Westminster Academy Review 2026: From Struggling School to Sixth Form Excellence

In 2006, a new academy opened on Harrow Road in West London, replacing a predecessor that had faltered. Two decades later, Westminster Academy stands as a transformation story. The school moved through disappointment, then recovery, and now occupies a rare position: a non-selective, non-fee-paying state school delivering university-competitive results, particularly through its sixth form. The October 2023 Ofsted inspection awarded the main school Good, but its sixth form received an Outstanding rating, a distinction that separates aspiration from achievement. Situated in the Naim Dangoor Centre, a building sponsored by the Dangoor family, the academy serves over 1,070 students aged 11 to 18 from an extraordinarily diverse community. The school has become one of the few state schools in London to offer both the International Baccalaureate Diploma Programme and the Career-Related Programme at post-16, positioning itself at the intersection of traditional academic rigour and international educational philosophy.

Mrs Numera Anwar arrived as Principal in August 2024, following a decade of steady consolidation under her predecessor. She describes the school as one where "students feel safe, happy and supported." Westminster Academy in Paddington, London has a clear sense of identity shaped by its setting and community. The building itself is modern and functional, a contrast to the Victorian halls of London's older institutions, but functional design suits a school that prioritises substance over heritage. The student body is spectacularly diverse. 96% of students are from ethnic minority backgrounds, and over half are eligible for free school meals. These statistics matter not because they require sympathy, but because they reveal something genuine about the school's mission: education for whom, and by whom. The school's ethos is grounded in what Westminster calls the International Baccalaureate Learner Profile. Students are encouraged to be Inquirers, Thinkers, Communicators and Risk-takers; they are expected to be Knowledgeable, Principled, Caring, Open-minded, Balanced and Reflective. Unlike corporate slogans, these values appear to be woven through daily practice. Staff in the school's leadership team speak with genuine enthusiasm about the student voice. The school holds a Healthy Schools London Gold Award, an indicator that wellbeing is not peripheral but central.

The physical plant reflects ambition. The academy shares its site with Academy Sport, a purpose-built sports facility that opened in 2007. This separation of sports from core school buildings is unusual in London, but it means the main school building can prioritise teaching spaces, and the sports facility serves the community outside school hours as well as students. The school benefits from being in West London's most central location. Paddington, Maida Vale and Westbourne Green surround it. The nearest Underground station, Royal Oak, is a ten-minute walk. This proximity to London's heart means students have access to cultural institutions, workplaces, and universities without needing long commutes.

The school's motto is "Education is Success," and the message is reinforced constantly through leadership action. The previous principal, Dr Paul Wood, spent a decade stabilising the school after earlier struggles. Mrs Anwar's appointment signals confidence in trajectory. She comes from Leigh Academy Strood, a fellow sponsor-led academy, bringing experience of multi-school trust leadership to a single-academy trust that has experienced real growth.

The attainment 8 score of 48 sits slightly below the England average of 46 when converted to the 0-8 scale used in England. However, the raw data requires careful reading. An attainment 8 score of 48 means students entered eight GCSE subjects and achieved an average of 6.0 across those subjects (grade 6 is a strong pass). The school ranks 1,283rd in England for GCSE outcomes (FindMySchool ranking), placing it in the middle tier, solid performance, in line with the middle 35% of schools. Locally, the school ranks 16th among Westminster secondaries, a respectable position given the borough's academic diversity.

The GCSE picture becomes clearer when examining subject breadth. The school entered 26% of pupils into the English Baccalaureate (the sciences, a language, and geography/history). This is below the England average of 41%, suggesting the school tailors curriculum choice to student needs rather than forcing a uniform pathway. The EBacc average point score of 4.65 is notably above the England average of 4.08, suggesting that where students do pursue traditional academic routes, they achieve them strongly.

Progress 8, the value-added measure, sits at -0.05, indicating that students make slightly less progress than their starting points would predict in England. This is important context. In a school serving 51% of students eligible for free school meals in a deprived borough, starting points are often lower due to prior educational experience, language acquisition, and family circumstance. The school's -0.05 therefore suggests that, while students do not "add value" at the national level, they are not falling behind the progress trajectory expected for students of their profile.

A-Level Performance

The sixth form tells a markedly different story. The A-level rankings place Westminster Academy at 379th (FindMySchool ranking), sitting in the national strong tier at the top 14% of sixth forms in England. This ranking gap between GCSE and A-level is striking and intentional: the sixth form selects from within, and many students who arrived at age 11 with lower prior attainment will have left at 16. Meanwhile, external students with stronger qualifications arrive for sixth form, and the school's own internal cohort now includes only those capable of IBDP or IBCP work.

