Samuel Ward Academy Review 2026: Community secondary with a structured culture and a growing sixth form

This section uses the FindMySchool rankings and the performance metrics provided.

GCSE outcomes

On the FindMySchool GCSE measure, Samuel Ward Academy is ranked 2,708th in England and 1st locally in Haverhill (FindMySchool ranking based on official data). This reflects solid performance overall, in line with the middle 35% of schools in England (25th to 60th percentile).

The Attainment 8 score is 43.2. Progress 8 is -0.23, which indicates students make below-average progress from their starting points compared with similar pupils nationally. EBacc entry and outcomes look weaker: the average EBacc APS is 3.69 and 7% of pupils achieved grades 5 or above across the EBacc subjects.

What this means for families is that the school is not currently an outcomes outlier at GCSE. The academic story is more about a reliable baseline with pockets of stronger practice, supported by a curriculum that is intended to build knowledge in a logical sequence and a reading strategy aimed at students who struggle. In the inspection evidence, subject leaders identify what students should know and organise that knowledge so it builds over time, with targeted reading intervention for those who find reading difficult.

Sixth form outcomes

At A-level, the FindMySchool ranking places the sixth form 2,490th in England and 1st locally in Haverhill (FindMySchool ranking based on official data). This sits below the England average overall.

Grade distribution is modest: A* is recorded as 0%, A as 3.79%, B as 11.36%, and A* to B as 15.15%. The England benchmarks provided alongside the data are higher, with A* or A at 23.6% and A* to B at 47.2%.

The implication is straightforward. Students aiming for highly competitive university courses should treat sixth form choice as a high-stakes decision and probe closely on subject-specific outcomes, support, study culture and progression routes. The school’s published sixth form offer puts emphasis on building an individual programme and widening subject access, including A-levels, Level 3 alternatives, EPQ and Core Maths as additional studies, so academic fit matters as much as raw ambition.

The curriculum narrative in the official evidence is about sequencing and coherence. Curriculum leaders are described as having mapped knowledge carefully and set it out logically so students build learning effectively over time, with an “ambitious” curriculum through to sixth form, including academic and technical subjects.

For students who struggle, literacy is a stated priority. The school is described as having an effective process to identify pupils who find reading difficult, with reading interventions designed to help them catch up and access a vocabulary-rich curriculum. That is a meaningful detail for parents of students with weaker Key Stage 2 literacy, or for those whose confidence has been knocked.

SEND support is positioned as inclusive rather than segregated. The published SEND information describes environmental adaptations for physical disability, assistive technology where needed, and staffing that includes inclusion officers and a structured wellbeing base. The main developmental point in the inspection evidence is that a small number of teachers were not consistently using SEND information to adapt lessons, which affected outcomes for some students with SEND. For parents, the practical takeaway is to ask how subject teachers receive and use pupil information, and what “reasonable adjustments” look like in everyday classroom practice.

At sixth form, the school promotes a model where students can begin with four A-levels and then decide whether to reduce to three during Year 12, and also mix A-levels with alternative Level 3 qualifications where appropriate. That flexibility can suit students who are still calibrating their strengths, although it also makes guidance and monitoring essential.

The school does not publish a detailed destinations breakdown with named universities and numbers on the pages reviewed, so this section uses the provided destination data and Oxbridge data.

For the 2023/24 leavers cohort (cohort size 78), 36% progressed to university and 36% entered employment. A further 6% started apprenticeships and 1% progressed to further education. This points to a mixed set of pathways rather than a single dominant route, which is often a sign of a sixth form serving a broad local intake with varied goals.

Oxbridge is present but in small numbers. In the measurement period provided, there were 4 Cambridge applications, 1 offer and 1 acceptance, with no Oxford data recorded. For families, the right interpretation is not that Oxbridge is a core destination pipeline, but that highly academic pathways are possible for a small minority when the individual student profile is strong and the application support is used well.

For many families, the more relevant question is whether the sixth form supports both university and non-university routes equally well. The inspection evidence describes a planned careers programme with access to independent careers guidance, and it explicitly references progression to universities, apprenticeships and workplaces. The school also positions its post-16 offer within a wider trust umbrella, Unity Sixth, which includes shared curriculum elements and lectures, alongside 1:1 digital device access for sixth form students from September 2024.

Year 7 admissions are coordinated through Suffolk, not directly through the school. The academy’s published admission number for 2026/27 is 230, and the admissions policy emphasises the importance of meeting the statutory application deadline.

The Suffolk application cycle for September 2026 entry opens in mid-September 2025, with the national closing date on 31 October 2025. Offers are released on 2 March 2026. Suffolk also sets out that acceptance is assumed if no response is received by 16 March 2026.

