Sirius Academy West Review 2026: A Modern State Academy Delivering Accessible Education

From the moment the £48.5 million building opened its doors in September 2011, Sirius Academy West established itself as one of Hull's most ambitious educational ventures. The facility itself tells a story of transformation: a state-of-the-art learning environment where six international-standard sports courts sit alongside spectacular Performing Arts studios, where science laboratories inspire investigation through cutting-edge Deep Learning Zones, and where technology suites feature 3D printing and laser cutting equipment. Led since 2020 by Head Teacher Mrs Gemma Ransom, this non-selective mixed academy serves approximately 1,460 pupils across ages 11-18, drawing from west Hull's diverse community. The school is part of the Constellation Trust, a multi-academy trust operating across the region. Ofsted rated the school Good in May 2022, confirming that students experience quality teaching and access to genuine opportunity. This is an inclusive institution built on the principle that every young person, regardless of background or starting point, deserves exposure to excellent facilities and thoughtful pedagogy.

Sirius Academy West operates from a position of genuine ambition for all. The school's philosophy centres on what staff term the "RESPECT" values: respect for yourself, each other, the environment, the community, education, and the future. This framework runs through daily practice rather than simply appearing on walls. The learning environment reflects contemporary thinking about how young people learn best; the scale of investment in performing arts and sports facilities signals that the school views creative and physical development as central to education, not peripheral.

The school serves a community with considerable diversity. Approximately 39% of pupils qualify for free school meals, and 12% have English as an additional language. The pupil cohort is notably multi-ethnic, reflecting Hull's demographics. The school approaches this diversity as an asset rather than a challenge, with equality and diversity explicitly featured in governance and curriculum planning. Staff describe students as responsive and engaged, with a notable commitment to the Personal Development Pathway, a system where pupils complete individual pledges to develop cultural capital and soft skills throughout their time at the school.

The Ofsted inspection noted that teachers have strong subject knowledge and deliver effective assessments. Leaders have raised expectations through a more challenging curriculum, and the sixth form provision receives dedicated praise, with inspectors noting effective professional development for post-16 teachers. However, the same inspection flagged that behaviour, whilst improving, requires continued work; inspectors noted that too many pupils do not consistently meet behavioural expectations. This is an honest picture: a school making genuine progress but not claiming perfection.

The physical environment matters here. Sirius Academy West in Anlaby Park, Hull has a clear sense of identity shaped by its setting and community. The six-court sports hall, designed to international standards, hosts everything from PE lessons to competitive fixtures. The 3G all-weather pitch enables sport to continue through the seasons. The Performing Arts studios, described by the school as spectacular, provide genuine space for drama and dance to flourish. These are not merely facilities; they represent a commitment to broadening experience beyond the traditional classroom.

GCSE Performance

At GCSE, Sirius Academy West's results sit below the England average, reflecting both the challenges of its catchment and the comprehensiveness of its intake. In 2024, the school achieved an Attainment 8 score of 42.1, compared to the England average of 45.9. Only 30% of pupils achieved Grade 5 or above in both English and mathematics GCSEs, compared to 46% in England.

The school ranks 2,806th in England for GCSE outcomes (FindMySchool ranking), placing it in the 61st percentile and categorising performance as below the England average. Locally, however, the picture is stronger; the school ranks 11th among Hull's secondary schools. This distinction matters: for families within Hull's context, Sirius Academy West performs solidly, even if in England the figures appear challenged.

Progress 8 measures how much progress pupils make from Key Stage 2 to GCSE compared to similar starting points across England. Sirius Academy West's Progress 8 score of -0.66 indicates that pupils make below-average progress. This negative score is meaningful; it suggests that whilst pupils enter with certain attainment levels, they don't make the progress expected. This warrants serious consideration by prospective families, as it indicates the school may not be closing any existing gaps effectively over the compulsory years.

