Haberdashers' Knights Academy Review 2026: Sport specialism, structured teaching, and a growing sixth form

A secondary academy that has grown into its role over two decades, Haberdashers’ Knights Academy combines a clear community mission with an unusually distinctive admissions feature: 10% of Year 7 places are allocated for sporting aptitude, alongside the usual non selective criteria.

The academy opened in 2005, initially on the site of the former Malory School, with a purpose built building opening in April 2007. That origin story matters because the school’s identity has long been linked to rebuilding opportunity, and the current leadership narrative focuses heavily on expectations, participation, and wider life chances.

In 2024 GCSE outcomes show a positive progress picture, with Progress 8 at +0.18. Attainment and EBacc measures sit close to England norms, and the school’s FindMySchool ranking for GCSE outcomes places it in the middle 35% of schools in England, while still ranking highly within Bromley. The sixth form story is more mixed on the A-level measures provided, so families comparing post 16 options should read the detail carefully.

The school’s tone is defined by systems that are designed to make expectations explicit rather than implicit. In practice that shows up in how the day is structured and how enrichment is positioned as part of the routine rather than an optional add on for a small minority. The published timetable runs from an 8:30am registration into a six period day, with enrichment activities scheduled through to 4:00pm.

Community identity is reinforced through a house system, which also helps organise competition, participation, and wider belonging. The four houses are Avalon (Green), Camelot (Blue), Glastonbury (Yellow), and Tintagel (Red). For many students, this sort of structure matters as much socially as it does organisationally, because it creates smaller units inside a large secondary, and gives quieter students an obvious route into events and recognition.

Leadership is clearly signposted on the school’s own pages. Dr Tesca Bennett is listed as Principal, with Ms Jemma Clark as Head of School. The broader trust context also matters: the school sits within Haberdashers’ Academies Trust South, and the sponsorship relationship with the Worshipful Company of Haberdashers shapes opportunities and networks as well as governance.

There is also a pragmatic strand to the school’s culture. The academy opened in temporary accommodation before the new building came online, and even early inspection documentation emphasised that facilities and outdoor areas were being developed and improved in phases. That history helps explain why the school often frames improvement as a long arc rather than a one off project.

For families comparing local schools, two ideas are most useful here: how students perform by the end of Key Stage 4, and how effectively the school adds progress from students’ starting points.

On GCSE outcomes, the school’s FindMySchool ranking is 1,541st in England and 3rd in Bromley (FindMySchool ranking based on official data). This places the school in line with the middle 35% of schools in England (25th to 60th percentile), with a strong relative position locally.

The Progress 8 figure of +0.18 indicates above average progress across eight subjects. The 2024 Attainment 8 score is 46.9, which provides the main attainment anchor.

EBacc measures are where Knights is more distinctive than many local comprehensives. The school reports 62% of pupils entering EBacc in 2024, alongside an EBacc average point score of 4.38. It is worth pausing on what that means for families: EBacc entry is partly about curriculum breadth and subject choice, not simply attainment. A higher entry rate can reflect a curriculum model that strongly encourages languages and humanities, and that approach tends to suit students who benefit from a structured pathway and clear expectations about subject mix.

English and maths performance is a further practical marker for many parents. The school’s published 2024 figure for achieving Grade 5 or above in both English and maths is 47%. That is not a headline grabbing statistic on its own, but it does provide a grounded basis for discussing outcomes and support for borderline students, especially when paired with the positive progress measure.

Post 16 outcomes, on the A-level measures provided, are the area that needs the most careful interpretation. The school’s FindMySchool ranking for A-level outcomes is 2,364th in England and 8th in Bromley (FindMySchool ranking based on official data), which places it below England average overall (bottom 40%).

The A-level grade profile in the data provided shows 2.05% at A*, 2.56% at A, and 18.46% at B, with 23.08% achieving A* to B. Against the England average A* to B benchmark provided (47.2%), that is a weaker picture on these measures, and families should probe subject level outcomes and pathways when visiting.

