Leeds City Academy Review 2026: A Good Leeds Secondary with Strong Progress and a Clear Enrichment Offer

Leeds City Academy is an 11–16 academy serving Woodhouse and surrounding parts of Leeds, with a stated focus on “working in partnership” with families to support pupils’ aspirations. Leadership stability is a defining feature, Mr Richard Chattoe has been Principal since 25 March 2019, and the academy sits within White Rose Academies Trust.

The latest published Ofsted inspection (10 to 11 December 2024) concluded that the academy has taken effective action to maintain the standards identified at the previous inspection, and safeguarding arrangements were confirmed as effective.

In outcomes data, the school’s Progress 8 score is +0.42, indicating pupils make above average progress from their starting points, even though GCSE attainment sits below the broad England picture when viewed through relative ranking. Admissions demand is real rather than theoretical, with 369 applications for 209 Year 7 offers in the most recent admissions data provided.

A strong feature here is the way the academy positions belonging and inclusion as part of day to day expectations, rather than a bolt on. Formal reporting describes pupils as thriving within a happy and inclusive culture, and the school itself places emphasis on shared values and consistent routines. The result, for many families, is a school that can feel purposeful without being austere.

Pastoral structures and student leadership opportunities are also given visible weight. The school highlights leadership roles such as student council activity, and Ofsted’s most recent report also references leadership development and aspiration building experiences, including a trip linked to a global computing employer in London. That kind of enrichment tends to land well for pupils who benefit from seeing what learning can connect to beyond the classroom.

Context matters in understanding the academy’s approach. The school publishes its own intake context, including a high level of pupil mobility at key stage 4 and widely varying prior attainment profiles in the year group. For families new to the Leeds system or arriving mid phase, that transparency is useful, and it aligns with the school’s repeated focus on tailored support for pupils joining at different points.

Leeds City Academy is rated as a Good school, with the most recent inspection activity taking place in December 2024 and the previous graded inspection in May 2019.

For GCSE outcomes, the school ranks 2,975th in England and 30th in Leeds (FindMySchool ranking based on official data). This places results below England average, within the bottom 40% of schools in England on this measure.

The more encouraging indicator is pupil progress. A Progress 8 score of +0.42 points to above average progress across eight GCSE slots, which is often the measure parents find most meaningful when a school serves a varied intake and includes mid phase arrivals. Attainment 8 is recorded at 39.8 provided.

Families comparing local schools may find it helpful to use the FindMySchool Local Hub comparison tools to view these measures side by side, especially when balancing attainment, progress, and the practicalities of travel.

The curriculum is framed as ambitious and carefully sequenced, with published inspection evidence pointing to pupils building knowledge and skills over time, and recalling learning well. A consistent theme is the way the academy supports pupils with English as an additional language, including structured assessment on entry and tailored support designed to help pupils access the curriculum quickly.

Reading is treated as a whole school priority rather than a single department issue. The academy describes targeted identification and support for pupils who need earlier stage reading help, alongside texts chosen to broaden pupils’ understanding of difference and lived experience. That combination tends to suit pupils who need confidence rebuilding as well as those ready for stretch.

Personal development is also explicitly planned. Ofsted describes a “DNA” curriculum used to structure personal development learning, including relationships education, and the school links this to careers planning and readiness for working life. For parents, the practical implication is that the academy is signalling it wants to build habits and decision making, not only exam technique.

As an 11–16 school, the key transition point is post 16. The academy places considerable emphasis on careers education and aspiration raising, including encounters with employers and experiences designed to help pupils connect subjects to future pathways.

For many pupils, the likely next step will be a sixth form or further education college in Leeds, including vocational and technical routes as well as A level programmes. Families should expect this school to support that move through careers guidance and structured preparation, rather than offering an internal sixth form route.

Year 7 entry is coordinated through Leeds City Council rather than direct application to the academy. Based on the admissions data provided, Leeds City Academy is oversubscribed, with 369 applications for 209 offers, a subscription ratio of 1.77 applications per place.

For September 2026 entry to Year 7 in Leeds, the normal round timetable is clear:

• Applications open: 01 September 2025

• National closing date: 31 October 2025

• Leeds cut off date for on time applications: 28 November 2025

• Offer day: 02 March 2026

• Acceptance deadline: 20 March 2026

• Appeal deadline: 31 March 2026

The academy also describes in year admissions through the Leeds coordinated process, which matters for families moving into the area mid year.

Parents looking at distance based allocation across Leeds schools should use the FindMySchool Map Search to check approximate proximity and understand how local allocation patterns can shift year to year, even when headline demand looks stable.

School culture and wellbeing are treated as core operational priorities, with published evidence pointing to high expectations for behaviour and a consistent approach to managing it. Pupils joining mid year are explicitly mentioned as receiving bespoke support, which can be particularly important for families arriving after Year 7.

Safeguarding arrangements were confirmed as effective in the most recent inspection cycle. The main challenge area signposted externally is attendance, specifically persistent absence, which is identified as an improvement priority because it affects access to learning over time. For parents, the practical takeaway is to ask direct questions about attendance support and how the academy works with families when barriers build.

The academy’s extra curricular offer is branded as Peak Performance, and it is described as running at the end of the school day. The most useful point for families is that this is presented as a structured programme rather than occasional clubs, with the aim of participation and skill building, not only entertainment.

Specific examples published by the school include Lego Robotics, debate, and a mix of physical wellbeing options such as Zumba and yoga. There is also a clear creative strand. School of Rock is described as enabling pupils to learn instruments including drums, bass, and guitar, and Choir Club is promoted as a collaborative ensemble where pupils develop vocal technique and harmonies. For pupils who find confidence through performance or teamwork, that kind of structured creative option can be a strong fit.

The academy also shares subject linked enrichment activity, including Science Club sessions themed around robotics, with pupils building and racing small robots as part of collaborative tasks. English enrichment is described as extending into debates and poetry slams, which can suit pupils who engage best when literacy is linked to voice and performance, rather than only silent analysis.

Leeds City Academy operates a Leeds term pattern and publishes term dates for 2025 to 26. The academy building opens to students at 8:00am, and total taught time is published as 31 hours per week. For travel, the school publishes dedicated bus route information, including morning arrival around 8:10am on at least one route, and afternoon departure around 3:05pm.

Wraparound care is not typically a feature of 11–16 schools, so parents needing supervised early drop off or late collection should check directly what is available beyond the published opening time.

• GCSE attainment versus progress. Relative GCSE ranking places outcomes below the broad England picture, even though Progress 8 is positive. This combination can suit pupils who benefit from a school that adds value, but families focused mainly on high headline attainment should compare options carefully.

• Attendance as a known pressure point. Persistent absence is identified externally as an area still needing improvement. Parents should ask what thresholds trigger support and what interventions are used before absence becomes entrenched.

• No in house sixth form. Post 16 transition planning matters more here because every pupil moves on at 16. Families who strongly prefer a single school journey through Year 13 may prioritise all through or sixth form schools instead.

Leeds City Academy is best understood as a stable, values led Leeds secondary with a Good judgement, strong progress measures, and a clearly presented enrichment programme that includes robotics, debate, and structured music opportunities. It suits families who want an inclusive school with consistent expectations, plus clear support for pupils who arrive with varied starting points or join mid phase. The decision point is fit, families should weigh the positive progress story against below average GCSE ranking, and ask direct questions about attendance support and post 16 guidance.