Co-op Academy Leeds Review 2026: Ambitious, highly diverse secondary with a clear behaviour focus

A busy, multicultural secondary in Harehills, this academy’s identity is shaped by two linked priorities: building a calm, orderly environment and making the curriculum work well for a wide range of starting points. The academy is part of the Co-op Academies Trust, with trust values and “Ways of Being” positioned as a common language for routines, relationships, and expectations.

Leadership is established. Natalie Jones is the Headteacher, and her recorded appointment date is 27 September 2021. External evaluation aligns with the academy’s stated direction. The latest Ofsted inspection (29 and 30 November 2022) judged the academy Good in every graded area.

For families, the key practical headline is that this is a state school with no tuition fees. The main decision points are fit and travel, plus the reality that GCSE outcomes sit below England average on the FindMySchool ranking.

The academy’s published messaging puts student progress and wellbeing at the centre, with a strong emphasis on safety, clear standards, and respectful conduct. This reads as a school that wants consistency, both in lessons and around the site, and that tends to be explicit about routines rather than leaving them to chance.

Diversity is not treated as a footnote. The Principal’s welcome references over 70 languages spoken, and the wider school narrative focuses on inclusion and belonging as practical priorities, not slogans. Formal evaluation reinforces this picture, describing pupils’ pride in being part of a diverse community and a calmer atmosphere around school following behaviour improvements.

The tone is purposeful rather than performative. There is evidence of structured classroom practice, including consistent use of modelling routines described as “I do, we do, you do”, plus a deliberate approach to retrieval at the start of lessons to strengthen recall. For families, the implication is straightforward: children who respond well to clear structure and predictable expectations are likely to settle more quickly, particularly if they have found inconsistent standards challenging elsewhere.

At GCSE level, the academy’s latest FindMySchool ranking places it 3,419th in England and 32nd in Leeds for GCSE outcomes (FindMySchool ranking based on official data). This indicates performance below England average, placing it within the lower 40% of secondary schools in England on this measure.

The attainment indicators suggest a school close to national norms for progress, but not currently translating that into higher overall grades. The Progress 8 score is -0.03, which is close to the national midpoint, while Attainment 8 is 33. GCSE EBacc average point score is 3.16, and 11.5% of pupils achieved grade 5 or above in the EBacc measure.

The practical interpretation for parents is that outcomes are not a headline strength at present, but progress is not collapsing either. If your child’s priority is a higher-attaining peer group and consistently strong GCSE grades, this is the area to interrogate carefully in conversation with the academy. If your priority is a school rebuilding culture, routines, and curriculum coherence, the picture is more encouraging.

Parents comparing options locally should use the FindMySchool Local Hub and Comparison Tool to benchmark GCSE outcomes against other Leeds secondaries with a similar intake.

Curriculum development is presented as a central leadership focus. Formal evaluation describes a broad curriculum at Key Stage 3 and Key Stage 4, with subject plans built to sequence learning so new topics connect to prior knowledge. The report also highlights that teachers consistently model tasks and use routine recall activities at the start of lessons, which tends to help pupils build confidence and gives staff a clearer view of gaps.

Reading has a particularly high priority, with staff trained in the phonics programme used in school to support pupils who are still developing early reading skills, including those learning English as an additional language. The academy also describes comprehensive multilingual support, which matters in a setting where language acquisition can be the main barrier to accessing the wider curriculum.

One useful caution, again drawn from formal evaluation, is that pupils are not always given enough opportunities to show how ideas connect across a subject, which can weaken long-term retention. For families, this is a question to ask at open events: how does each department check cumulative understanding, not only short-term recall?

Although the statutory age range runs to 18, the latest graded inspection states that the academy has a sixth form but there were no pupils in that provision at the time of inspection. In practice, families should assume the standard pathway is GCSEs to 16, followed by progression into local sixth forms, colleges, or apprenticeships, with careers guidance and post-16 planning taking on extra importance given the likely transition away from site.

The inspection evidence also notes compliance with the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about technical education and apprenticeships. The implication is that the academy should be able to explain pathways beyond A-level, not only university routes.

