Laureate Academy Review 2026: Knowledge rich curriculum, growing sixth form, and a major rebuild underway

Laureate Academy is a mixed, state secondary and sixth form in Hemel Hempstead, part of the Future Academies trust. It opened in 2018 and has been building a clear identity around a knowledge rich curriculum, with an explicit commitment to libertas per cultum (freedom through education).

The latest Ofsted inspection, completed on 20 and 21 June 2023, judged the academy Good across all areas, including sixth form provision.

Two features shape the day to day offer. First, curriculum ambition shows up early, Latin is part of Key Stage 3, and structured routines like lesson “do now” tasks are designed to build retention. Second, the site is in transition, a new three storey teaching building and facilities hub is planned as phase one of a wider redevelopment, with the school stating an aim to complete that first phase by September 2026.

Leadership information is published clearly on the academy website, with Ruthie Jacobs listed as Principal and Bryan Young as Head of Academy.

The tone here is purposeful and structured, with an emphasis on calm routines and predictable expectations. External reporting describes pupils as safe and happy, with most students behaving well in lessons and around the school. It also highlights that pupils generally see adults as available and willing to listen, which matters in a large secondary setting where small issues can otherwise escalate.

The academy positions itself around a knowledge rich model, and the language used publicly is consistent, high expectations for behaviour and learning, direct teaching, and an emphasis on students acquiring a broad body of subject knowledge as a route to future opportunity. The motto reinforces that framing, and it is used not as decoration but as a statement of intent.

A notable contextual factor is change. The 2023 inspection report lists a different principal at that point in time, while current website information names Ruthie Jacobs as Principal, so parents should expect a school that has been evolving in both leadership and systems. Alongside that, the planned building programme suggests further operational change through 2026, potentially with temporary relocations, altered circulation routes, or phased access to specialist rooms as construction progresses.

At GCSE level, outcomes sit broadly in line with the middle of schools in England on the FindMySchool measures, rather than in the top tier. Ranked 2156th in England and 3rd in Hemel Hempstead for GCSE outcomes (FindMySchool ranking, based on official data), results place performance in line with the middle 35% of schools in England (25th to 60th percentile).

The underlying GCSE indicators show a mixed picture. Attainment 8 is 41.7 and Progress 8 is -0.22, which typically indicates that, on average, pupils make slightly below average progress from their starting points compared with similar pupils nationally. EBacc related outcomes show 20.1% achieving grades 5 or above in EBacc subjects, and the average EBacc APS is 3.96.

Post 16 outcomes are an area to scrutinise closely. Ranked 2377th in England and 6th in Hemel Hempstead for A level outcomes (FindMySchool ranking, based on official data), the sixth form sits below England average on the available grade distribution. In the most recent data, 1.72% of grades were A*, 3.45% were A, and 22.41% were A* to B combined.

For families choosing a secondary with sixth form, the practical implication is that the sixth form offer may be best suited to students who value the curriculum and enrichment structure, and who will make strong use of academic mentoring and study routines, rather than those primarily seeking a very high attaining A level cohort.

Teaching is built around a carefully sequenced curriculum model associated with Future Academies, with a strong emphasis on subject knowledge, explicit instruction, and retrieval based practice. The academy describes the approach directly, careful sequencing, direct instruction, independent practice, live feedback, and retrieval quizzing.

A clear example of curriculum ambition is the Key Stage 3 structure, which includes Latin alongside the usual core and foundation subjects. This can be a strong fit for students who enjoy language and structured thinking, and it also signals that the school is deliberately aiming to build cultural and academic capital early.

Day to day classroom routines matter in schools that are still developing consistency. The inspection report describes the “do now” starter activity as a common feature, typically revisiting prior learning so pupils remember it over time. That sort of routine is especially helpful for students who benefit from predictable lesson structures, and it can reduce low level disruption by getting students working quickly.

Where the report is more cautious is consistency of adaptation. It describes cases where some teachers do not adapt teaching precisely enough for all pupils, including for some pupils with SEND, and that can translate into uneven experience between subjects or classes. For parents, this is a useful prompt to ask how the academy monitors consistency across departments, what training has been prioritised since 2023, and how parents are updated if support strategies are not being applied reliably.

The strongest published evidence on destination preparation is about exposure and aspiration building rather than headline percentages. The inspection report notes university visits built into the programme, including a Cambridge University visit for all Year 7 pupils, plus visits for Year 12 students to Bath University and the Roman Baths. Sixth form students are also described as having access to university style seminars, cultural opportunities, and work experience activities.

On measured progression, the available leaver destinations data indicates that 64% of the 2023 to 2024 cohort progressed to university, with 14% entering employment, from a cohort size of 14.

For Oxbridge, the recorded figures indicate 2 applications, 1 offer, and 1 acceptance in the measurement period, with the Cambridge route represented in that data. Taken together, this suggests that Oxbridge progression is possible but will be for a small number of highly prepared students, rather than a dominant pathway. Families considering that route should ask specifically about subject mentoring, admissions test support, and extension opportunities, as the infrastructure matters more than the headline number when cohorts are small.

