Temple Learning Academy Review 2026: All-through schooling in East Leeds, with a strong pastoral core and a clear improvement agenda

An all-through school can remove one of the biggest pressure points in a child’s education, the move from Year 6 to Year 7. Here, continuity is part of the design: curriculum planning is sequenced from early years through to Year 11, and a meaningful proportion of students in Year 7 previously attended the primary phase.

The most recent Ofsted inspection (September 2023) judged the school Requires Improvement overall, with Good judgements for behaviour and attitudes, personal development, leadership and management, and early years provision.

Academic outcomes, as reflected in the FindMySchool dataset, indicate a key challenge: both primary attainment and GCSE measures sit below England averages, with negative Progress 8 and relatively low Attainment 8. That said, there is evidence of strengthening practice, including staff training, more coherent curriculum planning, and a pastoral culture that prioritises respectful relationships, emotional literacy, and safety.

For families deciding whether this is the right fit, the central question is not whether the school is trying to improve, it is whether the pace of improvement, alongside the current attainment picture, aligns with what your child needs now.

Temple Learning Academy opened in 2015, building as an all-through free school rather than a traditional “primary then secondary” structure. That matters culturally as well as administratively. It allows the school to use shared routines and language over many years, and to develop leadership and character education progressively.

A clear theme in the school’s external narrative is “respect”, framed as a daily expectation rather than a slogan. The published safeguarding information also emphasises structured systems: designated safeguarding leads supported by child protection officers, local authority procedures, and regular training. For parents, the practical implication is that there is a defined route for concerns and a stated commitment to consistent practice.

Leadership is stable and visible. The Principal is Mr Stuart Huddleston, who writes that he has led the school since April 2021. The leadership structure is explicitly split across phases, with a Deputy Principal for primary and a Deputy Principal for secondary, plus assistant principals. That phase-specialism matters in an all-through setting, because excellent practice in Reception does not automatically translate to Key Stage 4, and vice versa.

The school also leans into opportunities that signal “whole-school identity”. A good example is the Story Cube project, described by the Trust as the UK’s first “Story Cube” installed at the school. It is pitched as cross-age, with older students supporting writing and editing while younger pupils contribute content. The most useful thing about initiatives like this is not the headline, it is the implied expectation that reading and writing culture runs from early years through secondary.

This section uses the FindMySchool dataset for rankings and performance metrics, which enables consistent comparisons across England.

Primary (Key Stage 2)

In the most recent dataset, 39% of pupils met the expected standard in reading, writing and mathematics combined, compared to the England average of 62%. At the higher standard, 4% achieved greater depth across reading, writing and mathematics, compared to 8% in England.

The underlying indicators point in the same direction. Reading and mathematics scaled scores are reported as 98 and 96 respectively, and grammar, punctuation and spelling (GPS) scaled score is 100. Science is reported at 67% meeting the expected standard.

Rankings sharpen the picture. Temple Learning Academy is ranked 14,884th in England and 191st in Leeds for primary outcomes (FindMySchool ranking based on official data). That places performance below England average.

What this means for families is that, at primary level, the school is not currently delivering outcomes comparable to many local alternatives. If your child needs strong catch-up support or rapid acceleration, you should pay close attention to how class teachers identify gaps and how interventions are delivered and reviewed.

Secondary (GCSE)

The FindMySchool dataset reports an Attainment 8 score of 29.1 and a Progress 8 score of -0.63. EBacc average point score is 2.54, and 3.4% of pupils are shown as achieving grades 5 or above across EBacc subjects. The England comparator fields include EBacc average point score of 4.08 and 40.5% entering the EBacc.

For rankings, the school is ranked 3,754th in England and 38th in Leeds for GCSE outcomes (FindMySchool ranking based on official data). This again indicates outcomes below England average.

Progress 8 is especially important to interpret carefully. A negative score suggests that, on average, students’ GCSE outcomes are below what would be expected given their starting points. The implication is that improvement work needs to translate into consistently strong classroom teaching and effective assessment, not just better policies or more interventions.

The improvement context

The 2023 inspection narrative states that the curriculum is now broader and planned to build knowledge and skills over time in most subjects, with improvements most evident in the primary years. It also highlights a remaining challenge: curriculum planning and teaching do not always focus sharply enough on addressing the most significant knowledge gaps, which can limit achievement.

