Sawtry Village Academy Review 2026: A house-led secondary with an extended day and a well-structured sixth form

A defining feature at Sawtry Village Academy is how deliberately the day is shaped beyond the final lesson. Core teaching runs through to 3.00pm, with an additional optional hour, known locally as Session 6, running to 4.00pm for clubs, enrichment, and targeted subject support. That structure matters for families because it affects transport, routines, and the sense that learning and wider development are treated as part of the same plan.

Leadership is stable, with Simon Parsons in post as Principal since February 2019. Governance and school improvement sit within Meridian Trust, which the academy joined in 2015, adding a wider framework for training, curriculum planning, and shared opportunities.

For parents weighing outcomes, the data points in this profile present a clear picture. At GCSE level, the academy sits in line with the middle 35% of schools in England (25th to 60th percentile) based on the FindMySchool GCSE ranking, while Progress 8 is strongly positive at +0.56, indicating students make well above average progress from their starting points. Sixth form outcomes also sit in the middle 35% nationally by the FindMySchool A-level ranking, with an A* to B rate of 43.2%.

A calm, purposeful tone comes through most strongly in the way pupils describe belonging, and in how the school frames its internal community. External review evidence describes pupils as proud of an inclusive culture, with difference and diversity accepted and celebrated, and a day-to-day feel that is orderly at social times as well as in lessons. That matters because it signals a school where routines are understood, behaviour is predictable for most students, and pastoral systems support learning rather than competing with it.

The house system is not treated as decoration. The academy positions houses as the main point of relationship between home and school, with tutors and senior tutors monitoring progress and providing support. In practice, this model tends to work best when families value a consistent adult relationship that lasts across year groups. It is also a helpful structure for students who respond well to clear identity and expectations, especially in the busy transition into Year 7.

A second strand of identity is the Meridian Trust context. The trust curriculum is referenced in official inspection evidence as a plan that staff helped develop, supported by trust-led training and implemented by knowledgeable colleagues. For parents, the practical implication is that subject sequencing and assessment routines are meant to be consistent, with less variation between classrooms than is sometimes seen in standalone schools. That consistency can be reassuring, particularly for students who prefer predictable approaches, or for families comparing options across a local area.

Sawtry Village Academy’s GCSE performance, measured through FindMySchool’s ranking, sits in line with the middle 35% of schools in England (25th to 60th percentile). It ranks 1,595th in England for GCSE outcomes (FindMySchool ranking), and 3rd within the Huntingdon local area grouping.

On core metrics, Attainment 8 is 49.4. Progress 8 is +0.56, a strong indicator that students, on average, are making well above average progress compared with other pupils nationally who started from similar prior attainment. The English Baccalaureate average point score is 4.35, and 16.3% of pupils achieved grades 5 or above across the EBacc measure.

At sixth form, the FindMySchool A-level ranking also sits in line with the middle 35% of providers in England (25th to 60th percentile). Ranked 1,379th in England and 3rd within the Huntingdon local area grouping for A-level outcomes (FindMySchool ranking), the results point to a sixth form that is broadly typical at national level, with a profile that will suit some learners very well, particularly those who benefit from structure and a clear programme. The A-level grade distribution shows 4.8% A*, 19.2% A, 19.2% B, and 43.2% at A* to B.

For parents comparing options, it is worth using FindMySchool’s Local Hub and Comparison Tool to line up these measures against nearby schools, as the local picture can vary significantly even when headline inspection outcomes look similar.

The strongest evidence on teaching and curriculum points to clarity and sequencing. The curriculum is described in formal review evidence as typically well planned and sequenced, implemented by knowledgeable staff, with assessment generally effective. The practical implication for students is fewer gaps between what is taught and what is assessed, and better odds that knowledge builds logically from unit to unit.

The review evidence also highlights a specific improvement area: in a small number of subjects, curriculum delivery does not always address gaps in learning well enough for pupils to remember what they have learned over time. That is a useful point for parents to probe at open events or meetings, particularly for students who rely on regular recap and explicit feedback to secure long-term retention.