Year 7 admissions are coordinated through Hertfordshire County Council, with published key dates for September 2026 entry. The academy’s admissions page sets out a clear timeline, applications open 1 September 2025, the on time deadline is 31 October 2025, and offers are released on 2 March 2026. It also lists a late application cut off on 30 January 2026 for consideration for allocation day, plus a 2 December 2025 cut off for certain late application reasons and address changes to be considered on time.

Hertfordshire’s own school directory entry lists a Published Admission Number of 210. That provides a useful benchmark for scale, and it also signals that the Year 7 intake is substantial, which can suit students who want a large peer group and broad subject staffing, but may feel less personal for those who prefer smaller settings.

Demand data in the most recent dataset indicates 217 applications against 185 offers, suggesting mild oversubscription in that cycle. Because demand patterns can shift quickly in developing schools, families who are considering the academy should check the most recent admissions arrangements and ask how often criteria are oversubscribed at present.

For sixth form, the academy invites applications for 2026 entry via its online application route and points families to a prospectus for subject specific entry requirements, although the detailed entry thresholds are not clearly published in accessible form on the main site pages.

When evaluating options, parents may find it helpful to use FindMySchool’s Map Search to understand how location affects realistic options across Hemel Hempstead, especially where multiple schools draw from overlapping neighbourhoods.

Pastoral strength depends on access to adults, clarity of systems, and early intervention. External reporting describes pupils as having access to adults who will listen, and it also notes that bullying is seen as rare and addressed effectively when it occurs. That is a meaningful reassurance for families worried about transition into a large Year 7 cohort.

Pastoral structure is visible in the published staffing list, with heads of year across Key Stage 3 and Key Stage 4, and a dedicated SEND team including a SENDCO and deputy SENDCO. The same staff listing also identifies the Designated Safeguarding Lead role.

Ofsted reported that safeguarding arrangements are effective. Beyond safeguarding, the report highlights two wellbeing pressure points that families should discuss during visits. Attendance improvement is identified as an active focus, and a small minority of pupils are described as not attending as well as they should. Behaviour is described as generally orderly, but with some disruption caused by a small minority not following the behaviour policy consistently.

Extracurricular breadth is a genuine differentiator here, because the named activities are unusually specific for a relatively new academy. The inspection report highlights clubs including pickleball, robotics, chess and Pride club, alongside sports and performing arts options. These are not just generic add ons, they signal provision for different student identities and interests, from competitive sport through to STEM and inclusion focused groups.

Trips and structured enrichment appear to be part of the offer rather than occasional extras. The report describes enrichment days and a “broadening horizons” week focused on apprenticeships, financial education, and interview preparation. Sixth form students are also reported to visit the Houses of Parliament and the Supreme Court.

The academy calendar gives additional colour on what this looks like in practice, including a Verulamium Museum trip for Year 8, a geography sixth form residential, a theatre trip for Year 12, and a Wales residential for selected students. For parents, this is useful evidence that cultural and academic experiences are being used to widen horizons, not simply as rewards. It also points to likely additional costs for some activities, as is typical in state schools, so it is sensible to ask what is subsidised, what is optional, and how the school supports families where cost is a barrier.

The published school day starts with an 08:25 line up and ends at 15:05, with six lesson periods plus tutor time, break and lunch. For working families, this is broadly in line with many local secondaries, but it does mean after school supervision depends on clubs and planned enrichment rather than a primary style wraparound model.

Term dates are published clearly, including scheduled INSET days and a 12:00 noon finish on the final day of some terms. Because the site is in a build programme through 2026, families should also ask how entrances, drop off, and movement around the site are expected to work during each phase, particularly for new Year 7 students.

• Sixth form outcomes. The A level grade profile in the most recent data sits well below England averages, so students considering staying on should look closely at subject level support, teaching stability, and how the sixth form is resourced as cohorts grow.

• Consistency for SEND. Published evaluation highlights that SEND identification is strong, but teaching adaptation is not consistently applied by all staff, which can lead to uneven experience across subjects.

• Behaviour and attendance for a minority. The school is described as generally orderly, but a small minority can disrupt lessons and attendance remains a focus area, worth probing for parents of students who need highly consistent routines.

• Building programme through 2026. The planned new facilities are a significant positive, but construction can bring short term disruption, and parents should ask how learning spaces and specialist provision are protected during each phase.

Laureate Academy offers a clear curriculum philosophy, specific enrichment, and a strong stated focus on widening opportunity, all within a state funded model. Its Good inspection outcome and the detail in its enrichment programme provide reassurance about safety, structure, and breadth, while the academic results suggest a school that is still building sustained performance, particularly in sixth form. Best suited to families who want a structured, knowledge rich approach and who will engage actively with pastoral and academic support, especially through GCSE and post 16 decision points.