Roundhay School Review 2026: From Vision to Excellence, Outstanding All-Through Excellence

When Johanna Gerardina Blok and Georgina Bent Shute founded what would become Roundhay School in 1903, they began with just four girls on North Park Avenue. Today, more than 120 years later, the school spans 22 acres across two campuses serving over 2,500 pupils from age four to eighteen. With an Outstanding Ofsted inspection in November 2023 across all measured areas, Roundhay has established itself as one of Leeds' most successful comprehensive schools. Executive Headteacher Matthew Partington leads an institution that the inspection team found to be characterised by exceptional staff commitment, high pupil achievement, and genuine respect woven through everyday interactions. The school's values, Responsible, Resilient, Ready to Learn, shape pupil culture meaningfully, evident in action rather than rhetoric. Remarkably, 97% of pupils participate in at least one club each week, a figure that speaks to deliberate design. This is a school that combines rigorous academic standards with genuine community feeling, rare in a large institution.

The physical inheritance of Roundhay's long history shapes the space. The Mansion, acquired in 1921 and still recognisable, anchors the secondary campus at Gledhow Lane. But what defines Roundhay is not Victorian architecture; it is how staff and pupils behave within it. During the November 2023 inspection, pupils demonstrated exceptional levels of respect for one another. The school's stated aspiration, "Recognisably Roundhay", is something pupils actively live, not a slogan. Students can articulate what the values mean to them in their own words and demonstrate this consistently through their actions. Staff know pupils individually. This matters in a school of 2,500: when pupils speak, they report being listened to; when barriers emerge, the school responds.

The atmosphere reflects genuine diversity. With 24% of pupils speaking English as an additional language and representation across multiple faiths and cultures, the personal development programme has been specifically designed to help pupils understand and celebrate difference. Pupil groups have created videos explaining why certain words are offensive when discussing faith, sexuality, or culture, evidence of active, student-led reflection rather than passive tolerance.

Behaviour expectations are clearly communicated through the "Kindness Charter". Systems for reward and consequence are simple and consistently applied. Most pupils behave exceptionally well. Those who struggle with high expectations receive targeted support. The absence of constant behaviour crises, unusual in a school of this size, reflects consistent leadership and genuine relationships.

Primary Performance

At Key Stage Two, Roundhay demonstrates strong outcomes. In 2024, 93% of pupils met expected standards in reading, writing and mathematics combined, well above the England average of 61%. Reading scaled score of 109 and mathematics at 107 both exceed the national baseline of 100. The school ranks 2,571st in England for primary outcomes (FindMySchool ranking), placing it in the top 25% and 34th in Leeds, solid, above-average achievement for a comprehensive intake.

The focus on reading is deliberate. All children are expertly taught phonics from Reception. By the end of Year 2, almost all are reading fluently and accurately. This focus continues through the primary phase, with pupils reading a range of interesting texts and developing confidence with increasingly complex material.

GCSE Performance

Secondary performance is markedly stronger. The Attainment 8 score of 56.3 exceeds the England average of 45.9, with Progress 8 at +0.72, indicating pupils make well above-average progress from their starting points. The school ranks 736th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 25% of schools and 3rd in Leeds, a significant achievement for a non-selective comprehensive. The proportion achieving grades 5 and above in English Baccalaureate stands at 36%, above England average, reflecting breadth across humanities and languages.

A-Level Performance

Sixth form results sit at 52% achieving A*-B. The school ranks 926th (FindMySchool ranking), placing it in the middle range in England (25th-60th percentile). Five students secured Oxbridge places in the measurement period, Oxford 4, Cambridge 1, out of 24 applications. Beyond Oxbridge, a significant proportion of leavers progress to Russell Group universities including Durham, Bristol, Edinburgh, and Imperial College. In the 2023-24 cohort, 56% of leavers progressed to university, 6% to apprenticeships, and 18% to employment.

Teachers have shared understanding of high-quality teaching approaches grounded in the school's carefully designed curriculum from Reception through Year 13. Expectations for pupil knowledge and capability at each stage are explicitly mapped and exceptionally high. Subject leaders have ensured that in English, mathematics, history, science, and modern foreign languages, the curriculum is particularly effective in providing for pupils' needs and interests.

Pupils of all ages can talk confidently about what they have learned and produce high-quality work independently. In the early years, adults expertly establish foundations and routines. By secondary phase, teaching builds on this secure base. Extensive staff development ensures teachers know how to extract maximum value from each text pupils read, whether in literature lessons or across the curriculum. In sixth form, students read contemporary issues, academic journals, and scholarly papers, developing independence and critical thinking.

The school has a "whatever it takes" approach to support. Pupils with special educational needs and/or disabilities receive careful assessment of individual learning barriers. Adults in the resourced provision for specific learning difficulties, including dyslexia, have expert understanding of needs. Strategies are taught so pupils can manage their own learning, building agency, not dependence.

