Bobby Moore Academy Review 2026: An all-through school built for ambition in the Olympic Park

Bobby Moore Academy is an all-through, mixed state school in the Queen Elizabeth Olympic Park, opened in September 2017 and now serving pupils from Reception through to sixth form. The setting shapes the offer. The secondary site sits beside the London Stadium, and the school leans into its location through sport, music and arts partnerships, alongside a structured approach to behaviour and learning routines.

External assessment and published data point to a school with clear expectations and a calm day-to-day climate, alongside performance outcomes that are mixed across phases. At GCSE, results sit broadly in line with the middle 35% of schools in England (25th to 60th percentile) on FindMySchool’s ranking, while sixth form outcomes, on the same ranking basis, sit below England average. Competition for places is real at entry points, especially in Reception, and families should treat admissions as an application process rather than an entitlement, even within an all-through model.

Leadership has also evolved since the school’s first full inspection cycle. The current Principal is Sarah Donnelly. The academy is part of The David Ross Education Trust, which supports curriculum and staffing development across its schools.

The school’s identity is closely tied to structure. Daily routines are explicit, and the secondary timetable is organised around a clear sequence of tutor time, academic periods and a dedicated “Character” slot before the end of the day. That design choice matters for families who want predictable rhythms and consistent messages around behaviour and personal development.

The most useful clue to the overall feel is how the school describes expectations and how those expectations show up in formal commentary. The latest full inspection describes high expectations across ages, calm movement around buildings, and classroom routines that support prompt starts to learning. Those features are the building blocks of an orderly all-through school, especially one still relatively young, where culture is being deliberately set rather than inherited over decades.

The setting itself supports a modern, purposeful mood. The secondary building is described by the school as a six-storey design with a central atrium and large windows to maximise daylight, with spaces designed for community use without compromising the rest of the school. For pupils and students, that usually translates into a school that feels contemporary and open, with specialist spaces that are not hidden away as rare treats.

There is also a strong “institution-building” element that is common in newer schools. You see it in the emphasis on routines, in the prominence of personal development language, and in the way enrichment is positioned as part of the core offer rather than an optional add-on. Families who value a school that is actively shaping habits, expectations and leadership opportunities may find that reassuring. Families who prefer a looser feel, or who want the culture to be driven more by informal tradition than by explicit systems, may need to test the fit in conversation with staff and students.

Because Bobby Moore Academy is all-through, it is helpful to separate outcomes by phase.

GCSE

At GCSE level, the school’s Attainment 8 score is 47, and Progress 8 is -0.37. The Progress 8 figure indicates that, on average, students made below-average progress compared with other students nationally who had similar starting points. EBacc measures are mixed, with an average EBacc point score of 4.42 and 24.5% achieving grade 5 or above in the EBacc. These figures suggest that the school has strengths in securing passes and building attainment, while progress measures show that consistent acceleration across the full cohort remains a key challenge.

Rankings add context. Ranked 1,445th in England and 15th in Newham for GCSE outcomes (FindMySchool ranking, based on official data), the school’s performance sits in line with the middle 35% of schools in England (25th to 60th percentile). This is “solid middle”, neither a high-flying exam outlier nor a school defined by weak headline outcomes.

The implication for families is practical. Students who are already secure learners may do well within a structured environment, particularly if they engage with routines and make use of support. For students who need rapid progress from a lower baseline, families should ask direct questions about catch-up, reading support beyond early years, and how intervention is delivered without narrowing the wider curriculum.

Sixth form

Sixth form outcomes, on published grade distributions, are currently low relative to England averages. The proportion of grades at A* is 0.53%, at A is 2.11%, at B is 10%, and at A* to B combined is 12.63%. On the same FindMySchool approach to ranking, A-level outcomes are placed near the bottom of the national table.

Ranked 2,517th in England and 10th in Newham for A-level outcomes (FindMySchool ranking, based on official data), results sit below England average.

That does not automatically mean the sixth form is the wrong choice, but it does mean families should be precise about fit. A sixth form can still be a strong environment for students who value continuity, pastoral support and a clear structure, particularly where vocational routes sit alongside A-levels and where personal development, careers education and mentoring are emphasised. Equally, students aiming for the most academically competitive pathways should consider whether the current results profile aligns with their goals, and ask for recent destination examples and subject-by-subject patterns.

Primary

Comparable primary outcome data is not presented in the provided dataset for this school, so families should rely on phase-level conversations, curriculum information, and the broader evidence base about teaching and routines across the all-through model. The inspection commentary places significant emphasis on early reading and reading culture, including phonics from the start of early years and regular adult reading to pupils.

A coherent through-line across phases is the emphasis on sequencing and routine. Formal commentary highlights step-by-step curriculum planning and teachers checking what pupils have remembered, correcting misconceptions in the moment rather than letting gaps harden. In practical terms, that usually means lessons that feel planned and purposeful, with fewer “dead minutes” at the start of a session.