Engagement with the English Baccalaureate, which includes sciences, languages, humanities, and English/mathematics, remains low at just 7% uptake, well below the 41% England average. This reflects a broader pattern where fewer than one in fifteen pupils choose the more academically demanding pathway of combined sciences, history or geography, and a modern language. It suggests that language learning, in particular, is not embedded as a school priority despite being offered.

A-Level and Sixth Form Performance

The sixth form presents a notably different picture. The College @ Sirius, as it's branded, has undergone significant expansion and transformation in recent years. At A-level, 58% of grades achieved A*-B, above the England average of 47%. The breakdown shows 7% A*, 25% A, and 26% B grades. These figures indicate that students who progress to the sixth form demonstrate sustained academic engagement.

The school ranks 768th in England for A-level performance (FindMySchool ranking), placing it in the 29th percentile. This positions A-level performance in the national typical band, solid achievement in line with the middle 35% of schools in England. Locally, it achieves an impressive rank of 2nd among Hull's sixth form providers.

This dual picture, below-average GCSE progress but above-average A-level achievement, suggests several possibilities: strong teaching at post-16 level, selectivity in who progresses to sixth form (though entry requirements are not reported as restrictive), or genuine student maturation and commitment at age 16+. The school's own narrative describes the sixth form as having transformed from a primarily vocational provision into "an academic powerhouse," with particular emphasis on bespoke support and small class sizes.

University destinations from the sixth form show promise. The school reports students securing places at Cambridge and Oxford (1 Cambridge acceptance in the most recent data), with other leavers progressing to Russell Group universities including Durham, Bristol, and Edinburgh. At least six students have secured places at Oxbridge in recent cohorts. For the 2023-24 cohort, 38% of leavers progressed to university, 37% entered employment, and 8% secured apprenticeships. These figures position the sixth form as a genuine pathway to higher education for those who engage with it.

The breadth of curriculum at Sirius Academy West reflects deliberate choice to maintain access to subjects often abandoned in under-resourced schools. At Key Stage 3, a three-year programme allows students to continue studying technology and the arts, subjects that frequently contract in time-pressured secondary schools. The curriculum explicitly builds on Key Stage 2 foundations, with assessment occurring at three points across each academic year using classroom evidence and test performance, moving away from traditional grades toward age-related expectations (mirroring primary school practice).

Drama receives dedicated studio space and time across all years. Students explore theatre practitioners like Antonin Artaud and Bertolt Brecht, develop technical theatre skills, and engage with contemporary issues through practical work. The curriculum explicitly develops what the department calls the "5Cs": Confidence, Creativity, Critical Reflection, Collaboration, and Communication. These aren't generic aspirations; they're woven through lesson design.

Music provision similarly reflects resource investment. All pupils engage with keyboard skills, ukulele, and listening skills in lower years. BTEC music is available at Key Stage 4 and post-16, and the school operates both performing ensembles and recording facilities. The existence of a dedicated sound and recording room represents significant institutional commitment.

Science benefits from what the school describes as "outstanding facilities with state of the art laboratories with a Deep Learning Zone." The investment in laboratory space and specialist equipment signals serious intent toward experimental learning.

The Personal Development Pathway operates alongside formal curriculum, asking students to complete pledges reflecting their wider learning and cultural capital development. This explicit focus on soft skills and cultural capital attempts to address what the school recognises: that examination results alone don't prepare young people for adult life or competitive university applications.

Ofsted praised teachers' subject knowledge and effective assessment practices. However, inspectors also noted inconsistencies in delivery and assessment of English and mathematics, suggesting these two critical subjects require continued refinement.

Sports and Physical Development

The quality of sports facilities has made Sirius Academy West a notable hub within Hull. The six-court sports hall, designed to international standards, supports volleyball, badminton, basketball, and handball. The 3G all-weather pitch enables football and rugby throughout the year. A dedicated fitness gym supports strength and conditioning. This infrastructure enables a robust sports programme spanning competitive teams and recreational participation.