University Destinations

The sixth form is the key exit point for progression. Inspectors noted that a large percentage of pupils progress to higher education, including Russell Group universities. The published figures suggest 56% of 2023-24 leavers went to university, with others choosing apprenticeships, further education, or employment. Beyond Oxbridge (5 students), leavers have secured places at Imperial College, Durham, Edinburgh, Bristol, and other selective institutions, evidence that the school provides genuine preparation for competitive university entry.

For those not pursuing university, the school offers alternative pathways. The work experience programme and careers guidance are comprehensive. Students are "given confidence to be the best they can be," according to sixth-form literature, through both academic rigour and personal development.

GCSE and Primary Transitions

Pupils in the secondary phase transition to sixth form through on-site progression. Year 6 pupils from the primary campus move to secondary; successful Y11 students progress to sixth form. The school does not publish specific data on which secondary schools primary leavers attend, though many remain within Roundhay itself as the school expanded to include the primary phase in 2013.

Sports: Multiple Pathways for All

Sport is embedded in Roundhay's culture without dominating it. All pupils study Physical Education covering a breadth of activities: football, netball, hockey, rugby, badminton, basketball, trampolining, climbing, rounders, tennis, athletics, cricket, fitness, and table tennis. This breadth ensures choice; no single sport dominates. Extra-curricular clubs open to all abilities include Rugby Union and League, Football, Hockey, Netball, Basketball, Badminton, Trampolining, Cricket, Athletics, Rounders, Tennis, Table Tennis, and Climbing, 13 sports offered at club level. Practices run 3:05pm to 4:15pm, post-school. The Twitter account (@RSch_PE) celebrates individual achievements and team successes regularly, ensuring visibility of sporting life. Students can train as Sports Leaders or become Sports Ambassadors, roles that develop leadership beyond player participation. Outdoor Adventurous Activities and Sports Days occur throughout the year. The commitment to "all abilities" is genuine: the school actively works to remove barriers to participation.

Drama: Active, Accessible Production Culture

Drama appears consistently through transition information and enrichment offerings. Year 7 pupils are told explicitly: "Throughout the year, you will also have the opportunity to contribute to Roundhay Radio and to take part in our school musicals." School musicals appear to be the flagship drama activity, though year-round opportunities exist. Students can contribute to the productions across years. An earlier Ofsted report from 2004 noted that drama is an "important extra-curricular activity and the productions are highlights of the school year", a tradition that continues. The recent listing of a "school musical" suggests professional-standard production values.

Music: Ensembles and Instrument Learning

Multiple music opportunities exist. All pupils can take lessons in musical instruments. The school runs resident bands that compete in a yearly "Battle of the Bands" competition, a visible, inclusive music event. Sixth Form students speak "highly of the enrichment programme available to them," which includes music participation. The school employs a Team Leader of Music (Mrs Tustain) who actively helps continuing music students arrange lessons. The nearby Roundhay Music organisation (distinct from the school, though longstanding) offers ensemble learning including youth jazz band, woodwind ensemble, string groups, recorder consorts, oboe trios, flute ensembles, brass ensembles, and children's choir. While technically external, this reflects deep music tradition in the locality.

STEM and Technology

Science teaching covers all three sciences separately from Year 7, signalling specialist approach. ICT facilities are noted as "very good provision" promoting good use across the curriculum. Computing is offered as a standalone subject. Mathematics is set by ability from lower secondary, allowing stretch for advanced mathematicians. Further Mathematics is available to sixth form students. The school offers A-level physics, chemistry, biology, computer science, and information technology, providing comprehensive post-GCSE STEM pathways.

Clubs, Societies and Enrichment

The school explicitly offers "an extensive range of extracurricular activities and clubs." The commitment that "97% of pupils attend at least one club each week" demonstrates scale. Roundhay Radio operates as a student-run media initiative; pupils contribute throughout the year. Duke of Edinburgh Award runs to ensure personal development. Careers enrichment and engagement programming connects secondary and sixth form to world of work. Student Leadership structures exist (Junior Leadership Team, Student Ambassadors roles). The Learning Resource Centre remains open at lunch and after school for home learning support. Home learning lunchtime clubs allow teachers to offer help department by department.

The deliberate removal of barriers is notable. The Ofsted inspection found that "where there are barriers to a pupil attending a club, leaders work with the pupil and their family to find solutions. This is highly successful."

The school has embedded detailed literacy and numeracy approaches across all phases. Reading is treated as school-wide priority, not just English subject. Teachers across subjects know how to "get the most out of each piece of text" pupils read. In mathematics, careful curriculum design ensures pupils build secure conceptual understanding before moving to abstraction.

For pupils with additional needs, the resourced provision for specific learning difficulties (particularly dyslexia) operates within the school. These pupils are fully included in all aspects of school life while accessing specialist support. The SENCO coordinates carefully identified provision. Pupils develop strategies to manage their own learning, building independence and confidence.

Secondary Admissions

The secondary campus is heavily oversubscribed. In recent admissions rounds, approximately 1,539 applications competed for 236 places (6.52:1 ratio). The school operates a non-selective admissions policy. Priority is given to looked-after children and those with exceptional medical/social need, then siblings, then the catchment priority area. As an all-through school, strong internal progression exists, pupils completing Year 6 on the primary campus move to secondary. For external applicants, distance becomes the determining factor for oversubscribed positions.

