents, the implication is a school that pays attention to foundational language and classroom habits early, rather than waiting until gaps show up later.

Because the school runs through to Year 11 only, destinations are about transition to post-16 rather than sixth form outcomes within the same institution.

The school’s personal development work is positioned as a direct response to a common pattern: pupils can secure the grades to progress at 16, but then struggle to thrive because confidence and self-belief lag behind attainment. The report describes a strengthened personal development curriculum, with the Voice programme intended to build the confidence to share views and argue opinions persuasively. The practical benefit is not just public speaking, it is readiness for interviews, presentations, and group work that feature strongly in sixth form, college courses, and many apprenticeships.

It is also worth reading the Key Stage 4 picture alongside the inspection evidence on catch-up from pandemic disruption. Leaders are described as addressing gaps in learning, with an explicit acknowledgement that there was still work to do to ensure current pupils catch up fully. For families, the key implication is that post-16 readiness depends heavily on steady progress through Years 10 and 11, and on students taking advantage of additional sessions when gaps are identified.

Admissions work differently depending on entry point, and the all-through nature of the school is a material factor for Year 7.

Reception and primary entry

Reception places for September 2026 entry were managed through Calderdale’s coordinated admissions process. The council’s published window stated applications could be made from 18 November 2025, with a closing date of 15 January 2026. Offer day for primary is 16 April 2026.

Demand data in the supplied dataset indicates the Reception entry route is oversubscribed. There were 75 applications for 52 offers, which equates to 1.44 applications per place. The proportion of first preferences relative to offers is 1.0, which implies first-preference demand broadly matched the number of places offered.

Year 7 entry

For Year 7 entry, the school’s admissions information for the September 2026 intake gave a clear application window, opening on 23 June 2025 and closing on 31 October 2025, with offers aligned to the national offer day in early March 2026. The same page also indicates that pupils in the primary phase are guaranteed a Year 7 place, which materially reduces the number of places available to external applicants in practice.

The dataset indicates Year 7 entry is oversubscribed, with 319 applications for 195 offers, a subscription proportion of 1.64 applications per place. First preferences relative to offers are 1.21, which suggests stronger first-choice demand than places available.

Families considering a Year 7 application should use the FindMySchoolMap Search to understand local alternatives and travel times, especially because all-through schools can have different availability for external applicants year to year depending on how many primary pupils transfer internally.

Open events and typical timing

For the September 2026 intake, the school advertised a Year 6 open evening on 01 October 2025. While that date has passed, it provides a useful pattern: open events for Year 7 entry typically run in early October. Families should check the school’s admissions page for the next published dates.

The school presents wellbeing as a whole-school responsibility, supported by structured communication with families. The Health and Wellbeing section states the school has achieved the Wellbeing Award for Schools, and it outlines an ongoing “Wellbeing Wednesday” stream of guidance for students and families.

At a day-to-day level, the inspection evidence supports a stable climate: calm behaviour, low disruption, and systems that encourage pupils to report concerns. Safeguarding is described as effective, supported by regular multi-team meetings that bring together safeguarding, attendance, pastoral, and SEND roles so that the right support is coordinated rather than siloed.

For parents, the most practical implication is that wellbeing here is tied to routines and follow-through. Where children struggle, families should look for clarity on who leads support at their child’s phase and how attendance and pastoral systems interact, as these are the levers the school itself highlights as central to keeping pupils safe and successful.

The school’s wider offer connects closely to its “voice” identity. Oracy is not framed as a narrow debating niche, it is treated as a school-wide skill set, underlined by the Voice 21 partnership work described on the school’s website. For pupils, this can show up in storytelling, role play, performance, and structured talk across subjects, all of which build confidence over time.

At secondary age, the June 2023 inspection report explicitly references a wide range of clubs and societies, including a British Sign Language club. That is a concrete example of enrichment broad enough to appeal beyond the most academic students, while still building skills that translate well into wider qualifications and employment settings.

Entrepreneurial and civic-facing opportunities also appear in the school’s public-facing content. The homepage highlights participation in a Big Ideas competition, including a finalist experience linked to the Palace of Westminster. For students who respond well to project-based challenges, this kind of activity can be a strong motivator because it turns communication and planning skills into a tangible outcome.

As an all-through academy, day-to-day logistics differ by phase, including drop-off routines and site arrangements. The published term dates for 2025 to 2026 are available on the school website; however, start and finish times for the school day were not clearly published on the same page, and families should confirm phase-specific timings directly with the school.

Wraparound care details were not clearly published in the accessible term-date materials. Parents who need breakfast or after-school provision should check directly with the school before relying on availability, as capacity and eligibility can vary by phase and year.

• GCSE progress is below average. A Progress 8 score of -0.2 indicates students make below-average progress through to GCSE, even though inspection evidence describes effective catch-up work. Families should ask how gaps are identified, what intervention looks like in Years 10 and 11, and what attendance expectations underpin success.

• Year 7 entry can be constrained by internal transfer. Pupils in the primary phase are guaranteed Year 7 places, so external availability can be tighter than the headline planned admission number suggests. This matters most for families moving into the area or applying from non-feeder primaries.

• Language uptake is identified as an improvement area. The June 2023 inspection report notes that the proportion studying a language at Key Stage 4 is low, with changes introduced but impact not yet clear. Families for whom languages are a priority should ask how GCSE options are structured and how languages are promoted.

• Reception and Year 7 are both oversubscribed. The dataset indicates competition at both entry points, so families should treat deadlines and application accuracy as critical, particularly if circumstances are complex.

The Halifax Academy suits families who value an all-through structure and a school culture that explicitly builds confidence, communication, and personal development alongside qualifications. The strongest fit is for pupils and students who respond well to clear routines, structured talk, and a consistent approach from early years through to Year 11. Admission is the obstacle for many, and for those who secure a place, the key question becomes consistency through Key Stage 4, particularly for students who need targeted support to translate day-to-day learning into stronger GCSE progress.