Reading is positioned as a deliberate priority, including structured reading groups and intervention when pupils need additional help, alongside whole-school initiatives such as a summer holiday reading challenge. In a secondary setting, that focus tends to be most valuable for two groups: students who arrive with weaker literacy foundations and need systematic support, and high-attaining students who benefit from a culture where reading is normalised rather than seen as purely functional.

Sawtry Village Academy does not publish a single headline destination statistic for Russell Group progression on the sources reviewed, so the most useful quantified picture here comes from the latest available destination data in this profile.

For the 2023 to 2024 leavers cohort (cohort size 79), 39% progressed to university, 39% moved into employment, 5% started apprenticeships, and 1% entered further education.

For families considering the sixth form specifically, there is also a small but meaningful Oxbridge pipeline in the measured period: two applications are recorded, with one student securing a Cambridge place.

The implication is a sixth form that supports multiple pathways rather than a single narrow model. University progression is clearly present, but so is movement into employment and apprenticeships, which is often important for students seeking an applied route or who want to start earning sooner. For parents, the right question is less “Does everyone go to university?” and more “How well does the sixth form support my child’s intended pathway, and how early does guidance start?”

Year 7 entry (September intake)

Year 7 admissions are coordinated through Cambridgeshire County Council rather than handled directly by the academy. The academy’s own admissions page points families to the local authority route for September Year 7 entry, with in-year applications handled separately.

For September 2026 entry, Cambridgeshire’s published timeline states that applications made before 31 October 2025 are treated as on-time, with late applications (from 1 November 2025 onward) required to be received by 31 March 2026. Offer information for on-time applicants is accessible via the portal on 2 March 2026, and allocations are sent by post on 24 April 2026.

Demand for places is real rather than theoretical. In the most recent Year 7 admissions data in this profile, 255 applications resulted in 172 offers, with the route recorded as oversubscribed overall. There is no published “last distance offered” figure available in the data provided for this school, so families should avoid relying on distance assumptions and instead focus on the local authority’s oversubscription criteria and realistic preference planning.

One additional number to note is the academy’s published reference point that, if applications exceed 180, places are allocated using the academy’s oversubscription criteria, with pupils who have an Education, Health and Care Plan naming the school admitted.

A practical tip for families is to use FindMySchool’s Map Search to understand how far you are from the school gates, then combine that with Cambridgeshire’s published criteria and your child’s wider shortlist. Distance can matter, but without a verified last-offer distance figure for this school in the data provided, it should be treated as one factor rather than a definitive predictor.

Sixth form entry (Year 12)

Sixth form admissions are treated differently from Year 7. The school publishes a dedicated September 2026 admissions page for post-16 entry, including an application link and entry requirements. Requirements include minimum average point score thresholds by subject “band”, alongside GCSE English and maths expectations (grade 4 thresholds, with tighter requirements for some subject bands).

The school does not present a single fixed annual deadline on the accessible sources reviewed here, so external applicants should rely on the school’s post-16 admissions page and ask directly about timelines, especially if you are applying from outside the current Year 11 cohort.

Pastoral strength is reflected in two areas. First, the description of pupils feeling safe and able to speak to an adult if worried suggests approachable staff culture, which is often the real-world test of any wellbeing strategy. Second, the personal development programme is described as broad, covering mental and physical health as well as online safety, with sixth formers understanding how to report concerns such as sexual harassment.

Special educational needs support is described as effective in formal review evidence, with needs assessed carefully and communicated to staff, and classroom support planned appropriately where required. The implication for families is that support is integrated into mainstream teaching rather than being entirely separate, which tends to work better for students who want to feel included while still receiving targeted help.

Behaviour, in the available evidence, is mostly positive. Most pupils behave well and work hard in lessons, and social times are described as sensible and polite, creating a calm feel across the day. For parents, the useful follow-up question is where the “small minority” of behaviour challenges are concentrated, and what escalation looks like if a child begins to struggle, as that detail can vary between schools with otherwise similar headline outcomes.

