Kingswood Academy Review 2026: High-expectations Hull secondary with an extended day

Pace and structure sit at the centre of Kingswood Academy’s offer. The day begins early, punctuality is treated as non-negotiable, and older year groups often have an extended timetable. That framework is paired with a strong focus on personal development, including a competition-led house system and a formal enrichment programme that is free for students.

The latest inspection (10 to 11 December 2024) judged the Quality of education as Good, with Behaviour and attitudes, Personal development, and Leadership and management all Outstanding.

As a state school, there are no tuition fees. Families typically weigh this option on fit and logistics, plus the reality that post-16 progression requires a move to a sixth form or college.

Expectations are stated plainly and reinforced through routines. The school’s transition guidance makes punctuality a headline issue, with a clear threshold time for being on site before lessons begin. This approach will suit students who respond well to consistent boundaries and who prefer knowing exactly where they stand.

Personal development is organised rather than ad hoc. The house system is explicitly competitive and designed to build teamwork, with four named houses: Johnson, Wilberforce, Sullivan and Reckitt. It is not just a badge system, it is a structure that runs through events and points, and it gives many students a “team” identity that sits alongside year group.

Alongside this is a wider strand of global and cultural education. The school frames this through Schools of the World and the Student Experience Passport, a checklist-style approach that nudges students towards cultural, heritage, enterprise and wellbeing activities beyond the timetable. For families who worry that secondary school becomes only about exams, this is a concrete counterbalance, because it turns “wider experience” into specific actions students can complete.

Leadership is clear. The headteacher is Richard Westoby.

An exact appointment date is not consistently published on official pages; where the start date matters to a family, it is worth verifying directly with the academy.

On outcomes, the data points to performance that is comfortably above England average overall, with some important nuance by measure.

FindMySchool ranking context

Ranked 1,095th in England and 3rd in Hull for GCSE outcomes (FindMySchool ranking based on official data). This places the school above England average, within the top 25% of secondary schools in England (25th percentile band threshold).

The underlying GCSE performance indicators support that picture:

• Attainment 8: 52.6

• Progress 8: +0.24, indicating students make above-average progress from their starting points

• EBacc average point score: 4.73

• Percentage achieving grade 5 or above in the EBacc: 25.3%

For parents, Progress 8 is often the most informative of these because it is designed to reflect improvement, not just raw attainment. A positive score suggests that the school adds value relative to similar starting points. In practical terms, this tends to show up as consistent teaching routines, well-sequenced curriculum planning, and targeted intervention for students who fall behind.

The EBacc data gives a second layer. An EBacc point score of 4.73 indicates solid outcomes across the suite, but the grade 5+ EBacc figure suggests that not every student is finishing that pathway at the higher pass threshold. Families should read that as a prompt to ask how the school balances ambition with appropriate pathways for different learners, particularly for students who find languages or humanities more challenging.

Teaching is presented as deliberately structured, with curriculum pages that emphasise knowledge, practice, and techniques to help students retain and apply what they learn. In science, for example, the department describes regular baseline checks using mini whiteboards to gauge starting points, then adjust challenge and support within lessons.

Mathematics includes enrichment links beyond classroom content, including involvement with UKMT and the Advanced Maths Support Programme, plus in-house activities that connect to competition and recall.

One distinctive element is the Horizons provision, an internal enhanced support base aimed at students who persistently disengage from the mainstream offer. Importantly, the stated intent is reintegration without narrowing the curriculum, so the programme mirrors mainstream study to keep transition back realistic. For families considering a school’s capacity to hold boundaries while still supporting behaviour and engagement needs, this is a practical feature to explore in detail.

Because the school ends at 16, all students need a post-16 plan that involves moving on. The careers guidance sets out common routes clearly: A-level study with typical entry expectations, vocational pathways at different levels, and apprenticeships, including the reality that many apprenticeship opportunities emerge late in the Year 11 cycle.

The school also gives families a sense of what this looks like in practice, with examples of leavers talking about moving on to Wyke for A-level study.

The key implication is logistical as well as academic: parents should consider travel time and pastoral continuity at 16, and students should expect a fresh start in a new institution rather than an internal sixth form transition.

Admissions for Year 7 are coordinated by Hull City Council, even for academies. For the 2026 to 2027 admissions cycle, the published window for applications runs from Monday 1 September 2025 to midnight on Friday 31 October 2025, with national offer day shown as Monday 2 March 2026 in the council’s guide.