Reading is positioned as a priority from the earliest stage. Phonics is described as well planned and consistently delivered from the start of early years, with trained staff and support for those new to the programme. That is particularly relevant for an all-through school because early literacy strength can compound across key stages, supporting broader attainment in humanities, sciences and even mathematics word problems.

At secondary level, the school day structure itself is a teaching tool. The published timings show a day beginning with breakfast club, moving into tutor time, six academic periods and a “Character” period before the end. For students, this can translate into a sense that learning is not only about examinations, but also about habits, conduct, and wider participation. The trade-off is that a highly structured day can feel demanding for students who prefer autonomy and self-direction earlier, so it is worth asking how flexibility is handled for older year groups.

Curriculum breadth is also important in a developing school. The latest inspection report, conducted when the school was still building phase by phase, identified a need to clarify and strengthen how art knowledge is mapped and sequenced at Key Stage 3, and noted that art was not then available beyond Year 9, with plans to change that. Families with children strongly oriented to the arts should ask what the current Key Stage 4 options look like and how creative subjects are timetabled and resourced now.

For sixth form, entry requirements provide a clear signal of academic expectations. The published requirements include GCSE English and maths at grade 5 or above, five grade 6s in any GCSE subjects, and grade 6 in the subjects a student wants to study, with higher thresholds for mathematics, sciences and some other subjects. This clarity is helpful, especially for external applicants who want an unambiguous view of what “ready for A-level” means in practice.

Because destination statistics are not published in the supplied dataset for this school, it is best to focus on what can be evidenced about progression structures and preparation, and what families should request when evaluating fit.

Primary to secondary

A key benefit of an all-through model is continuity, and the school makes it clear that pupils in the primary phase automatically qualify for a space in the secondary phase, while still needing to follow the application process. For families, this can reduce the uncertainty that often accompanies Year 6. It also makes the primary offer particularly attractive for those who want a long runway of stability.

GCSE to sixth form

For sixth form, the school presents a defined application process for both internal and external students, including an application form, references, and possible course discussion meetings or interviews. The deadline for applications for 2026 to 2027 entry is Friday 30 January 2026. Families should check whether late applications are accepted and how oversubscription is handled if courses fill.

University and employment pathways

The school places strong emphasis on personal development, mentoring, and careers preparation, and the inspection evidence refers to careers information that includes employers, apprenticeships and university routes, supported by staff training so that guidance is consistent. For sixth form families, the right due diligence is to ask for recent examples by subject area: which universities, which apprenticeship providers, and how many students secure their first-choice destination. If the school publishes a destinations list in its prospectus or careers material, that is also worth reviewing alongside the headline A-level outcomes.

Admissions sit in two distinct worlds, the London local authority coordinated system for statutory entry points, and the school’s own processes for sixth form and in-year transfers.

Reception

Reception applications are coordinated through the local authority. For September 2026 entry, the on-time application deadline was 15 January 2026, and the national offer date is 16 April 2026. In the provided data, the Reception entry route shows 139 applications for 19 offers, which equates to about 7.32 applications per place offered. This level of demand typically means that small differences in priority criteria matter.

The practical implication is that families should treat Reception entry as competitive and should understand how priority is applied in Newham, including sibling rules and any distance or catchment criteria that apply in the determined arrangements.

Year 7

Year 7 applications are also local authority coordinated. For September 2026 entry across London, the standard closing date for on-time applications was 31 October 2025 and national offer day is 2 March 2026. In the provided data, the Year 7 entry route shows 491 applications for 148 offers, about 3.32 applications per place offered. That is a meaningfully oversubscribed picture, though less extreme than the Reception route.

If you are planning ahead for September 2027 entry, assume the same annual pattern, applications typically open in early September and close at the end of October, with offers issued in early March. Check your home local authority calendar for the exact dates in the year you apply.

As a practical tool, families comparing options can use the FindMySchool Local Hub page to view GCSE performance and progress measures side-by-side across nearby schools, and use the Comparison Tool to keep the context consistent when shortlisting.

Sixth form

Sixth form applications are made directly via the school, with published entry requirements and a stated deadline of 30 January 2026 for the 2026 to 2027 application cycle. Students aiming for competitive A-level programmes should check subject-by-subject thresholds, for example grade 7 in GCSE maths for A-level maths and grade 8 for further maths.

In-year admissions

In-year moves are handled separately and can be more variable. Families considering an in-year transfer should ask about current year-group capacity and how waiting lists are managed over a term, since waiting lists do not operate on a first-come basis.

The pastoral model is heavily tied to routines and clarity. Formal evidence highlights systems for behaviour around corridors, playgrounds and dining spaces, designed to reduce friction points in a large, growing school. That kind of consistency can support pupils who benefit from clear boundaries and predictable consequences.

The safeguarding position is explicit in the latest inspection documentation. The latest Ofsted inspection (12 and 13 October 2021, published 11 December 2021) rated the school Good overall and confirmed that safeguarding arrangements were effective.