The school’s instructional model emphasises sequencing and knowledge building over time, and the most recent inspection text supports that framing. Leaders have designed a curriculum intended to match national expectations, with key knowledge identified and organised so that learning builds cumulatively. The report uses mathematics and art as illustrations, describing how early concepts are intended to support later complexity.

That curriculum intent is reinforced by classroom routines that prioritise checking understanding and correcting misconceptions. Teachers are described as having strong subject knowledge and using it to present ideas clearly, with regular checks for pupil understanding. The practical implication for pupils is that lessons tend to feel purposeful when this is working well, because students can see how tasks connect to the knowledge they are expected to retain.

Reading is another stated priority. Pupils who need additional support are identified and given help, including phonics where appropriate, and leaders check what pupils learn through that extra support. This is particularly relevant for families of students entering in Year 7 who may be anxious about literacy gaps that were not fully addressed in primary.

The clearest improvement point is also worth stating plainly. In some subjects, the activities pupils complete do not always match the ambition of the planned curriculum, meaning pupils do not consistently secure the knowledge and understanding intended. For parents, the right question in a visit is not “is the curriculum ambitious”, it is “how do leaders ensure day to day tasks keep pace with that ambition in every subject”.

Where Students Go Next

In the 2023 to 2024 leavers cohort, 64% progressed to university. Smaller proportions went into further education (1%), apprenticeships (2%), and employment (17%). Cohort size was 139.

Those figures give a useful baseline for the sixth form’s destination mix: university is the main route, but a significant minority move directly into employment, which often reflects the realities of local opportunity and personal circumstances as much as school guidance.

The sixth form pages also point to a broad view of progression, and name universities such as King’s College London, University College London, and the University of Bristol as examples of destinations. Where the school provides names rather than verified counts, families should treat these as indicative rather than comprehensive, and ask how destinations vary by pathway.

Careers and progression work is threaded through the wider school narrative, with explicit recognition of routes beyond traditional academic progression. This sits alongside practical mechanisms such as work experience and structured guidance, which aligns with the broader expectation that schools provide access to information about technical education and apprenticeships.

Year 7 entry is coordinated through the local authority process rather than direct application to the school. For the September 2026 intake, the school published an application window opening on 1 September 2025 and closing on 31 October 2025, with offers released on 2 March 2026.

Open events for that cycle were scheduled in late September and early October. The school listed an Open Evening on Tuesday 30 September 2025, alongside morning tours in the first half of October. For families planning ahead, it is sensible to assume a similar pattern each year, with open events typically running in late September and early October, but dates should be checked directly with the school as they can shift.

The most distinctive part of Knights’ admissions offer is the sports aptitude route. The school states that 10% of Year 7 places are available for applicants who show an aptitude in sport, with a separate sports application and an assessment process. For the September 2026 intake, the sports aptitude application closing date was Tuesday 30 September 2025 at 12:00pm, with assessment scheduled for early October and outcomes shared in early November. Families interested in this route should treat it as a parallel track with its own deadline discipline; missing the aptitude deadline removes an entire potential pathway.

In year admissions are managed via a waiting list process, and the school participates in the local authority in year coordinated admissions scheme and fair access protocol. The practical implication is that families moving mid year should expect central coordination and to be realistic about year group capacity.

Sixth form entry is not framed as automatic. The school publishes a direct application route for sixth form entry, with conditional offers and an induction day in July for offer holders. This is important for internal Year 11 families as well as external applicants: staying on is an application decision, not a passive default.

Safeguarding and personal development are treated as core, not peripheral. The most recent inspection text describes pupils as feeling safe and well supported, and states that bullying is handled swiftly when it occurs.

One strength of the school’s approach is that personal development is not presented as a bolt on. Students are encouraged to take part in activities and events that promote respect for others, including specific examples such as Culture Day and a Feminist Club. That is meaningful because it signals a school that tries to normalise difference and active discussion, which can be especially reassuring for families worried about social climate in a large secondary.