At A-level, 73% of grades were A*-B. In England, the average sits at 47% for A*-B grades. Westminster's 73% is well above average. The 13% achieving A* is above the England average of 24%, suggesting strong depth in top performance. The pattern indicates consistent achievement across the ability range: 27% achieved A grades, and 33% achieved B grades. This distribution suggests the school is neither concentrating talent at the elite end nor creating clusters of mediocre passes.

The Sixth Form Pivot

The outstanding sixth form rating in October 2023 reflects this reality. Westminster's sixth form is increasingly the school's identity. The school offers 30 A-level subjects, providing breadth unusual in many London schools. More distinctive, however, is the IBDP and IBCP offering. One of only a handful of non-fee-paying schools in London to offer the International Baccalaureate at post-16, Westminster positions itself at a specific intersection: state school accessibility with international credential authority. The IB Diploma is studied in over 5,400 schools across 159 countries and is recognised by universities globally as demanding rigorous thinking, sustained writing, and genuine international-mindedness.

Teaching at Westminster is described in the school's recruitment literature as "research-led," though the phrase is common in schools. More tellingly, the academic staff body includes people trained at Oxford (the Vice Principal for Curriculum), and there is an explicit commitment to ongoing continuous professional development for all staff, not just entrants. Dr Acquah, the Assistant Vice Principal, is rolling out the school's "Tech and AI Strategy," indicating that technological change is not left to chance but actively embedded in pedagogy. Ms Carrier, Vice Principal for Teaching and Learning, holds a Doctorate in Education and trained at Oxford, suggesting the leadership team brings significant intellectual firepower to curriculum design.

The teaching approach emphasises active engagement rather than passive transmission. In lower years, technology is integrated through Chromebooks and Mac computers. Students explore music from different cultures; they encounter history and languages through contemporary contexts. The BTEC Tech Award in Music Practice at Key Stage 4 exemplifies the approach, students develop not just knowledge of music, but practical skills in performance and composition, often in collaboration with drama, dance, and art students on productions and showcases. This cross-departmental collaboration suggests a curriculum designed around authentic projects rather than isolated subjects.

The IB pedagogical approach, which dominates sixth form thinking, emphasises critical inquiry, international perspectives, and practical application of knowledge. Students studying sciences do not simply learn theory; they conduct investigations and consider the ethical implications of scientific progress. History students do not memorise dates; they interrogate sources and construct historical narratives. Theory of Knowledge, mandatory in the IBDP, forces students to consider how knowledge itself is constructed and validated across disciplines.

Leavers data from 2023-24 shows 63% progressed to university, 3% entered apprenticeships, and 12% entered direct employment. The remainder entered further education or other pathways. Given the student intake, many with lower starting points, a 63% university progression rate is noteworthy. More impressive is where those 63% go. Oxbridge data indicates that the school submitted seven combined applications to Oxford and Cambridge in the measurement period, with one secured place. This figure is inevitably small in a school of 1,070, but the existence of Oxbridge progression in a non-selective, non-fee-paying school defies the narrative that Oxford and Cambridge are closed to students beyond the independent and grammar school circuit.

The sixth form, where A-level performance is strong, likely drives disproportionate university progression. The school's focus on Russell Group destinations through the IB suggests students are regularly progressing to research-led universities. Beyond Oxbridge, mentions of university partnerships in school communications suggest links to imperial College, Durham, Edinburgh, and other leading institutions. The IBDP's international orientation also opens pathways to universities across Europe and North America, not just the UK.

Music: Quality Mark Accreditation

The school holds the Music Quality Mark, a recognised standard for schools prioritising music education. This is no generic claim. The music department achieved 100% pass rates on the BTEC Tech Award in Music Practice as recently as 2022, with 33% achieving the highest grades (D*). Students do not simply sit in lessons; they collaborate in music ensembles, perform in showcases, and combine music with drama, dance, art, and food technology to create integrated productions. The department reports that "extra-curricular clubs are extremely popular," suggesting music is central to school culture, not peripheral. The school employs a full-time music department head and supports both classical training and contemporary composition, meaning students developing interests in rock, hip-hop, or electronic production have pathways alongside classical musicians.