Oversubscription rules matter because the policy defines a priority admission area linked to partner primary feeder schools. Families should read this carefully, especially those moving into the area, because feeder definitions can shape who is prioritised when year groups are full.

Sixth form admissions are handled separately via an online application process. For September 2026 entry, the school published an opening date of 1 October 2025 and a deadline of 9 January 2026. The sixth form also published an open evening in November 2025 and a taster day dated 24 June 2026, which is a useful marker for how the sixth form calendar typically runs.

For families using distance as part of their planning, FindMySchool’s Map Search is the most practical way to check your precise home-to-school distance and compare options across Haverhill and nearby villages, especially if you are considering more than one admission authority.

Pastoral support is a clear strength in the available evidence, mainly because it is described in practical, operational terms rather than general language. The Study is presented as a named support base that students can use when school feels difficult, with links to wellbeing and additional learning support. The staffing list also points to a structured team around student services, including inclusion officers and counsellors.

Safeguarding is described as effective in the most recent inspection evidence, with staff training, clear reporting processes and detailed record keeping. That matters for parents evaluating the basics: whether students feel safe, whether bullying is addressed quickly, and whether staff respond promptly.

Personal development is treated as curriculum, not an add-on. The inspection evidence highlights personal, social, health and economic education supported through assemblies, tutor time and personal development lessons, with coverage of topics such as diversity, citizenship and healthy relationships, extending into sixth form with practical life topics such as money management.

The extracurricular picture is best understood as two strands: enrichment for breadth, and programme design for older students.

For general enrichment, the inspection evidence names a school enrichment programme and gives examples that are unusually specific for an inspection report, including film club and a reading-themed activity called Book and Biscuits. These details suggest the school is trying to build low-barrier routes into participation, which can matter for students who do not naturally join clubs.

Sport is part of the mainstream offer rather than a niche add-on. The PE curriculum describes a broad menu across team sports and fitness, including football, netball, rugby, basketball, hockey, volleyball, badminton, tennis, cricket, athletics and health and fitness. On its own that does not tell you about competitive standards, but it does indicate that students should be able to find at least one physical activity that suits them.

At sixth form, enrichment is framed through a more academic lens. The school describes a Supra programme designed to go beyond specification content through stretch and challenge, personal development and structured support for post-18 choices. The sixth form subject offer includes EPQ and Core Maths as additional studies, which can be a strong fit for students who want to extend academic breadth or strengthen quantitative skills without taking a full A-level in maths.

Facilities are referenced mainly through sixth form investment. The school and trust communications describe investment in study and social areas, including a study centre and café style space, and the school confirms that sixth form students have been equipped with iPads for study in school and at home. For parents, the implication is that sixth form is not being treated as an afterthought, although the outcomes data suggests that provision quality and results are not yet aligned.

The school day is clearly published: gates open at 8.20am, teaching runs across five periods, and the day ends at 3.20pm.

Transport is shaped by Haverhill’s local and village geography. Suffolk’s school travel information lists dedicated school routes serving Samuel Ward Academy, including routes such as HL014, HL018, HL025 and HL351, which gives families in surrounding villages a realistic alternative to daily car travel.

This is a state-funded school, so there are no tuition fees. Families should still budget for the normal extras that can come with secondary school life, such as uniform, trips and optional activities. Where costs are involved, check the school’s published information before committing.

• Sixth form outcomes are currently weak on published grades. The latest A-level grade distribution sits well below England averages. Families should ask for subject-level outcomes and what targeted support is in place for students aiming for higher grades.

• SEND classroom adaptation is not yet consistently strong. The inspection evidence notes that a small number of teachers were not adapting lessons effectively for students with SEND, which affected achievement for some learners. This is worth probing for any child who relies on consistent adjustments.

• Year 7 admissions depend on meeting deadlines and understanding priorities. The admissions policy sets a published admission number of 230 for 2026/27 and defines a priority admission area linked to partner primary feeder schools. Families moving into the area should check how this applies to them.

Samuel Ward Academy looks like a school that has moved decisively towards consistent routines, clear expectations and an intentionally sequenced curriculum, with a pastoral model that includes a named support base and a wider inclusion team. GCSE performance sits around the middle of England schools on the FindMySchool measure, while sixth form outcomes are currently the main concern in published grades.

Who it suits: local families who want a structured, mainstream secondary with clear routines, visible pastoral safety nets, and a broad curriculum offer through to 18. For sixth form applicants with highly academic ambitions, the right approach is to scrutinise subject-level support and progression evidence before committing.