Chadwell Heath Academy Review 2026: Improving inspection picture, strong Progress 8, and a substantial sixth form

A school can be oversubscribed and still be in a rebuilding phase, Chadwell Heath Academy sits squarely in that reality. In its most recent Ofsted inspection, every key area, including sixth form provision, was judged Good, with the inspection completed on 23 April 2025.

Leadership stability matters here. Mr Richard Poddington was appointed in September 2023, a timeline that helps explain why recent systems and routines may feel more settled than older reputation might suggest.

Academically, GCSE outcomes show above average progress from starting points, with a Progress 8 score of +0.37, and an Attainment 8 score of 51.2. At A-level, outcomes are weaker relative to England overall, so sixth form fit is a more nuanced decision for many families.

Daily structure is a core theme. The school sets expectations around conduct and learning habits early, and reinforces them through tutor time and year systems. Pastoral organisation uses six tutor groups, Austen, Bronte, Eliot, Orwell, Paton, Swift, which gives pupils a consistent identity and point of contact across the week.

Support is designed to be visible rather than hidden away. The Hub is presented as a central point for pupils needing learning support, mentoring, emotional support, exam access arrangements, or a calmer lunchtime space. It also hosts the safeguarding team, a practical layout that can reduce friction for pupils who need help quickly.

For families assessing culture, it helps that safeguarding and wellbeing information is clearly signposted, with a stated emphasis on protecting students from bullying, discrimination, exploitation, and related harms.

At GCSE, performance sits in line with the middle 35% of schools in England (25th to 60th percentile). Ranked 1657th in England and 13th in Havering for GCSE outcomes (FindMySchool ranking based on official data), results indicate a school that is broadly typical for attainment but stronger for progress from starting points.

The headline metrics support that interpretation. An Attainment 8 score of 51.2 and Progress 8 of +0.37 indicate pupils, on average, make above average progress through Key Stage 4. EBacc average point score is 4.42, and 10.7% achieved grades 5 or above across the EBacc measure.

Sixth form outcomes are a different picture. Ranked 2037th in England and 7th in Havering for A-level outcomes (FindMySchool ranking based on official data), this places the school below England average overall for post 16 grade profiles. A-level results show 33.44% of grades at A* to B, compared with an England average of 47.2%; 2.48% at A* and 6.81% at A, compared with an England average of 23.6% for A* to A.

Parents comparing nearby sixth forms can use the FindMySchool Local Hub pages to view outcomes side by side using the Comparison Tool, particularly helpful where travel distance makes multiple sixth forms realistic options.

Curriculum ambition is increasingly emphasised in formal external evaluation. The most recent Ofsted inspection judged the quality of education as Good, aligning with a school narrative focused on raising consistency across subjects.

A useful way to assess teaching intent is to look at how the school promotes subject depth beyond lessons. The Bright Young Things Learning Passport for Year 7 and Year 8 is framed as a push towards additional learning tasks and subject led clubs, which can reward pupils who enjoy stretch and independent work.

In sixth form, the school offers academic and vocational routes, and links sport pathways to study expectations. The Basketball Academy explicitly positions itself around the “student athlete” concept, including an attendance threshold for continued participation, a clear example of how enrichment is tied to classroom habits.

The school does not publish a detailed Russell Group progression percentage or named university destinations with student counts on its website, so the most reliable picture comes from cohort level progression data.

For 2023 to 2024 leavers, 69% progressed to university, 6% began apprenticeships, 5% entered employment, and 1% went to further education, from a cohort of 145 students.

Oxbridge is a smaller but present pipeline. In the measured period, students made 10 Oxford and Cambridge applications combined, resulting in 1 offer and 1 acceptance. This indicates that the top end of the sixth form includes applicants aiming for highly selective routes, even if the overall sixth form outcomes are more mixed.

Year 7 admissions are coordinated by the local authority rather than directly by the school. For September 2026 entry, the published closing date for applications is Sunday 31 October 2025.