The important practical point is that you cannot apply directly to the school through a separate route for standard Year 7 entry. Families should treat the council timeline as fixed and plan backwards, particularly if they expect to move address, need to submit supporting evidence, or want to rank multiple preferences carefully.

For open events, the academy advertises school-day tours, sometimes framed as “Golden Ticket Tours”, with guidance that visitors can attend during the day. As dates and formats can change, families should still check the current arrangements before travelling.

FindMySchool tip: if distance becomes a deciding factor for Hull schools in a given year, use the FindMySchoolMap Search to measure your home-to-gate distance accurately before relying on a preference strategy.

Pastoral support here is closely tied to behaviour, routines, and belonging. The house system, wellbeing weeks, and the Student Experience Passport are all designed to give students a structured sense of participation rather than leaving engagement to chance.

The Horizons provision is also relevant to wellbeing, not just behaviour, because it is framed as a targeted programme with the explicit goal of reintegration and post-16 success. For families whose child has a history of disengagement, the right question is not simply “does the school support”, but “what does support look like on a normal Tuesday”. Horizons provides a starting point for that conversation.

The most recent inspection also confirms the strength of behaviour, personal development, and leadership, which underpins the day-to-day pastoral climate.

Extracurricular life is built into the school’s design, and it is unusually explicit about named strands. Enrichment is positioned as free and open to all, with lunchtime and after-school options.

STEM

The STEM enrichment list is unusually specific. Examples include Science Squad, Hornsby Model Club, Maths Kahoot, Young Enterprise, a dedicated STEM competitions club, plus hobby-led groups such as Warhammer Club and Lego Club.

There is also evidence of outward-facing participation, such as a Science Challenge Day involving mixed-school teams, with challenges ranging from robot programming to engineering build tasks. The implication is that STEM is not confined to worksheets, it includes collaborative problem-solving under time pressure, which tends to suit students who learn best by doing.

Music and performance

The Music Academy is another standout, with the school stating that it has over 200 students participating each week through enrichment, peripatetic lessons and performances, delivered with specialist teachers via the Hull Music Service.

For families with musical children, the key benefit is scale: high participation usually means a broader peer group for ensembles and more frequent performance opportunities.

Wider experience

Beyond clubs, the Student Experience Passport formalises cultural, heritage, enterprise and wellbeing experiences. It is effectively a menu of “things to try” that encourages students to build a personal portfolio over time, rather than treating trips and wider learning as occasional add-ons.

Start time expectations are clear. The transition guidance states that the movement-to-lessons cue begins at 08.25, and students are expected to be in the building before that time.

End-of-day timings vary by year group. The attendance guidance states that Years 7 to 9 end at 3pm, while Year 10 may be required to stay until 4pm, and Year 11 may be required to stay until 5pm, reflecting extended periods for older students.

Wraparound care is not a standard feature at secondary level; enrichment and extended study time appear to be the main “after hours” offer, and families should confirm any supervised arrangements directly if this is a childcare need.

• No sixth form. All students move on at 16, so the post-16 plan matters early. Families should factor in travel, entry requirements, and whether their child will thrive with a fresh institutional start.

• Extended day for older year groups. Year 10 and Year 11 can have significantly later finishes than Years 7 to 9, which can affect transport, part-time commitments, and fatigue.

• Strict punctuality culture. The published expectations around being on site before 08.25 signal a high-accountability approach. This suits many students, but those who struggle with mornings may need active family routines to avoid daily friction.

• Support is structured, but it is still school. Horizons is designed for reintegration without narrowing curriculum. Families should ask how placement decisions are made, what success looks like, and how long a student typically stays on the programme.

Kingswood Academy is built around clear routines, strong personal development structures, and a timetable that becomes more demanding as students reach GCSE years. Results sit above England average overall, and the latest inspection profile is particularly strong in behaviour, personal development, and leadership.

Who it suits: students who respond well to structure, value clear expectations, and want enrichment that is organised rather than occasional. The practical trade-off is that every student must move on at 16, so families should treat post-16 planning as part of the initial shortlisting. For those considering this option, the Saved Schools feature can help keep notes on admissions steps, travel plans, and post-16 routes alongside other Hull alternatives.