The academy’s extended-day model is central here. Session 6 runs from 3.00pm to 4.00pm for students who stay for activities, subject support, or enrichment, and the school describes it as a structured way to extend learning and encourage students to try something new. The implication is straightforward: students who engage with Session 6 are likely to gain more from the school than those who leave at 3.00pm every day, but it requires routine stability and transport planning.

Three named elements help this feel distinctive rather than generic.

PLEDGES and “44 Things Before You’re 14”

The school highlights PLEDGES as a recognition framework for participation and personal development, including the “44 things to do before you are 14” challenge. This kind of structured participation matters because it turns enrichment from “optional extras” into a trackable programme, which can motivate students who like goals and milestones.

Trips with a published roadmap

The school describes a wide range of trips and visits, including a “trips roadmap” intended to show pupils what opportunities are planned as they move through the school. The 2023 to 2024 picture given on the school’s own information is high volume: 839 students participating in 52 off-site activities, including residential visits, international trips such as Berlin and Paris, and subject-linked experiences such as A-level trips to CERN and Washington. For parents, this signals that enrichment is not limited to a small group, and that students can build cultural capital and subject interest through real-world contexts.

Sporting facilities and participation

The Meridian Trust notes investment in facilities including a recent sports pitch, and the school also references a 3G pitch used for sixth form enrichment activities such as football. The implication is that sport is supported as both a participation route and a community-builder, particularly when it is integrated into the enrichment timetable rather than purely after-hours.

School day and timing. The school day includes tutor time from 8.30am and taught sessions through to 3.00pm, with Session 6 running to 4.00pm for students staying for activities or support.

Transport. Travel guidance for new Year 7 students highlights bus routines, including staff on bus duty to help students catch the correct bus, and it emphasises sensible planning for missed buses. It also notes practicalities for walking and cycling, and advises against drop-off or pick-up within marked areas on Fen Lane due to traffic flow.

Wraparound care. As a secondary school, the academy does not present breakfast club and after-school childcare in the same way a primary would. Instead, the extended day is framed through Session 6 and enrichment. Where families need supervised provision beyond 4.00pm, details are not clearly published in the sources reviewed, so it is sensible to ask directly about availability and whether any provision operates on-site via community partners.

• Extended day expectations. Session 6 runs to 4.00pm and is positioned as an expected part of school life for many students. This can be a major positive, but it does require transport planning and can be tiring for some students, particularly those with long bus journeys.

• Variation between subjects. Curriculum planning is described as strong overall, but in a small number of subjects delivery is not yet consistently addressing gaps in learning for long-term recall. Families with a child who needs regular recap and highly structured feedback should ask how this is being tackled in the subjects that are still improving.

• EBacc outcomes may not suit every learner’s profile. The proportion achieving grades 5 or above on the EBacc measure in the available data is 16.3%, which may reflect entry patterns, cohort profile, or subject mix. For some students, a broader or more vocationally aligned curriculum route may be the best fit, and it is worth discussing options early.

• Competitive Year 7 entry without distance clarity. The academy is oversubscribed in the available admissions data, but a verified “last distance offered” figure is not publicly available provided here. That makes realistic preference planning more important than relying on informal distance assumptions.

Sawtry Village Academy suits families who want a structured secondary with a clear routine, a house-led pastoral model, and a timetable that treats enrichment as part of the core week rather than an add-on. Students who respond well to consistent expectations, and who will engage with Session 6, are likely to gain the most from what the school is set up to offer. The main question for parents is practical rather than philosophical: whether transport and home routines can support regular participation in the extended day, and whether the curriculum and qualification mix matches your child’s strengths and next-step plans.

The latest Ofsted inspection, carried out in September 2023, confirmed the academy continues to be rated Good, and safeguarding arrangements were found to be effective.