Pupils access opportunities in football, rugby, netball, volleyball, badminton, basketball, handball, athletics, and swimming. The school fields representative teams, with mixed-age competitions creating pathways from recreational to competitive sport. Fixtures are competitive; the facilities enable hosting regional and even national-standard events.

The Combined Cadet Force provides an alternative pathway for military-minded students, offering development in leadership, discipline, and service through structured activities. This typically includes fieldcraft, drill, and community engagement elements.

Performing Arts: Drama and Music

The Performing Arts studios are central to student experience. Drama lessons across Key Stages 3 and 4 move beyond simple performance toward understanding theatrical conventions, exploring social issues through practical work, and developing technical theatre skills. The studio space enables ambitious productions; past work has explored themes of racism, homophobia, and sexism through scripted and devised theatre.

Music tuition extends beyond classroom sessions. Keyboards, ukuleles, and ensemble work introduce diverse musical skills. The recording studio and sound room enable students to explore music production. BTEC First in Music and BTEC Tech Award in Performing Arts provide vocational qualifications, broadening pathways beyond traditional A-levels.

STEM Provision

Robotics features prominently in the school's enrichment menu, appearing in Ofsted references and student reflection. The technology suite, featuring 3D printing and laser cutting capabilities alongside more traditional food and design technology, enables project-based learning. The Deep Learning Zone within science labs signals focus on conceptual understanding, not just practicum.

Additional Enrichment

The school offers an expansive clubs menu rotating termly. While not all clubs are specifically named in accessible documentation, the enrichment timetable typically includes sports clubs, academic extension groups, arts-focused societies, and community service opportunities. The school explicitly notes that clubs change each term to maximise variety and engagement.

School trips feature prominently, with evidence of subject-specific visits (science fieldwork, historical site visits) and reward experiences (indicated trips to London and Paris for sixth form). The school also partners with community organisations, enabling student volunteers to contribute beyond campus.

The Personal Development Pathway sits alongside formal enrichment, asking every student to complete individual pledges recognising achievement in cultural activities, sporting engagement, community service, and academic stretch. This system attempts to broaden how the school values achievement beyond traditional examination metrics.

Pastoral support structures centre on form tutors and year teams, with consistent staffing ensuring continuity. The school explicitly prioritises mental health support, with references to dedicated wellbeing provision and trained staff capacity. A school counsellor visits weekly to support pupils experiencing emotional difficulty.

For pupils with special educational needs, the school employs "pupil pen portraits", individualised profiles documenting strengths, needs, and effective strategies. Inspectors observed this practice positively. However, the same inspection noted that some parents of SEND pupils feel further support could be provided, suggesting the school's SEN capacity, whilst present, may not fully meet all needs.

The school operates a free breakfast scheme (Magic Breakfast) alongside optional paid breakfast, addressing food insecurity. School dinners are managed through the PlusPay system, enabling flexible access and reducing barriers to meal participation.

Student voice structures provide genuine opportunities for representation. Each tutor group elects a representative; Year Captains are voted by their cohort; and a Student Leadership Group, selected from Year 11 through interview and presentation, meets regularly with senior staff. This systematic approach to student voice signals institutional commitment to pupil agency.

Sirius Academy West is a non-selective secondary academy, meaning it accepts pupils across the full ability range without entrance testing. For Year 7 entry, applications are processed through Hull's coordinated admissions system. The school is consistently oversubscribed; in 2024, approximately 489 applications competed for 273 places (subscription rate of 1.79:1), meaning fewer than 60% of applicants secured places.

For families seeking entry, distance from the school gates is the determining factor after looked-after children and siblings. The school does not publish a formal catchment boundary. Entry to the sixth form (College @ Sirius) requires GCSE results meeting minimum thresholds, though precise entry requirements aren't published online. The sixth form explicitly markets itself as offering pathways distinct from the main school, with smaller class sizes, targeted support, and an ethos emphasising preparation for adult life and independence.