Drama and Performing Arts

Drama is equally prominent. The school produces regular showcases and musicals featuring collaborations across art, dance, and music. The emphasis on student-led productions rather than staff-directed showcases is noteworthy; this builds confidence and ownership. The drama studio, housed within the academy building, is purpose-equipped for rehearsals and performances. Sixth form students particularly engage with drama through the IB framework, where theatre becomes a vehicle for exploring cultural perspectives and social issues.

Sports and Physical Excellence

Academy Sport, opened in 2007 on the Westminster Academy site, represents a significant investment in physical provision. The facility includes a four-court sports hall (capable of hosting netball, basketball, volleyball, futsal, and badminton simultaneously), three floodlit 3G football pitches (FA-approved and resurfaced in 2022), a multi-use games area, a beach volleyball court, a full dance studio with sprung wooden flooring and ballet barres, and a parkour park. This constellation of facilities is extraordinary for a state school in central London. Students do not share a cramped gymnasium; they have leading sports infrastructure.

The school runs sports clubs every day: before school, at lunch, and after school, with offerings changing seasonally. The Greenhouse Sports partnership provides specialist basketball and table tennis coaching and mentoring, with students developing through structured programmes and competing at high levels. The school reports that students have been selected for the Basketball England Talent Programme, indicating elite-level development pathways. Football teams (girls and boys) compete regularly in local and Westminster Sports Unit fixtures, with recent wins celebrated across social media. The school holds the Healthy Schools London Gold Award, confirming that physical activity and wellbeing are embedded values.

STEM and Technology

STEM is not treated as a single branded entity but integrated through subject departments and specific clubs. The Coding Club runs lunchtime sessions. The STEM Club "aims to inspire academic curiosity and a love of learning." Tycoon Enterprise is an entrepreneurship club where students develop business thinking. These are not generic labels; they reflect specific initiatives with staff investment. The school's AI and Tech Strategy, led by Dr Acquah, suggests that computer science and data literacy are being threaded through the curriculum rather than confined to GCSE Computer Science pupils. The mention of Chromebooks and Mac computers in music lessons indicates technology is pedagogical, not decorative.

Debating and Public Speaking

Model United Nations and Debate Club encourage students to "express themselves confidently and understand the value of considering a diverse range of opinions." MUN particularly develops research skills, public speaking, and understanding of international governance. Given the school's urban London location and diverse student body, MUN becomes a vehicle for exploring global issues with peers from across the city. The school's location near Westminster, the Houses of Parliament, and multiple think tanks and cultural institutions means students can engage with these communities directly rather than theoretically.

Community and Inclusion

The Diversity, Equality and Inclusion Club offers space for students to discuss issues that matter to them and promote inclusion. This explicit institutional space for discussing identity, representation, and belonging is rare in secondary schools. It reflects the school's belief that academic excellence and social-emotional development are inseparable. The Games Club provides "problem-solving and socialising in a fun, relaxed environment," offering a structured space for students who might not gravitate toward traditional clubs. Creative Writing allows literary voices to develop outside formal English lessons. UK Maths Trust competitions give mathematically gifted students stretching opportunities.

Cadets and Leadership

The school operates a Combined Cadet Force, with photographs from Remembrance Day showing students and staff leading ceremonial proceedings. The cadets programme develops discipline, leadership, and community responsibility. Sixth form students, in particular, develop mentoring capacity through cadet structures.

Westminster Academy is non-selective. The school does not administer entrance tests or interviews; admissions operate through the standard London secondary allocation process. The school was oversubscribed at Year 7 entry in recent admissions, with 2.51 applications for every place. However, no formal catchment area is published. Students are allocated by distance in most cases, though looked-after children and those with Education, Health and Care Plans naming the school are prioritised.

The school day runs from approximately 8:50 to 3:20. Breakfast and after-school clubs operate, though specific times are best confirmed with the school directly. The location on Harrow Road is well-served by public transport: buses 18 and 36 run along Harrow Road, and Royal Oak Underground Station (Hammersmith & City Line) is approximately ten minutes' walk away. The school is not car-friendly; on-street parking is unavailable, and nearby car parks (Whiteleys, Colonnades) are a significant distance away. This reflects central London reality and encourages public transport use, which is practical given the school's location.

Sixth form entry requires successful completion of GCSE study (or equivalent) and meeting subject entry requirements for chosen A-level and IB subjects. The school accepts both internal progression and external applications to sixth form. The IBDP and IBCP are increasingly the sixth form identity, with dedicated admissions cycles for these programmes. The school notes it is "now accepting applications for our IBDP and IBCP courses for September 2026 entry," suggesting international interest in these programmes.

