Ralph Thoresby School Review 2026: A Community-Focused Comprehensive with Room to Grow

Named after Ralph Thoresby, the 17th-century antiquarian and first historian of Leeds, this comprehensive school opened in 1974 as part of the broader development of the Holt Park district. Set on a modern campus that replaced the original buildings in 2007, Ralph Thoresby now serves approximately 1,000 students aged 11 to 18 across its mixed secondary provision and sixth form partnership. The school occupies a purpose-built facility incorporating a community theatre with 228 seats, music studios, and drama spaces designed for both student learning and public performance. With a diverse student body reflecting the local community, and a foundation status that preserves local authority governance, Ralph Thoresby positions itself as an inclusive secondary where students of varying abilities and backgrounds are welcomed. The October 2023 Ofsted inspection confirmed the school's Good rating, affirming that teaching, pastoral care, and curriculum breadth remain consistent strengths.

Walking through Ralph Thoresby is to enter a school unafraid of embracing diversity. The school describes itself as proud of its inclusive nature, and this manifests visibly through its values displayed across the campus and reinforced in daily practice. Students come from varied cultural and linguistic backgrounds. Approximately 14% speak English as an additional language, and the proportion of students eligible for free school meals (32%) reflects a community where economic diversity is the norm rather than exception. This demographic context shapes the school's character profoundly.

Under the leadership of Headteacher Will Carr, the school has invested in student voice and pastoral innovation. A recently introduced coaching programme brings pupils together in small groups with trained coaches to discuss feelings, achievements, and personal safety. These sessions, sometimes themed around school-wide issues such as safeguarding during Bonfire Night celebrations, create time and space for reflection that many students value. The school has also appointed a well-being coach dedicated to staff wellbeing, signalling that leaders recognise the interconnection between staff morale and student experience.

Behaviour in lessons is notably strong. Students respond well to high expectations set by teaching staff, contributing to what the inspection described as a calm atmosphere where pupils are keen to learn. However, this excellence does not consistently extend beyond the classroom. Behaviour during social times remains an area flagged for improvement, and some parents and pupils have expressed concern about this inconsistency. The school acknowledges this and is actively working on initiatives to strengthen positive conduct outside lessons.

The school promotes leadership development through several structured pathways. The Allies Club, which develops students' leadership skills through involvement in equality and inclusion work, has seen pupils recently design and deliver an assembly on Black History Month to the entire school population. Anti-bullying ambassadors, specially trained and equipped with real authority to support peers, provide a different trusted adult for students navigating concerns or social difficulties.

GCSE Performance

GCSE outcomes at Ralph Thoresby sit below both England and local authority averages, reflecting a school population with significant prior attainment gaps. In 2024, 35% of pupils achieved grade 5 or above in English and Mathematics combined, compared to the England average of 46%. The school's Attainment 8 score of 40.7 likewise falls below the national benchmark of 45.9, placing pressure on academic performance across the cohort.

The school ranks 2761st in England for GCSE outcomes (FindMySchool ranking), placing it below the England average and positioning it within the lower 40% of secondary schools nationally. Locally, the school ranks 27th among Leeds secondaries. Progress 8, which measures pupils' progress from Key Stage 2 to GCSE against their prior attainment, records -0.5, indicating that pupils have made slightly less progress than similar-achieving pupils elsewhere in England. This is an important metric for parents to understand: it reflects that while the school provides a solid curriculum, the progress made by these particular students has trailed national expectations.

However, context matters. The 2023 cohort was adversely affected by pandemic disruption. For some pupils, absences contributed to significant gaps in knowledge. Current cohorts entering Year 11 are benefitting from a curriculum and teaching approaches specifically designed to help pupils retain key knowledge. This trajectory suggests that schools outcomes may improve in future years as these impacts recede.

A-Level Performance

At post-16, the picture is more encouraging. Students studying A-levels achieved a 44% pass rate at grades A*-B, with 6% achieving A* and 18% achieving A. The school ranks 1343rd in England for A-level results (FindMySchool ranking), placing it in the national-typical band (around the 50th percentile). In practical terms, this means sixth-form outcomes are in line with the middle range of schools in England. Students making the transition from GCSE to A-level show more consistent progress, suggesting that post-16 teaching is effective and that student engagement intensifies at this stage.

The curriculum at Ralph Thoresby is deliberately broad and carefully considered. The school has built learning sequences that enable pupils to build knowledge securely over time, supporting both those with additional learning needs and those ready for accelerated challenge. A growing emphasis on English Baccalaureate subjects (English, Mathematics, Sciences, Geography, History, and Languages) is being promoted actively, though take-up remains selective.