For parents, that translates into two practical questions to probe on a visit:

1. How does the school diagnose gaps quickly, especially for pupils who join mid-year?

2. What does “catch-up” look like in lessons, not just in withdrawal groups?

All-through schools are often at their best when they use continuity intelligently, aligning subject knowledge, literacy, and routines across phases, while still recognising that pedagogy needs to change dramatically between Reception and Year 11. Temple Learning Academy’s materials suggest it is trying to do exactly that, with deliberate sequencing from early years to Key Stage 4.

At primary level, the school frames enrichment as linked to curriculum topics, including planned visits that act either as a “hook” into a unit or as a celebration of learning, and residential experiences from Year 4 to build independence and resilience. The educational implication is that learning is intended to be anchored in memorable experiences, which can be particularly helpful for engagement and vocabulary development.

At secondary level, the school’s daily structure includes a morning guidance session with form tutors, plus additional sessions such as an “Excellence Session” appearing in the published daily timetable. Those routines matter because they create time for relationship-building and targeted support, provided the time is used well and expectations are consistent.

A clear teaching strength highlighted in the most recent inspection text is phonics and early reading, with an emphasis on identifying and addressing gaps quickly, and regular opportunities to read appropriately challenging texts. The practical takeaway is that early reading is treated as a whole-school priority, not a narrow “KS1 issue”.

Internal progression: Year 6 to Year 7

A core advantage of an all-through model is reduced transition friction. In September terms, many schools lose learning time to “settling in”; here, routines and relationships can carry on. The most recent inspection information notes that around half of Year 7 students also attended the school in Year 6.

The key point for parents is that internal progression is not automatically the best option for every child. If your child thrives on a fresh start, a specialist secondary offer, or a different peer group, you should still evaluate local Year 7 alternatives rather than assuming the all-through route is the default.

Post-16 destinations after Year 11

The school does not have a sixth form, so the principal destination point is post-16 education or training. The school states that, for the 2024/25 Year 11 cohort, 96% of students went into employment or training after leaving.

The careers and post-16 information emphasises structured transition support, including visits to local post-16 providers to help students experience different settings and make informed choices. In practical terms, this is what parents should ask about: the timing of guidance, how targeted support works for those at risk of becoming NEET, and how the school supports applications, interviews, and course selection.

This is a state-funded school, so there are no tuition fees. Admissions are coordinated through Leeds City Council for both Reception and Year 7 entry, following published application windows and national deadlines.

Reception entry

For children due to start primary school in September 2026, the school sets out the timeline as: applications open 01 November 2025, national closing date 15 January 2026, late application or change deadline 01 March 2026, and national offer day 16 April 2026.

Competition is real. The FindMySchool dataset records 87 applications for 33 offers for the primary entry route, which equates to 2.64 applications per place. The subscription status is recorded as oversubscribed.

Where this becomes practical is housing and planning. If you are moving specifically for a school place, use the FindMySchool Map Search to check how your home address measures against historical patterns, and treat any single-year picture as indicative rather than guaranteed.

Year 7 entry

For September 2026 entry to Year 7, the school publishes a timetable including: applications open 01 August 2025, national closing date 31 October 2025, late change deadline 28 November 2025, and national offer day 03 March 2026.

The FindMySchool dataset records 192 applications for 63 offers for the secondary entry route, which equates to 3.05 applications per place. The subscription status is recorded as oversubscribed.

Open events and tours

The school’s website lists tours and open events on a calendar basis, including whole-school open days and summer tours. Where published dates are historic, it is sensible to treat them as a pattern: open days typically appear in the June to September window, with a larger open event often in early autumn.

The strongest evidence for the school’s day-to-day experience is its consistent emphasis on pastoral structures, emotional literacy, and respectful relationships.

Safeguarding arrangements are set out clearly, including designated safeguarding leads supported by child protection officers, DBS checking, and regular training. The published approach suggests an intent to make safeguarding a shared responsibility rather than a specialist function hidden in the background.

The 2023 inspection narrative describes pupils as receiving high-quality pastoral support and being taught explicitly how to understand and manage emotions and resolve conflict, starting in Reception. That implies a deliberate behaviour curriculum, not just a sanctions system.