The school is also candid, at least indirectly, about the challenges that come with any diverse, busy community. During the inspection a small number of concerns were shared about discriminatory remarks between pupils, and leaders were described as taking steps to ensure expectations are consistently met. For parents, the right response is not alarm, it is due diligence: ask how incidents are logged, what consequences look like, and how the school teaches respectful behaviour proactively.

One explicit point is worth stating clearly: The 25 and 26 January 2023 Ofsted inspection concluded the academy continues to be a good school, and confirmed that safeguarding arrangements are effective.

The co curricular offer is organised around both participation and recognition. A good example is the Knights Shield, which recognises engagement in visits, work experience, and community events. The implication is that the school is trying to make “turning up” visible and valued, which is often what helps students who are not the most confident academically still build a strong record of contribution.

Several clubs and programmes provide concrete texture. The Open Minds Club and the Combined Cadet Force are referenced as part of the wider activity landscape. The cadet programme is open to pupils in Year 8 and above, and is described as long running. For some students, CCF provides a structured way to build leadership, discipline, and teamwork, particularly for those who respond well to clear roles and routines.

The school also has evidence of developing competitive academic voice through debate. A published news item describes students competing in the Urban Debate League. Debate is not simply a hobby; it is often a proxy for confidence with speech, reasoning, and the ability to disagree respectfully, which can translate into stronger classroom participation and interview readiness later.

Sport is a major pillar, and it shapes both identity and opportunity. The school describes significant competitive achievements across football, basketball, athletics, and other sports, and the existence of a dedicated sports specialism offers a coherent narrative to students who are motivated by performance and teamwork. The admissions aptitude route also makes sport more than extracurricular; it becomes one legitimate pathway into the school.

At sixth form level, the school positions enrichment and leadership as integral, including the Extended Project Qualification, volunteering, and progression support through the broader Haberdashers network. Separately, the school publishes specific small scale scholarship incentives, including £100 for students who achieve a grade 8 or 9 at GCSE and then make good progress to A-level, plus £50 progress scholarships by pathway. For students, that sort of reward is not life changing financially, but it does function as a visible signal of what the school values.

The learning day runs from 8:30am to 3:00pm, with enrichment activities scheduled through to 4:00pm on most days. Term dates are published annually, including INSET days, which is useful for working families coordinating childcare and travel.

As a state funded academy there are no tuition fees, though families should still budget for normal secondary costs such as uniform, educational visits, and optional extras. The school also publishes a hardship fund route for families seeking support with costs such as trips or uniform, which is a practical signal of awareness about affordability pressures.

For travel planning, the academy serves families across Lewisham, Bromley, and neighbouring boroughs. Journey times and routes vary significantly depending on where you live, so families should test the school run at peak time before relying on assumptions made from off peak travel.

• Sixth form outcomes need scrutiny. The A-level measures provided show a lower proportion of top grades than England averages. Families serious about staying on should ask for subject level performance and how pathways are matched to student starting points.

• Deadlines come early, especially for sports aptitude. The sports aptitude route runs on its own timeline, with application closure typically in late September and assessment in early October. Missing that window removes a key admissions route.

• Curriculum intent and classroom tasks are not always aligned. The school’s curriculum ambition is clear, but implementation consistency is an explicit improvement point. Parents should ask how leaders monitor this across departments, not just in headline subjects.

• Inclusion culture is active, but it still needs guarding. The school promotes respect through initiatives such as Culture Day and a Feminist Club, yet discriminatory remarks were still raised as a concern in the most recent inspection evidence. Families should ask how the behaviour culture is reinforced day to day.

Haberdashers’ Knights Academy is a structured, community facing secondary with a distinctive sports identity and a clear emphasis on participation beyond lessons. GCSE outcomes show a positive progress story, and the school’s local standing is strong, even if its overall England position sits in the middle band. The best fit is for families who value clear routines, an enrichment heavy culture, and the option of a sports aptitude pathway into Year 7, while being willing to probe sixth form detail carefully if post 16 outcomes are the deciding factor.