Year 7 admissions are coordinated through Leeds local authority using the Common Preference Form route, rather than applying directly as the main pathway. The published PAN is 180 pupils for Year 7.

Key timing is clearly stated in the academy’s Admissions Policy 2026 to 2027. Applications open from 1 September, with the national deadline of 31 October; offers are made on 1 March each year, with 2026 offers released on 3 March 2026 because 1 March falls on a Saturday.

Oversubscription follows Leeds criteria, with priority including children with an Education, Health and Care Plan naming the academy, then siblings, then catchment, then other applicants. Because last-distance-offered data is not available here, families who are borderline on catchment should rely on the published catchment documentation and confirm how distance is measured for tie-breaks in the local authority coordinated scheme.

The strongest welfare signal is the safeguarding detail in the latest graded inspection. Safeguarding arrangements are described as effective, with meticulous record keeping and swift action, plus a large safeguarding team and close working with external agencies.

There is also evidence of deliberate, proactive work on attendance, including a high level of family engagement through home visits, with leaders clear that attendance still needs to improve. For parents, this indicates two things: first, that attendance is taken seriously as a barrier to learning; second, that this is likely to be a school where pastoral and inclusion teams play a large role day to day, particularly for pupils who need structured support to attend consistently or regulate behaviour.

The enrichment offer is practical and timetable-led, with both sport and study support built into weekly routines. The published enrichment programme includes Personal Study and Homework in the library on weekdays, plus a rotating menu of activities such as netball, football, basketball, badminton, drama, dance, and personal fitness sessions in the fitness suite. Facility clues here are useful: a sports hall, fitness suite, 3G pitch, and MUGA are all referenced within the enrichment timetable, suggesting a PE offer that is not dependent on off-site hire.

Music is unusually specific for a mainstream secondary. The academy describes enrichment including samba club, steel pan lessons, VoCAL crew (choir), a live lounge style band rehearsal opportunity, DJ club, and music technology using Pro Tools on Macs. That combination points to a department that is trying to meet students where they are, with performance, instrumental learning, and production routes running in parallel.

The implication for families is that extracurricular life is not only about competitive sport. There are clear creative pathways for students who want a structured, adult-led club rather than open-ended “join in” sessions, with music production and performance options that can suit very different personalities.

The academy day is published in detail. Breakfast Club runs 07:50 to 08:15, with students on site from 08:15 and tutor time beginning 08:25; lessons run through to Period 6 ending at 15:05. After-school enrichment timings are also published, with sessions typically running 15:05 to 16:05 Tuesday to Friday, and 16:00 to 17:00 on Monday.

The academy publishes term dates for both 2025 to 2026 and 2026 to 2027, which helps working families plan around school closures. For travel planning, most families will want to map the home-to-school commute and have a realistic plan for winter and peak-time congestion; FindMySchoolMap Search can help with distance checks, but you should still validate the exact admissions tie-break rules used by the local authority.

• GCSE outcomes are currently below England average on this measure. The FindMySchool GCSE ranking places the academy in the lower 40% of secondary schools in England for GCSE outcomes. Families prioritising top grades should probe what has changed since the last cohort and what support is in place for Year 10 and Year 11.

• Attendance remains an improvement focus. Leaders have put significant effort into attendance work, including high-volume home visits, which indicates both need and intent. This can be positive for families wanting strong pastoral follow-up, but it also signals the context the school is operating in.

• Behaviour systems may require time to bed in for some children. The academy is explicit about clear standards and routines; that often works well for many pupils, but children who struggle with self-regulation may need sustained support, which the school itself identifies as an ongoing area for development.

• Post-16 progression is likely off-site. The latest graded inspection notes no pupils in the sixth form provision at that time, so most families should plan for a 16-plus transition to another provider.

This is a school with a clear, structured approach to behaviour, curriculum sequencing, and inclusion in a genuinely multilingual community. Safeguarding practice is described as effective, and there is evidence of serious investment in reading support and routine-led teaching.

The limitation is outcomes. GCSE performance sits below England average on the FindMySchool measure, so families need to weigh cultural improvement and pastoral structure against academic results. This academy suits students who benefit from predictable routines, explicit expectations, and strong language or reading support, and families who value a diverse community setting in Leeds.