Attendance is flagged as a live challenge: the inspection text references a significant minority of pupils not attending as regularly as they should, and identifies attendance improvement as a top priority, with signs of improvement. Families should treat this as a useful conversation starter. Ask what the attendance strategy looks like in practice, how early help is offered, and how the school works with families where attendance barriers are complex.

Strong extracurricular provision is not about having a long list. It is about consistent access, age-appropriate progression, and activities that align with the school’s priorities.

For primary-age pupils, the published club timetable includes specific, named options rather than generic “sports and arts”. Examples include Computer Club using iPads (Years 1 to 3), Computer Club in the IT suite (Years 4 to 6), Newspaper (Years 4 to 6), Team Green (Years 4 to 6), Library Club (Years 1 to 6), Creative Club (Years 1 to 6), Phoenix Dance Group, and lunchtime Choir (Years 3 to 6). The implication for children is breadth, but also identity: they can find something that feels like “their” thing early on, which is often key for confidence and belonging.

The school also sets out a structured approach to enrichment and trips. Primary pupils are described as receiving at least three visits per class, with residentials from Year 4. Secondary students are described as receiving at least one educational visit each year, with Key Stage 4 opportunities including residentials in the UK and overseas options. For many families, this is where school becomes memorable, and it can be a meaningful differentiator when academic outcomes are not yet where parents want them to be.

In the secondary phase, the school notes that clubs change each term and are shared through form tutors. Examples listed include Maths Challenge, Science Club, Cooking Club, Drama, Darts, Art Club, Dance, and cosy reading sessions in the library at lunchtime.

Facilities support this breadth. The school lists a sports hall (configured for five-a-side football, hockey, basketball, volleyball and badminton), an outdoor multi-use games area (MUGA), a drama studio, a large assembly hall, and a food technology room. Two libraries are also highlighted as a specific investment to support reading for pleasure and quiet study, with news boards as part of the space.

The school day and routines

The published timetable indicates a morning guidance period from 08:25 to 08:45, with the school day ending at 15:00 for key stages shown in the schedule.

Wraparound care

Wraparound provision is clearly set out for primary-age pupils. Breakfast Club runs from 08:00 (Monday to Friday) and costs £1 per child per day. The Core Club runs from 15:00 to 18:00 (Monday to Thursday) during term time, and costs £8.50 per session, including a healthy light meal.

Meals

The school states that meals are prepared on site by its catering team, with cooked meals including a vegetarian option and alignment with national food standards.

Transport and travel

The school publishes specific public transport guidance, including Bus Route 5 (Halton Moor to Leeds circular) with a stop described as a few metres from the school. This is useful for older students travelling independently, and for families balancing school choice against commuting time.

• Current attainment picture: Primary and GCSE outcomes in the FindMySchool dataset sit below England averages, with negative Progress 8 at GCSE. If your child needs rapid academic acceleration, look closely at classroom practice, assessment, and the pace of catch-up support.

• Improvement still in progress: The 2023 inspection identifies improvements in curriculum breadth and planning, but also highlights ongoing gaps in knowledge that are not always addressed quickly enough. The direction is important, but families should judge whether it is fast enough for their child’s stage.

• Oversubscription pressure: Demand is recorded as oversubscribed for both Reception and Year 7 entry routes, at 2.64 and 3.05 applications per place respectively in the FindMySchool dataset. If you are relying on a place, keep contingency options active.

• Attendance culture matters: Attendance is described as a priority area for improvement. That can be positive if the school is tackling barriers effectively, but parents should understand how consistent attendance is promoted and supported.

Temple Learning Academy offers a coherent all-through model with defined routines, clear wraparound provision, and a strong stated emphasis on respect, safeguarding, and personal development. Leadership under Mr Stuart Huddleston has been in place since April 2021, and the school is explicit about its improvement journey.

The challenge is academic outcomes. The FindMySchool dataset indicates below-average performance at both primary and GCSE, and that cannot be explained away by presentation. For families, the decision comes down to fit and trajectory: if you value continuity, pastoral structure, and a community-focused school, and your child will benefit from a stable all-through setting, this can be a sensible choice. If your priority is consistently high academic outcomes right now, you may want to compare alternatives using the FindMySchool Local Hub comparison tools before finalising a shortlist.