Tudor Grange Samworth Academy, A church of England School Review 2026: An all-through academy where reading and routines shape the day

This is a large, state-funded all-through academy in Aylestone, Leicester, serving children from age 2 through to Year 11, with around 1,000 pupils on roll and a published capacity of 1,046. The character is shaped by two things: a clear values framework (TUDOR) and a deliberate push on reading time and learning routines.

Leadership has been stable recently, with Principal Mr Aiden Bannon appointed in January 2023 (recorded as 30 January 2023 in official governance information). The latest full inspection judged the school Good across every headline area, including early years.

For parents, the decision often comes down to fit and expectations. Demand exceeds places at key entry points, so admissions timing matters, and families should be realistic about competitiveness. Academically, the published data suggests outcomes are mixed across phases, with some indicators close to England averages at primary, and weaker indicators at GCSE, alongside a negative Progress 8 score. (All rankings and exam metrics below reflect the FindMySchool dataset only.)

TUDOR, short for Tolerance, Unity, Democracy, Opportunity and Respect, is positioned as the organising language for daily life. That matters because it is not simply branding; it shows up in the way routines are described, how behaviour expectations are framed, and how pupils talk about belonging in a large all-through setting. External evaluation also describes a calm, focused atmosphere, with polite relationships and productive learning habits.

The all-through structure is a practical feature, not a marketing line. Children can start in early years, move through Reception and primary, and then transition into Year 7 without a separate school change, which can suit families looking for continuity. At the same time, the academy is large enough that it uses internal structures to make scale feel smaller, including a primary and secondary organisation that emphasises smaller communities within the whole.

Faith character is Church of England, and this is described as a Christian ethos with a recent SIAMS inspection recorded as April 2018. In practice, families should expect a values-led approach that sits alongside learning about wider faiths and communities, rather than a narrow religious intake requirement.

Primary (Key Stage 2)

Primary outcomes sit close to England averages on the combined expected standard measure. In 2024, 63.33% of pupils met the expected standard in reading, writing and mathematics, compared with an England average of 62%. At the higher standard, 9.33% achieved greater depth, above the England average of 8%.

Scaled scores in 2024 were 101 in reading, 100 in mathematics, and 100 in grammar, punctuation and spelling (GPS). Science reached the expected standard for 67% of pupils, compared with an England average of 82% which is a weaker point and worth probing with the school, particularly around curriculum coverage and assessment approach.

In the FindMySchool rankings for primary outcomes, the school is ranked 14,220th in England and 140th in Leicester. This places performance below England average overall, within the bottom 40% of schools in England on this specific ranking framework (FindMySchool ranking based on official data).

Secondary (GCSE)

At GCSE level, the FindMySchool dataset ranks the school 3,367th in England and 44th in Leicester for GCSE outcomes (FindMySchool ranking based on official data). This sits below England average on the same percentile framework.

On headline measures, Attainment 8 is 36.2 and the EBacc average point score is 3.26. The Progress 8 score is -0.41, which indicates students, on average, make less progress than similar pupils nationally from their starting points. The percentage achieving grades 5 or above in the EBacc is 7%.

The most helpful way to use this data as a parent is to treat it as a prompt for questions. What is being done to strengthen the weakest subject areas, how consistent is curriculum sequencing across departments, and how is attendance being improved, given that absence can materially depress attainment?

Reading is positioned as a daily routine rather than a bolt-on intervention. The published inspection evidence describes an extended school day that includes extra time for reading, with daily opportunities for both younger and older pupils to read. That is a tangible design choice, and it should suit children who thrive on consistent habits and regular independent reading time.

Curriculum ambition is described as broad, with subject leaders building plans from early years through to Year 11, and teaching approaches that emphasise recall and sequencing so pupils build knowledge over time. The detail that matters for families is the variability across subjects. Some subject curricula are described as less developed than others, which can translate into an uneven experience depending on the child’s strengths and option choices.

Support for pupils with special educational needs and or disabilities is described as more structured than in the past, with accurate identification and curriculum adaptation, alongside use of external support when needed. For families already navigating SEND, it is sensible to ask how plans are implemented day-to-day in classrooms, not just how they are written.

Because the academy ends at Year 11, the key destination point is post-16. The careers programme is described as high quality for older pupils, supporting them to understand future options, and the school is recorded as meeting the Baker Clause requirements around access to information from education and training providers.

In practical terms, families should ask about the local progression pattern: which sixth forms and colleges are most common, how GCSE option choices are guided in Year 9 to keep post-16 routes open, and how students who are aiming for technical pathways are supported to secure high-quality placements. The academy’s emphasis on reading and structured routines can support this transition, but the absence of an in-house sixth form makes external planning more important, and earlier.

For primary-aged families thinking long-term, the all-through structure means the move into Year 7 can be a continuation rather than a break. The published admissions policy also makes clear that Year 6 pupils on roll transfer into Year 7 without applying under the external Year 7 route.