Teaching employs effective questioning in many subjects. Sixth-form students studying English Literature, for example, make insightful connections between current texts and previous learning, such as linking Shakespeare's Measure for Measure to love poetry studied earlier. However, this depth is not yet consistently replicated across all year groups and subjects. On occasion, teachers move forward with new content before checking that pupils have secured foundational understanding, creating gaps for some learners.

Reading is deliberately woven throughout the school. Pupils in early stages of literacy are swiftly identified and receive phonics teaching and literacy catch-up. All Year 9 students engage in structured reading for pleasure lessons where staff have carefully curated novels exploring themes such as climate change. During the daily coaching period, pupils read extracts and discuss ideas, building fluency and broadening understanding of the world simultaneously.

In 2024, leavers' destination data shows 34% of post-16 students progressed to university, 4% to further education, 6% into apprenticeships, and 26% into employment. The remaining portion pursued other pathways. While university progression sits below some schools' figures, it reflects the diverse intentions and aspirations of the cohort. The school provides tailored careers advice to post-16 students, helping them explore pathways aligned with their interests and abilities.

The sixth form operates in partnership with Lawnswood School, giving students access to facilities and courses across both campuses. A scholarship football programme, delivered in partnership with The Ultimate Football Coaching Academy (UFCA) at Boddington sports park, allows students to pursue A-levels alongside competitive football. Enrichment trips extend beyond traditional study; sixth-form students access study trips to Paris, Brussels, New York City, and London to deepen subject-specific knowledge and broaden horizons.

Drama: A Dynamic Creative Programme

The drama department has established itself as a significant creative hub. A purpose-built theatre within the school provides a genuine performance space for the annual school musical — a landmark event that involves substantial casting and involves students from multiple year groups both on stage and behind the scenes. Beyond the musical, students deliver showcase performances, one-act plays, and have the opportunity to visit external theatre venues and attend professional workshops. Student-led performances feature regularly, with recent Year 7 and 8 showcases created entirely by pupils around themes such as summer, giving younger students genuine agency in artistic creation. These productions cultivate confidence, discipline, and collaboration — transferable skills that extend far beyond drama.

Music: Performance and Community Engagement

Music at Ralph Thoresby is taught by two specialist practitioners who themselves perform in various contexts, bringing real-world experience into the classroom. Wider Modern World lessons in Year 9 expose all students to musical performance, composition, and listening, ensuring breadth rather than restricting music to those taking GCSE. Students pursuing music further receive intensive preparation in performance, composition, and aural skills.

The annual Christmas Concert has become a signature community event, drawing families into the school's 228-seat theatre. Young musicians have also performed beyond school bounds, bringing Christmas music to Leeds Bradford Airport — a public engagement that extends the school's presence into the wider city. The Music department offers instrument lessons to students wishing to develop further, building on the practical experience gained in lessons.

Sports: A Broad and Inclusive Offer

Physical Education and sport at Ralph Thoresby embraces both traditional and alternative activities. Students develop skills across striking and fielding games (cricket, rounders), invasion games (basketball, netball, rugby, football, hockey), gymnastics, and athletics. The curriculum extends to less conventional sports: handball, tchouckball, zumba, ultimate frisbee, trampolining, and Gaelic football all feature. This diversity ensures that more students find sporting activities that genuinely engage them.

All Year 9 students complete the Level 2 Sports Leaders UK course, developing five key competencies: communication, self-management, teamwork, self-belief, and problem-solving. Students put learning into practice by planning and delivering activity sessions, culminating in leading their own sports event. This accredited pathway creates real responsibility and develops leadership credentials.

The school also provides annual First Aid focus weeks where students learn CPR, defibrillator use, and other lifesaving skills. Competitive sports teams represent the school against local peers, managed through a structured extracurricular programme.

Clubs and Societies: Student Voice and Leadership Development

The breadth of student choice extends well beyond conventional subjects. The Allies Club develops leadership skills through work on inclusion and anti-discrimination. Politics Club engages students interested in civic participation and current affairs. Tabletop Cricket caters to those interested in games and strategic thinking. Crochet and Knitting bring together students seeking tactile creativity and craftsmanship. Anti-bullying ambassadors undergo formal training to support peers, gaining real authority and responsibility in safeguarding peer wellbeing.

The school's RTS Festival — an annual community-facing event held in July — features two live music stages, festival activities, community stalls, and competitions, bringing school and neighbourhood together. Mathematics benefits from significant investment in extra-curricular enrichment, including local and national competitions, industry partnerships, and an annual Paris visit. These structured opportunities ensure that engagement extends beyond the classroom into genuine practice and competition.

