The King Alfred School an Academy Review 2026: Community-focused Somerset secondary with a growing sixth form

A large, mixed secondary with sixth form, this academy serves families across Highbridge and nearby communities, with a culture that aims to feel orderly and supportive rather than chaotic. The school converted to academy status in October 2018 and sits within The Priory Learning Trust, a context that matters because leadership, curriculum design, and staff development are increasingly shaped at trust level.

Headteacher Dan Milford was appointed as permanent Principal in October 2021, following a competitive process, and took up the role with immediate effect. The most recent full inspection judged the school Good across every headline area including sixth form provision, with safeguarding confirmed as effective.

A clear theme in official reporting is that relationships are a strength. Pupils are described as feeling safe, with positive staff relationships and behaviour systems that reduce low-level disruption and create consistent routines. For families, the practical implication is day-to-day predictability: fewer lessons derailed by chatter, clearer expectations between classrooms, and a stronger chance that quieter pupils can get on with learning without needing to compete for attention.

Inclusion also has visible signals. The Pride club is highlighted as an important part of school life, and pupils are described as celebrating difference. This matters not only for pupils who identify as LGBT+, but also for families who want a school where respect is actively taught rather than simply assumed. Alongside this sits a more traditional student leadership thread, with a prefect system used to develop responsibility and confidence.

The school’s longer-term identity is evolving. A newsletter reference to the school’s history notes it opened in 1950, and the reintroduction of a house system is framed as reconnecting with that past. For pupils, houses can be more than branding: when done well they create smaller communities inside a big school, with pastoral staff able to track attendance, behaviour, and belonging with greater nuance.

Academic performance sits below the middle of the pack in England on the measures available here, and it is important to read the detail rather than relying on a single label. Ranked 3,275th in England and 1st in Highbridge for GCSE outcomes (FindMySchool ranking based on official data), the school falls into a below-England-average band overall. The ranking context is useful because “1st locally” can still mean significant work to do against wider benchmarks.

The underlying GCSE indicators align with that picture. An Attainment 8 score of 38.7 suggests that, across a pupil’s best subjects, average achievement is modest rather than high. Progress 8 is -0.53, which indicates pupils, on average, make less progress than pupils nationally with similar starting points. For parents, the implication is that pupils who arrive with secure Key Stage 2 foundations may still do fine, but those with gaps need timely intervention and strong home-school coordination to prevent drift.

The EBacc story is particularly challenging. Only 5.1% of pupils achieved grade 5 or above across the full EBacc measure, and the average EBacc point score is 3.29. In plain terms, this suggests that relatively few pupils both entered and secured strong passes in the EBacc suite. Families with ambitions that depend on a strong languages pathway should ask clear questions about language take-up, staffing stability, and how options are guided at Key Stage 4, because decisions here shape what remains possible at post-16.

At A-level, outcomes also sit below typical England benchmarks. 23.16% of grades were A* to B, compared with an England average of 47.2%. A* and A rates are 1.13% and 7.91% respectively, again lower than many sixth forms. Ranked 2,333rd in England and 1st in Highbridge for A-level outcomes (FindMySchool ranking based on official data), the sixth form’s performance currently looks more “local option with a supportive offer” than “high-attaining academic engine”.

None of this negates the value of a school that gets behaviour right, takes safeguarding seriously, and builds a coherent curriculum. It does mean families should be realistic: strong systems and a calm culture are necessary foundations, but the published figures suggest outcomes still need to catch up with the school’s ambition.

Curriculum thinking appears deliberate. The inspection evidence describes an ambitious, knowledge-rich curriculum planned in “learning cycles”, with leaders paying attention to sequencing so that pupils build expertise over time. For pupils, good sequencing matters because it reduces the feeling of random topic changes and increases the chance that earlier learning is revisited before it is forgotten.

Classroom practice is described as strongest where teachers use recall quizzes and well-judged questioning to check what pupils remember, then address misconceptions promptly. That approach is especially important in schools where prior attainment varies widely, because it lets teachers identify gaps early rather than discovering them at mock exams.

There are also clear improvement priorities. In some subjects, the core knowledge pupils need is not broken down in enough detail, which can lead to uneven understanding across classes or year groups. For parents, the implication is that experience may vary by department: some subjects may feel tightly structured, others less so. It is worth asking, at open events, how subject leaders ensure consistency, particularly in GCSE option subjects.

Reading support is another area flagged for development at the time of inspection. Leaders had introduced a phonics programme for pupils at early stages of reading, but staff training was not yet secure, limiting impact. This is relevant for families of pupils with weaker literacy on entry: ask what current screening, small-group provision, and staff training look like now, and how progress is tracked across Year 7 and Year 8.

For post-16 destinations, the most reliable numbers here come from official leaver destination data. In the 2023/24 cohort, 53% progressed to university, 4% to further education, 4% to apprenticeships, and 30% to employment. These figures suggest a sixth form that supports multiple pathways, with a substantial proportion moving directly into work as well as continuing study.

The school’s own published narrative reinforces that breadth. It points to leavers moving on to a range of universities including Queen’s Belfast, Edinburgh, York, Manchester, Oxford, Cambridge, and London universities, and it gives examples of higher or degree apprenticeship routes with organisations such as British Telecom, the Ministry of Defence, Marks and Spencer, Bakkavor, and Bishop Fleming. The practical takeaway is that careers guidance matters here, and it appears to be a deliberate strand. The inspection evidence supports this, describing a detailed careers programme mapped across year groups, with work experience highlighted for Year 10 and sixth form.