Demand is clearly strong. In the most recent admissions cycle captured here, there were 487 applications for 183 offers, around 2.66 applications per place, which aligns with the school being oversubscribed. With no published last distance offered figure available here, families should focus on oversubscription criteria and realistic travel plans rather than relying on informal distance anecdotes. Using FindMySchool Map Search to check precise home to school distance can still be useful for sense checking likely priority, but distance alone should never be treated as a guarantee.

Sixth form admissions run separately. For internal applicants, the school sets an application deadline of Monday 3 November 2025 and hosts an internal recruitment evening in October. For external applicants, applications for September 2026 are stated as open, with a closing date of Friday 13 February 2026.

Pastoral support is structured through tutor groups and a central inclusion model. The Hub’s role is broad, supporting learning needs, mentoring, emotional support, exam arrangements, and a quieter lunchtime option, with Homework Club mentioned as a practical use of that space.

SEND information also signals day to day integration. Pupils with SEND are described as encouraged to participate in leadership routes and extracurricular participation, with Lego club referenced as a specific social and teamwork support.

Safeguarding communication is positioned as a shared responsibility, with clear language around protecting students from harm and signposting pupils to staff support routes.

The strongest evidence of enrichment is in targeted programmes rather than generic lists.

STEM

The school participates in recognised national challenges. In its first year of participation in the UK Bebras Challenge, the school reports 32 Year 9 entrants, with 10 achieving Gold Awards, and one pupil recorded as Best in School. The UKMT Junior Maths Challenge is another anchor, with a published account of bronze, silver, and a gold result, plus progression to the Junior Kangaroo follow on round.

The implication for families is that high attaining pupils can find competitive outlets without needing an externally selective school, provided they are motivated to opt in.

Performing arts and whole school events

The school musical is a visible community moment. A published example is the performance of Grease, described as bringing students from across the school together for an evening performance for families and staff. For pupils who gain confidence through performance, this kind of event can be a meaningful counterbalance to exam pressure.

Sport pathways

The Basketball Academy is the most fully specified pathway. It describes weekly sessions with dedicated coaches, competition in the Academy Basketball League, and access to facilities including the Main Sports Hall, gym, fitness suite, conditioning and free weights room, and IT or study room space. The key implication is clarity, pupils interested in a serious sport pathway can see exactly what commitment looks like, and families can test whether that structure suits their child.

The school day starts with a bell at 8:45am and morning registration at 8:50am, with lessons ending at 3:20pm.

Travel planning is helped by two practical local signals. The school notes participation in a School Streets scheme with timed restrictions around the start and end of day, which can affect drop off and pick up logistics. For rail, Chadwell Heath Rail Station is served by the Elizabeth line, useful for families balancing sixth form travel across borough boundaries.

• Competitive entry. With 487 applications for 183 offers in the most recent cycle captured here, admission is the limiting factor for many local families. Plan for alternatives early, even if you live nearby.

• Sixth form outcomes are weaker than GCSE progress signals. A-level grade profiles place the school below England average overall, so Year 11 families should evaluate whether staying on is the right match, or whether another local provider fits better.

• High challenge pathways exist, but they are opt in. The Bebras and UKMT participation shows stretch opportunities, but pupils generally need to choose them. Families should ask how high attaining pupils are identified and encouraged to take part, especially if a child is modest or reluctant to self promote.

• Practical travel constraints at peak times. School Streets style restrictions can be helpful for safety but may complicate car based commuting. Families who rely on drop off should test routes during school run hours before committing.

Chadwell Heath Academy is a large, oversubscribed local secondary with a sixth form that offers both academic and vocational routes. The latest inspection profile is clearly stronger than older headlines, and GCSE progress is a genuine strength.

Best suited to families who want a structured school day, visible pastoral systems, and accessible stretch opportunities like Bebras and UKMT, and who can manage the realities of competitive Year 7 entry. For sixth form, it suits students who will take ownership of study habits and make deliberate choices about courses and enrichment, rather than assuming outcomes will follow automatically.