Facilities and Infrastructure

The 2007 rebuild created a modern facility incorporating the community theatre, music and drama studios, and general teaching spaces designed around contemporary learning. The school is adjacent to Holt Park Active Centre, providing additional sports facilities. The sixth form partnership with Lawnswood creates a multi-campus experience where post-16 students access state-of-the-art facilities across both locations. A partnership with The Ultimate Football Coaching Academy at Boddington sports park allows dual engagement in study and competitive football for interested students.

Specialist Provision

Ralph Thoresby operates COPE, a resourced provision for pupils with physical difficulties. Nine pupils currently access this provision, supported by specialist staff and adapted facilities. The school also works with a small number of pupils accessing alternative provision, maintaining oversight to ensure suitability and safety.

Ralph Thoresby operates as a non-selective community school, admitting all pupils who apply. In 2025, 522 preferences were submitted for 180 places at Year 7 entry, resulting in all applicants being admitted. This is significant: it means the school met all demand without being forced to operate strict distance criteria, indicating healthy but not frenzied demand.

For entry to the sixth form, students are invited to professional discussions during which aspirations and subject suitability are jointly explored. Entry typically follows GCSEs, though there is scope for students from other schools to join. Students access full facilities across both sixth-form campuses through the Lawnswood partnership.

The school meets the requirements of provider access legislation, ensuring all Year 8 to 13 students receive information about apprenticeships and technical qualifications alongside traditional academic pathways.

The coaching programme stands out as a deliberate pastoral innovation. Rather than relying solely on form tutors, the school has created dedicated coaching time where pupils meet regularly with a coach to reflect on feelings, achievement, and wellbeing. This structures mentoring and creates consistency that some pupils find vital.

Pupils know they have a trusted adult to turn to. The school's safeguarding arrangements are effective, with clear processes and genuine commitment to pupil safety. Bullying, while not eliminated, is addressed seriously, with the school taking swift action to resolve instances.

Staff wellbeing has also received explicit leadership attention through the appointment of a well-being coach. Staff describe feeling supported by leaders, and workload considerations shape timetabling and management decisions. This attention to staff welfare often translates into more attentive teaching and better relationships with students.

School hours run from 8:50 am to 3:20 pm across the main campus. The school day is structured around discrete lessons with dedicated coaching periods woven in. Students have access to a varied extra-curricular programme running after school and during directed time.

The nearest public transport is within walking distance. The school operates a partnership minibus timetable for sixth-form students, enabling travel between campuses easily. Sixth-form students can typically travel to Boddington sports park for football pathway participation.

Uniforms are required throughout Years 7-11, with sixth-form students moving to smart dress codes. A student handbook outlines expectations clearly.

Below-England-Average GCSE Performance: With 35% achieving grade 5+ in English and Maths (vs 46% nationally) and a Progress 8 score of -0.5, the school's secondary performance lags national benchmarks. If your child is academically aspirational and you prioritise the highest outcomes, you should scrutinise recent progress data carefully and discuss realistic expectations with the school during visits.

Behaviour Outside Lessons: Ofsted noted that behaviour in lessons is strong, but conduct during social times has been weaker and remains an area of concern for some families. If your child responds well to structure but may struggle with less-supervised settings, this is worth exploring directly with staff.

Inclusive Rather Than Selective: Ralph Thoresby is a true comprehensive without entrance tests or selection. Its peer group is diverse in attainment, cultural background, and social circumstance. This brings genuine breadth; it also means that accelerated academic provision may be limited. Families seeking a highly selective environment should look elsewhere.

Growth Trajectory: The 2023 GCSE cohort was particularly impacted by pandemic disruption. Current pupils are showing stronger progress under revised teaching approaches. Outcomes may improve in coming years, but this school is not yet delivering the strongest results in the Leeds area.

Ralph Thoresby is a good, inclusive school that serves its local community with genuine commitment. It provides a broad, well-considered curriculum, strong pastoral care, and a genuine push toward enrichment through drama, music, and sports. The school's character reflects its values: diverse, welcoming, and determined to help all pupils flourish within a supportive environment.

However, the school is honest about its challenges. GCSE outcomes are below national average, and social behaviour outside lessons requires continued focus. These are not fatal flaws, but they matter for families prioritising academic outcomes above all else.

Best suited to families in the local catchment seeking a truly comprehensive education where diversity is a genuine strength, pastoral care is visible and active, and students are encouraged to find themselves through creative and sporting as well as academic pathways. This school is particularly strong for students who thrive on choice, community engagement, and the space to develop leadership. It suits families comfortable with inclusive mixed-ability grouping and who value breadth of experience alongside academic rigour.