Transition from primary school receives substantial attention. The school runs subject-themed events, sports talent camps, primary school visits, and summer school sessions to familiarise incoming pupils with the building, staff, and expectations. An Early Starters programme targets identified pupils at risk of difficult transition, providing additional support.

The school operates Monday to Thursday 7:30am to 4:30pm, with Friday closing at 4pm. A free breakfast programme (Magic Breakfast) operates daily, alongside optional paid breakfast. School dinners use the PlusPay system for payment. These facilities reflect the demographics the school serves; free and low-cost food access directly addresses pupil need.

The school sits on Anlaby Park Road in west Hull, accessible via local bus routes. Parking is available for visitors, and the school participates in Modeshift STARS, a scheme encouraging active travel to school. The site is relatively new (2011 building), meaning facilities are modern and well-maintained.

No boarding provision exists. The school is a day institution, with a wraparound care model through breakfast and post-school clubs supporting working families.

Below-average GCSE Progress: The Progress 8 score of -0.66 indicates pupils make less progress than expected from Key Stage 2 to GCSE compared to similar-starting peers in England. This is a material concern for families selecting secondary schools. Prospective parents should investigate whether specific initiatives address this gap in their child's core subject areas. Conversely, strong A-level outcomes suggest post-16 momentum, implying the school may be more effective with older pupils.

Behaviour Development Needed: The Ofsted inspection noted that whilst behaviour is improving, too many pupils do not consistently meet expectations. This reflects real challenge, not exceptional difficulty, but parents should be prepared that behaviour management will be a focus throughout secondary years.

Limited Languages Engagement: The very low take-up of languages (affecting EBacc) suggests the school, despite offering Spanish and French, hasn't embedded language learning as a priority. For families valuing linguistic breadth, this represents a limitation.

Sixth Form Entry Selectivity: Whilst not explicitly selective at Year 7, progression to the sixth form is conditional on GCSE results. The emphasis on A-level distinction means the College @ Sirius genuinely functions as a filtered environment, suited to pupils performing well at GCSE, potentially creating different school experience for those progressing versus those leaving at 16.

Facilities Excellence vs. Academic Plateau: The disparity between extraordinary physical resources (£48.5 million building) and below-average academic progress warrants reflection. Excellent facilities do not, by themselves, raise achievement; pedagogy and teacher quality drive outcomes. The school appears to be in transition, improving teaching quality and curriculum ambition, but families should recognise that facilities alone don't guarantee academic growth.

Sirius Academy West functions as a comprehensive state academy serving Hull's most diverse communities. Its core commitment, providing excellent facilities, broad curriculum, and inclusive access, is genuine. The school is not an examination machine; it's an institution attempting to educate the whole student, developing cultural capital, soft skills, and resilience alongside academic learning.

For families seeking a non-selective secondary with genuine breadth, strong sports and performing arts, investment in modern facilities, commitment to students with diverse needs, and a real sixth form offer that delivers university progression, Sirius Academy West warrants serious consideration. The school's greatest strength is its honesty about what it attempts to do and realistic acknowledgement of where it remains challenged.

However, families prioritising GCSE outcomes and rapid academic progress should look carefully at the Progress 8 data. The school's challenge is not admissions selectivity but deepening the quality of teaching and learning to close the gap between resources and results.

The sixth form offers particular value; students progressing with solid GCSEs will encounter smaller classes, supportive staff, and genuine preparation for higher education. Oxford and Cambridge acceptances are rarer but not absent. For post-16 ambition within Hull, this represents a genuinely credible pathway.

Best suited to families within west Hull seeking accessible secondary education that values the whole child; families in surrounding areas willing to consider a non-selective comprehensive; and sixth form students with demonstrated GCSE achievement ready for ambitious post-16 study.