Logic Studio School Review 2026: A 14–19 studio school built around employer briefs

The day starts with a structured PREP session, and the priorities are clear: academic qualifications, employability, and a direct line of sight to what comes next. This is a small 14–19 provision, designed to connect classroom learning with real work contexts through project cycles and employer engagement.

Leadership is stable and locally rooted. Principal Alex Pett was appointed in September 2021, having been involved since the school’s inception and teaching computer science and A-level maths.

The most recent official visit (November 2024) found that the school had maintained the standards identified at its previous full inspection, with pupils described as safe and well supported through personalised coaching.

A professional tone runs through the language the school uses about itself: employment pathways, mentoring, and deliberate preparation for next steps. The model is explicit in the way weeks are structured around Project Based Learning (PBL) and an enrichment offer designed to broaden experiences beyond examination content.

The small-scale setting is part of the proposition. The most recent Ofsted report notes that staff and pupils value the size of the community because “everyone knows each other well”, and that staff respond quickly if a pupil is not themselves. Alongside this sits a coaching programme intended to provide regular personalised support for learning and wellbeing.

The employer-facing identity is not window dressing. The school describes formal employer partnerships and work placements, and it is explicit that the curriculum is linked to local labour market opportunities and industry insight. Key partners named by the school include DHL, Allianz, Premier Inn, and RBS Finance Services, with work placements, industry visits, and contribution to employability activities.

This is a state school with no tuition fees. For families weighing value, the key question is how well the curriculum and teaching translate into qualifications and progression.

At GCSE level, the school’s Attainment 8 score is 44.7, with a Progress 8 score of 0.11, indicating slightly above-average progress from students’ starting points.

EBacc outcomes are a weaker point in the published dataset. The EBacc average point score is 2.55 compared with an England figure of 4.08, and the percentage achieving grades 5 or above across the EBacc is recorded as 0.

Rankings are best used as context rather than a verdict. Ranked 3,319th in England and 21st in Hounslow for GCSE outcomes (FindMySchool ranking based on official data), the school sits below England average, within the lower 40% of secondary schools in England on this measure.

At A-level, the picture is closer to the mainstream middle. A-level grades include 4.55% at A*, 6.06% at A, 34.85% at B, and 45.45% at A*–B.

Ranked 1,561st in England and 11th in Hounslow for A-level outcomes (FindMySchool ranking based on official data), performance is broadly in line with the middle 35% of schools in England for this dataset.

The school frames teaching around a blend of academic GCSEs and vocational routes linked to its specialisms. For Year 10, it describes a personalised programme combining GCSEs (including EBacc subjects), a vocational qualification in its specialisms, and lessons organised around employer-led project briefs.

The sixth form is presented as pathway-driven rather than one-size-fits-all. The school sets published academic entry thresholds for post-16, distinguishing between A-level pathways and BTEC Level 3 routes, with course access tied to GCSE achievement and, for A-levels, stronger grades in the intended subject area.

The curriculum is designed to feel consequential. The most recent Ofsted report links this to industry-facing experiences and qualifications, explicitly referencing areas such as cybersecurity and games design.

If families want hard numbers on progression, the published destination data provides a useful baseline. For the 2023/24 leaver cohort (106 students), 58% progressed to university, 19% to employment, 3% to apprenticeships, and 1% to further education.

The school’s destination narrative is strongly employment-shaped. It describes structured preparation through interview practice, mentoring, and employer contact, including large-scale mock interview activity for sixth form students.

For families focused on apprenticeships and work, the employer engagement model is central. The school describes placements and industry pathways that are intended to make post-18 decisions more informed and less abstract than they can feel in traditional settings.

Entry is non-standard because this is a 14–19 setting rather than a Year 7 intake. The published admissions arrangements set out two main entry points: Year 10 and Year 12, with applications managed directly by the school rather than through the local authority’s mainstream secondary transfer process.

For Year 10 entry in September 2026, the closing date is 31 October 2025, with offers made on 1 March 2026. The published admissions number is 48 places in Year 10.

For Year 12 entry in September 2026, applications are due by 31 January 2026, with late applications accepted up to the end of August 2026. Offers are described as conditional, based on GCSE achievement meeting the school’s minimum entry requirements, and the published admissions number is 120 places in Year 12.

Given that admissions are direct, families benefit from treating this like a post-16 style application even at 14. It is worth planning early, using the school’s published criteria, and keeping a clear record of deadlines. For parents comparing travel practicality, FindMySchool’s Map Search can help you sanity-check the day-to-day journey before committing to a specialist 14–19 route.

The pastoral model described in official evidence centres on visibility and early intervention. The most recent Ofsted report describes staff as quick to spot changes in pupils and to resolve concerns promptly, supported by a coaching programme that provides personalised guidance on learning and wellbeing.

Safeguarding is addressed through a trust-wide policy framework, with an emphasis on a safe and welcoming environment and clear procedures.

The enrichment offer is tied closely to the school’s employment and skills agenda. Regular PBL weeks are used to apply classroom learning in practical contexts, with students undertaking chosen projects and, at times, work experience or structured employability activity.

Several named programmes help clarify what “employer engagement” means in practice:

• The Employer Engagement Induction Programme, which sets students onto defined pathways, including Creative Media, Business and Events, Finance and Accountancy, and Computing Network Professional.

• The Logic Career Club, referenced in the school’s published careers activity overview as part of application support.

• The Duke of Edinburgh’s Award, listed in the school’s calendar as an active trip programme.

Sport exists within the enrichment structure rather than as a conventional after-school menu. The school describes Tuesday and Wednesday enrichment options including cycling, virtual fitness, basketball, table tennis, and football.

The published timetable for Years 10 and 11 shows a day beginning at 09:00 and running through to a final teaching period ending at 15:10 on Monday to Thursday, with a different Friday pattern. The total taught week is stated as 33 hours and 10 minutes.

For travel, Feltham rail station is a practical reference point; trust documentation describes the site as around a seven-minute walk from the station.

• A 14–19 route is a deliberate choice. Entry at Year 10 suits students ready for a shift in learning model and peer group; it is less suitable for those who want the continuity of a traditional Year 7–11 journey.

• EBacc indicators are weak in the published dataset. Families prioritising a strongly academic EBacc profile should read this alongside the school’s curriculum offer and subject guidance before deciding.

• Sixth form entry is conditional. Offers are linked to meeting GCSE thresholds, and oversubscription can be course-specific, so it is sensible to treat Year 12 entry as competitive even where places exist in principle.

• The model depends on engagement. Employer-facing weeks, placements, and interview preparation reward students who participate fully; students who prefer a purely classroom-based experience may not get the best out of the offer.

Logic Studio School is best understood as a specialist 14–19 provider that trades some of the breadth and rhythm of a conventional secondary school for a tighter focus on careers, projects, and employer contact. The sixth-form outcomes sit around the middle of England schools in the published dataset, while GCSE indicators are weaker, especially on EBacc measures. Best suited to students who are motivated by practical application, enjoy structured employability activity, and want a smaller setting with clear next-step planning.