Bullying is handled with clear processes, and pupils are taught about what bullying is and who to speak to. The same inspection evidence also reports that some pupils and parents felt communication and response could be stronger in some cases. The right approach for families is to ask how incidents are recorded, how quickly families are updated, and what restorative or sanction routes are used for repeat behaviour. A well-run school should be able to answer those questions in practical terms, not slogans.

Support for pupils with special educational needs and disabilities is described as focused on access to the full curriculum, with needs identified and teaching planned to include pupils fully. For families with a child who needs support, it is worth asking how that inclusion is delivered in practice, for example, what happens in high-demand lessons, how literacy support is organised, and how the transition between phases is managed within the all-through structure.

The school’s location makes sport an obvious pillar, but the co-curricular programme is broader than fixtures.

Sport

Sport is positioned as both participation and performance. The school references a programme of more than 150 fixtures each academic year, along with pathways into trust-wide events and opportunities. Facilities underpin that claim. The school lists a 3G 9-a-side Astro-Turf pitch, sports hall, dance studio and access to an Olympic-grade running track and wider London Stadium facilities through partnership arrangements.

The EEI point here is simple. Example: access to elite-standard facilities and competition. Evidence: on-site 3G pitch plus partnership access to track and stadium infrastructure. Implication: students who enjoy sport can train and compete at a higher intensity than is typical for many urban schools, and those who are less sport-focused still benefit from quality physical education spaces that make activity easier to deliver well.

Creative and performance opportunities

The facilities list also includes music studios and a 180 seat theatre, which creates real capacity for performance-led enrichment rather than occasional productions squeezed into a hall. Sixth form facilities include a dedicated area with a contemporary common room and outdoor terrace, plus a sixth form café, which matters for older students who need independent study space and a sense of separation from lower school.

Clubs with clear identity

The school publishes a co-curricular club offer for 2025 to 2026 that goes well beyond generic lists. Examples include Medical Society, Rocketry, Coding Club, Debate Club, Politics Debate Club, Orchestra, Jazz Band, Choir, and a Sixth Form Theatre Company. There are also distinctive wellbeing and creative options such as Jigsaw Therapy club, Mindfulness colouring, and a newspaper club titled Newspaper: English is Lit! running for different key stages.

This matters because it tells you how enrichment is being used. A Medical Society is not just a club, it is a sign that the school is trying to build academic identity and aspiration. Rocketry and coding suggest STEM enrichment that can complement GCSE and A-level choices. Music ensembles and theatre provide a route for students who need an “I belong here” space that is not defined by sports or exam sets.

Bobby Moore Academy runs a structured secondary day. Breakfast club starts at 07:50, school starts at 08:25, and the school day ends at 15:10, followed by co-curricular clubs until 16:10. Primary timings differ slightly, with gates opening at 08:40, gates closing at 08:50, and the school day ending at 15:30.

For primary wraparound, breakfast club runs from 08:00 to 08:40, and after-school wraparound runs on-site until 18:00 through an external provider, with pricing published by the school as £16.00 per session. Families should check current availability and booking arrangements early, as wraparound can fill quickly in growing areas.

Transport is one of the school’s practical strengths. Stratford and Stratford International are the nearest major hubs for tube, rail and DLR, and the wider Queen Elizabeth Olympic Park area is well served by bus routes and walking and cycling links. For families driving, it is sensible to plan for event-day congestion around the park, and to ask the school about any visitor parking arrangements for parents’ evenings and performances.

• Oversubscription at key entry points. Reception demand is high, with 139 applications for 19 offers in the provided data. Year 7 demand is also strong, at 491 applications for 148 offers. Families should read Newham’s determined arrangements carefully and plan for realistic alternatives.

• Progress measures at GCSE. A Progress 8 score of -0.37 suggests that, across the cohort, students did not progress as strongly as peers nationally with similar starting points. Families should ask how intervention, tutoring, and literacy support are targeted, especially for students who need rapid catch-up.

• Sixth form outcomes are currently low. A-level grade distributions and rankings point to results that sit below England average. Students considering sixth form should discuss subject choices, teaching capacity, and post-16 pathways in detail, and request recent destination examples.

• A young school still refining breadth. The latest inspection evidence raised questions about how art was structured at Key Stage 3 and its availability later on at that time. Families with strong creative priorities should confirm current Key Stage 4 and sixth form options.

Bobby Moore Academy is a modern all-through school with a clear sense of structure, strong routines and an offer shaped by its exceptional Olympic Park setting. Facilities and co-curricular breadth are genuine strengths, with named programmes that support aspiration in sport, performance, STEM and academic enrichment.

Best suited to families who value consistency, an all-through pathway, and a school culture built around explicit expectations and personal development, and who are prepared to engage proactively with competitive admissions at entry points. For academically ambitious sixth formers focused on top-end A-level outcomes, it is worth comparing options carefully and using the FindMySchool Saved Schools feature to manage a shortlist that includes at least one strong alternative.