Admissions operate through several routes, and the details matter.

Nursery and early years (ages 2 to 4)

The school admits children from age 2. For early years places, the academy publishes enrolment forms and asks families to contact the school office to progress an application. Do not rely on hearsay for availability; ask directly about start points, sessions, and how nursery progression into Reception is managed.

Nursery fee details should be taken from the school’s own published information, and eligible families may also wish to consider government-funded early education hours as part of their planning.

Reception entry

Reception applications are made through Leicester City Council’s coordinated admissions process. For entry in September 2026, the closing date is Thursday 15 January 2026, with national offer day on Thursday 16 April 2026.

Year 7 entry

Year 7 applications are also coordinated by Leicester City Council. For entry in September 2026, the closing date is 31 October 2025, with offers issued on Monday 2 March 2026.

The school’s own admissions policy sets a Published Admission Number (PAN) of 60 for Reception and 60 for external Year 7 applicants, and clarifies that internal Year 6 pupils transfer automatically into Year 7.

How competitive is it?

The FindMySchool demand data indicates oversubscription at both main entry points. For the Reception route, there were 39 applications for 25 offers (1.56 applications per offer). For the Year 7 route, there were 146 applications for 65 offers (2.25 applications per offer). This suggests the biggest practical hurdle is timing and eligibility rather than last-minute decision-making. Parents should use FindMySchoolMap Search to check likely catchment dynamics and keep an eye on the local authority’s annual admissions updates, because patterns can shift year to year.

Behaviour expectations are framed in conventional, high-structure terms, with an emphasis on calm learning and respectful relationships. This tends to suit pupils who respond well to predictable routines and clear boundaries. Bullying is acknowledged as something pupils report, alongside confidence that adults address it when it occurs, which is the right shape of message for a large mainstream setting.

Attendance is the key wellbeing-adjacent issue to understand here. Where attendance is low, academic gaps widen, friendships can become less stable, and pupils can disengage from enrichment. Families considering the school should ask directly how attendance is tracked, how persistent absence is challenged, and what support exists for pupils with anxiety or complex family circumstances. A recent attendance letter to families underlines the school’s focus on consistent attendance as a driver of success.

A large all-through school has the advantage of scale, and the evidence points to a deliberate enrichment offer. The inspection evidence records broad participation in clubs and activities, and highlights a whole-school charity run linked to the Royal British Legion. That kind of event matters because it gives pupils a shared story across year groups, and it reinforces the values language in a practical, outward-facing way.

There are also signs of structured academic enrichment. A school news item references an Axiom Maths Club, and another describes a STEM club challenge activity, which suggests opportunities for pupils who enjoy problem-solving beyond normal lessons. For families with academically motivated children, it is worth asking how these clubs are timetabled, which year groups they target, and whether there is progression into competitions or awards.

Trips and wider experiences appear in the school’s published newsletters, including references to a Duke of Edinburgh expedition and an overseas trip to Barcelona. These are useful indicators of breadth, but parents should confirm current availability, costs, and eligibility criteria, as trip programmes often change annually.

For younger pupils, the primary phase also publicises a club pattern including Maths (Key Stage 1), Dance (Key Stage 2), Stay and Play (Key Stage 1), and Art Club (Key Stage 2).

This is a state school with no tuition fees.

Published communication to families states an 8:25am start for pupils. The standard finish time is not consistently available in accessible sources, so families should confirm current end-of-day times for their child’s phase, and any late collection arrangements, directly with the academy.

Wraparound care is described for the primary phase, including a breakfast club opening at 8:00am and an after-school club running from 3:00pm to 4:00pm, with a listed cost of £3.50 per session.

In travel terms, the school sits within the Aylestone area of Leicester. For day-to-day logistics, families should test the real commute at peak times, and consider how primary drop-off and secondary start times interact for siblings, as all-through schools can amplify pressure on the morning routine.

• Attendance is a stated improvement priority. Published evidence identifies attendance as too low, especially for disadvantaged pupils, with leaders expected to continue work with families to improve it.

• Curriculum consistency varies by subject. Some subject areas are described as less developed than others, which can create an uneven experience depending on option choices and staffing stability.

• Oversubscription is real at key entry points. Demand data indicates more applications than offers at both Reception and Year 7 routes, so deadlines and criteria should be treated as non-negotiable.

• No sixth form means earlier post-16 planning. Students leave after Year 11, so families should engage with careers guidance early, and confirm the most common local progression routes.

For families who want an all-through, values-led school with clear routines and a strong emphasis on daily reading habits, this academy can be a practical and supportive choice. The most important trade-off is that outcomes in the published dataset are stronger in parts of primary than at GCSE, and post-16 progression requires an external plan because education ends at Year 11. Best suited to families who value continuity from early years through to secondary, and who are ready to engage actively with attendance expectations and the post-16 transition.