Oxbridge outcomes in the measurement period are modest. Six applications were recorded, with no offers and no acceptances. In context, that is not unusual for many comprehensive schools, but it does signal that families seeking a highly developed Oxbridge pipeline would need to look carefully at academic stretch, super-curricular support, and subject availability. Where the school may add more value is in helping capable students secure strong non-Oxbridge outcomes through well-structured UCAS support, plus credible vocational and employment pathways.

For Year 7 entry, the critical point is timing and the local authority process. Somerset’s coordinated admissions for September 2026 open on 15 September 2025, with the national closing date of 31 October 2025. Offers are released on 2 March 2026. Families should treat these dates as non-negotiable, and should also note the local authority deadline for submitting exceptional circumstances and supplementary information, which sits on 5 December 2025.

Open events sit in the same window and can meaningfully influence decision-making. The school ran an Open Evening on 18 September 2025 with scheduled talks from the headteacher, a useful indicator that open evenings typically fall in September. For September 2026 entry, expect a similar pattern, but rely on the school’s calendar for the confirmed date because formats and timings can change year to year.

In-year admissions work differently. The school states that families seeking a place in Years 7 to 11 should request an application pack via its student services route. For parents moving into the area mid-year, the implication is that availability will depend on year group capacity and timetable fit, not simply address.

Families comparing multiple Somerset options should use FindMySchool’s Map Search to assess travel practicality and to understand how distance, transport routes, and daily journey time may affect punctuality and wellbeing, especially for younger Year 7 pupils.

The clearest external signal in this area is safeguarding. The inspection confirms safeguarding arrangements are effective, with staff training, safer recruitment, and strong work with external agencies and community links. For families, that translates into two concrete benefits: first, a higher chance that early concerns are noticed and escalated; second, more coordinated support when issues span school, home, and external services.

Wellbeing also appears embedded in the personal development offer. Leaders are described as prioritising mental health support, and pupils have routes to raise worries, including an online platform for reporting incidents. This matters for pupils who may struggle to speak up in person, and for parents who want reassurance that concerns can be surfaced discreetly.

There is, however, a notable caveat: attendance is identified as a stubborn issue. In practice, attendance is both a wellbeing and outcomes issue. Families considering the school should ask how attendance is monitored, what early intervention looks like for persistent absence, and how the school works with families where medical, anxiety, or transport challenges sit behind non-attendance.

The enrichment picture is more specific than many schools manage to publish, and that specificity is helpful for parents. The Jill Dando News Centre is highlighted as a route for pupils to develop journalism skills, and the school runs structured opportunities such as debating for sixth form students. These are not generic clubs; they signal particular strengths around oracy, writing, and confidence, which can be valuable for pupils whose academic profile improves when communication skills are actively developed.

The school also runs a clear after-school model, with Period 6 used for enrichment. The school day finishes at 15:10, and Period 6 runs 15:15 to 16:15. This structure matters for working families and for transport planning, because it sets a predictable window for clubs and intervention.

Sport looks like a major participation pillar. Club nights listed for early 2026 include hockey, girls football, KS3 rugby, KS3 fitness, and KS4 to KS5 fitness, plus a Year 9 Rosslyn Park 7s rugby strand. Beyond clubs, PE curriculum detail lists a broad range including rugby, netball, cricket, badminton, gymnastics, dance, athletics, fitness, and volleyball. The implication is that pupils with energy and sporting interest can find multiple entry points, not only the “first team” route.

The Duke of Edinburgh’s Award is a long-established offer here. The school states it has run DofE since 1996, offers Bronze, Silver, and Gold, and names a coordinator (Mr R Swaine). It also publishes expedition training and dates for 2025/26, which is a sign of organisational maturity rather than last-minute planning. For students, DofE can be a strong confidence-builder and a credible CV signal for sixth form and early employment.

The published school day runs 08:45 to 15:10, with reception opening hours also stated for weekdays. Period 6 for extra-curricular runs 15:15 to 16:15. There is no published wraparound care model in the sense primary families may expect, but the structured Period 6 schedule provides a consistent after-school option on days when activities run.

Transport applications are handled through Somerset Council’s school transport process, rather than through the school. For families outside walking distance, the practical advice is to check eligibility and route details early, because transport arrangements can materially change the daily experience and the likelihood of sustained punctuality.

• Outcomes currently lag behind ambition. GCSE and A-level indicators sit below typical England benchmarks on the measures available here, including Progress 8 (-0.53) and A-level A* to B rates (23.16%). This will not suit every learner profile, especially those seeking a high-attaining academic peer group as the default.

• Attendance has been a persistent challenge. Attendance is described as a stubborn issue, even within a calm and well-structured culture. Families should be confident the school’s attendance systems match their child’s needs and circumstances.

• Department-to-department consistency may vary. The improvement focus on specifying core knowledge in more detail suggests some subjects are stronger than others in curriculum precision. Ask how this is monitored and improved.

• Some parents want sharper communication. A minority of parents reported that school-home communication could improve. For families where timely updates are essential, it is sensible to ask how communication works in practice.

This is a sizeable community secondary with sixth form that appears to get many of the foundations right, calm routines, positive relationships, and a broad enrichment offer that includes distinctive options such as the Jill Dando News Centre and a well-established DofE programme. The latest inspection judgement is Good across the board, including sixth form, and safeguarding is confirmed as effective.

The main trade-off is outcomes. The published performance indicators suggest results are still catching up with the strength of the school’s culture and curriculum intent. Best suited to families who value a structured environment, inclusive ethos, and broad pathways after 16, and who are prepared to engage closely with learning if their child needs academic acceleration.