The school employs structured pastoral systems. Each student belongs to a form group with a dedicated form tutor. The school's leadership emphasises that "success can only be achieved in an environment where students feel safe, happy and supported." This is not mere rhetoric; the Ofsted report awarded Good for behaviour and attitudes, and Outstanding for personal development within the sixth form, independent validation that students feel secure.

The school's work on student wellbeing includes employing staff specifically dedicated to personal development and student voice. Mr Noel, who joined in January 2024 as Vice Principal for Personal Development, explicitly focuses on punctuality, attendance, behaviour, and student council engagement. This signals that behaviour is managed proactively, not reactively. Designated Safeguarding Lead structures are in place, meeting statutory requirements and exceeding them through dedicated pastoral staff.

The school's commitment to health and wellbeing is demonstrated by the Healthy Schools London Gold Award. The school works with external partners to deliver health education, mental health awareness, and sexual health information aligned to student age and need. Sports, arts, and outdoor education (residential trips for Year 7 at Grosvenor Hall, Kent) all contribute to holistic development.

The October 2023 Ofsted inspection awarded Westminster Academy Good overall. The inspection assessed Quality of Education, Behaviour and Attitudes, Personal Development, and Leadership and Management as Good. The Sixth Form Provision was rated Outstanding. This split rating is informative: the main school (Years 7-11) operates solidly, but the sixth form exceeds expectations. The outstanding sixth form rating reflects the strength of A-level outcomes, the rigour of the IB programmes, and the maturity and engagement of older students. The inspection occurred under an earlier Ofsted framework that produced overall effectiveness judgements; from September 2024, Ofsted changed methodology and no longer produces single overall grades, instead publishing domain grades. This means Westminster Academy's October 2023 inspection provides clear evidence of where the school stands.

Non-selective but aspirational. The school does not select by examination, yet A-level results and sixth form achievement suggest high expectations throughout. While GCSE attainment sits average for England, the school's strength lies in sixth form and the students who stay beyond 16. For families wanting to ensure post-16 pathways to leading universities, the sixth form (particularly IBDP) is the relevant consideration. The main school (11-16) serves its community well but is not a fast-track pathway to elite universities unless students are self-driven.

International Baccalaureate: not traditional A-levels. The IBDP and IBCP are substantial commitments. They require broader curriculum engagement than subject-by-subject A-level selection. Theory of Knowledge, extended essays, and the emphasis on international-mindedness appeal to students who thrive on breadth and interdisciplinary thinking. Students seeking narrow subject specialisation (e.g., maths and physics only) would find traditional A-level schools more suitable. The IB is excellent but not for everyone.

Sports facility location. Academy Sport is on the school site but operationally separate, managed by Everyone Active rather than school staff. During school day, students access sports lessons there. Outside school hours, it functions as a community facility. Students can book facilities but must do so separately. The separation of sports from the main building is efficient but means physical education is not quite as integrated as in schools with sports facilities within the main campus.

Central London location, advantages and challenges. The Harrow Road location offers cultural access and public transport. However, central London also means noise from traffic, the elevated Westway nearby, and minimal green space for play or reflection. Families wanting a campus-like secondary school will be disappointed. The school is definitively urban.

Ethnic and socioeconomic diversity is the norm. 96% of students are from ethnic minority backgrounds, and over half are eligible for free school meals. This is an extraordinary asset for understanding global perspectives and building empathy across cultures. It is also the practical reality. Families expecting a culturally homogeneous school community will find Westminster unrecognisable.

Westminster Academy is a school built on transformation rather than inheritance. From difficult beginnings, it has constructed a genuinely non-selective pathway to academic excellence, particularly through its sixth form. The A-level results and the International Baccalaureate offering position it as a rare asset in London's state education landscape. For students who arrive in Years 7-11 and stay through to sixth form, particularly those with ambition and resilience, the school delivers research-backed teaching, modern facilities, and genuine pastoral care. The diverse student community is not a challenge the school overcomes; it is a strength the school leverages.

Best suited to families seeking a non-selective London secondary with strong sixth form prospects and genuine international-mindedness through the IB. The school particularly suits students who will remain until age 18. For families whose children might depart at 16 to sixth form colleges or other institutions, the main school (though good) is less distinctive. The outstanding sixth form and the genuine commitment to inclusive excellence make Westminster Academy a compelling choice for ambitious families in West London seeking state education without private fees. The main challenge is oversubscription; securing a place requires either living very close or meeting criteria such as looked-after status or SEND identification.