No last distance offered data was published in the for recent years, suggesting catchment operates flexibly. Families should contact the school or check with Leeds City Council's admissions service for precise distance information.

Primary Admissions

The primary campus admits 60 pupils per year group (two-form entry). Reception admissions are coordinated through Leeds LA. The primary campus, opened in 2013, expanded gradually to full cohorts. It sits on a different site (Elmete Lane) from the secondary campus. Many Reception pupils stay through to Year 7 and remain at the secondary campus, but some leave for other secondary schools.

Sixth Form Entry

Entry to sixth form is not automatic. Students must achieve appropriate GCSE grades. The sixth form is diverse; students come from Roundhay secondary, other local schools, and outside the region. Entry requirements vary by subject. Popular A-level subjects include traditional academics (mathematics, further mathematics, English literature, history, geography, languages) alongside applied options (business, psychology, sociology, health and social care, sports, media studies).

Sixth form students receive "independent support and guidance they need to prepare them well for the future." Year 13 students speak of "developing independence and resilience" and gaining "confidence to be the best they can be."

For younger pupils, wellbeing is addressed systematically. A trained counsellor visits weekly. The Kindness Charter shapes behaviour expectations. Attendance is monitored closely; the school reports high attendance with targeted intervention for any absences.

The school employs wellbeing coordinators and inclusion staff. Staff are trained in trauma-informed approaches. Mental health support is embedded, not separated.

School Hours

Secondary campus starts 8:20am, finishes 3:00pm (except Wednesday at 2:10pm, allowing time for clubs and intervention). Primary campus times vary by year group.

Wraparound Care

Breakfast club operates from 7:45am at primary campus. After-school club runs until 6:00pm. Holiday club operates during main school holidays.

Transport

The school operates across two sites approximately one mile apart. Public transport in North Leeds includes First West Yorkshire circular services 2 and 12. Pupil parking and drop-off available on both campuses. Cycling is encouraged; bike sheds are provided (locks recommended).

Uniform

Secondary pupils wear Roundhay School blazer, clip-on tie, white shirt, black tailored trousers, and black school shoes. A school jumper is optional. Uniform plays an important role in the school's identity ("Recognisably Roundhay"). Those who forget items receive a U code; the school provides relevant clothing for the day.

School Meals

Forty-minute lunch break at 12:30pm. Pupils can bring packed lunch or purchase from the dining centre. Menu and pricing available through school office.

Location Context

The school sits opposite Roundhay Park, near Soldiers Field. The area is well-established suburban Leeds, with good access to local amenities and recreational facilities in the park itself (fishing, bowling greens, sports pitches).

Size and Complexity: At 2,530 pupils across two sites, this is a much larger than average school. While systems are clearly well-managed, the sheer scale means pupils are one among many. Some families prefer smaller, more intimate school communities.

Selective by Default: Although officially non-selective, the school's strong reputation and heavy oversubscription mean entry effectively requires living within the tight catchment. External applicants hoping to join without family connection should verify distance carefully with the local authority.

Diverse, Not Affluent: Below-national-average eligibility for free school meals reflects a relatively affluent catchment, but the school serves genuine diversity. With 24% of pupils speaking English as an additional language, this is a genuinely multicultural school, not a white middle-class bubble.

Two-Site Operation: Primary and secondary sit one mile apart. For families with children in both phases, logistics involve two pickup points. The all-through structure means primary pupils stay on at secondary, minimising transition disruption, but physical separation is real.

Ofsted Framework Change: The November 2023 inspection was the first under the new Ofsted framework, which no longer awards an overall effectiveness grade. Instead, Roundhay was rated Outstanding in all six measured categories (Quality of Education, Behaviour and Attitudes, Personal Development, Leadership and Management, Early Years, Sixth Form Provision). This is equivalent to an overall Outstanding rating, but parents should understand that the landscape has shifted.

Roundhay represents what a large, comprehensive, all-through school can achieve when leadership, staff, and community work in alignment. One hundred and twenty years after its foundation as a small girls' school, it has evolved into something more complex: a mixed, two-site institution serving 2,530 pupils from age four to eighteen, rated Outstanding across all measured areas, with above-national-average exam results and genuine community engagement.

The school is not perfect; it faces real logistical challenges inherent to its size and structure. But the 2023 Ofsted inspection found that pupils "thrive academically and personally," that staff "work tirelessly to provide exceptional support," that behaviour is "exceptionally well" managed, and that personal development programme is "extremely effective." These are not platitudes, they reflect observation and evidence.

Roundhay is best suited to families within the catchment area who value strong academic standards alongside broad opportunities. Those seeking small, intimate education should look elsewhere. Those seeking comprehensive, inclusive, academically ambitious schooling with real breadth, sports, music, drama, STEM, and genuine care for individual pupils will find Roundhay delivers. The tight oversubscription means access depends heavily on address, but for those able to gain entry, this school justifies its reputation.