Manshead Church of England Academy Review 2026: A faith-rooted, inclusive secondary with a broad curriculum and a developing sixth form

This is a large, mixed 11–19 academy serving Caddington and the wider Luton fringe, with an admissions model that blends community priority with a defined allocation of faith places. It sits within the Diocese of St Albans Multi-Academy Trust, and presents itself as a school where Christian values shape everyday expectations, while remaining open to families of all faiths and none.

The most recent full inspection (September 2021) graded the school Good across all areas, including sixth form, and confirmed safeguarding arrangements as effective.

Performance measures in the FindMySchool dataset point to results that are below England average at GCSE and at A-level, with a negative Progress 8 score. The implication for families is that the strongest fit tends to be students who benefit from a structured approach and clear routines, alongside targeted support, rather than those seeking an ultra high-performing academic environment. (FindMySchool dataset, supplied)

The school’s identity is explicitly Church of England, and that comes through most clearly in the language it uses about purpose and values. The wider trust mission is framed around “enabling all to flourish”, rooted in Christian foundations, with an emphasis on inclusion and equal treatment.

Day-to-day culture, as described in the latest inspection evidence, is grounded in improved behaviour, respectful relationships, and high expectations that are understood by pupils and students. Disruption is described as rare, and newcomers, including Year 7 joiners and mid-year arrivals, are reported to settle quickly with structured support.

Leadership is now under Headteacher Mr Wajid Tufiq, named as the current head on the school’s website and on Get Information About Schools. If you are weighing the school on leadership direction, it is sensible to treat 2025–26 as a clear marker for the current senior leadership team configuration, and ask directly how priorities are being translated into curriculum and outcomes.

At GCSE, the FindMySchool dataset places the school below England average overall. It is ranked 3118th in England for GCSE outcomes (FindMySchool ranking based on official data), and 13th in Luton among ranked schools. This performance profile aligns with the school sitting below England average (the lower 40%). (FindMySchool dataset, supplied)

Headline measures reinforce that picture. Attainment 8 is 40.8 and Progress 8 is -0.53, indicating that, on average, pupils progress less than similar pupils nationally from their starting points. (FindMySchool dataset, supplied)

The sixth form also sits in the same broad band in the FindMySchool data. Ranked 1875th in England and 3rd in Luton for A-level outcomes (FindMySchool ranking based on official data), it falls below England averages for top grades, with A* at 2.04% and A*-B at 38.78%. (FindMySchool dataset, supplied)

What this means in practice is that families should pay close attention to how the school supports consistency of learning across subjects, especially in the move from Key Stage 3 foundations into GCSE option choices, and how effectively the sixth form is matching courses to student strengths.

Curriculum breadth is clearly presented. Key Stage 3 includes English, mathematics, science, languages, humanities, and a rotation that includes music or drama in Year 9, plus design technology strands such as food technology, product design and textiles.

A notable element is the school’s structured personal development approach. It references a Personal Development Education programme delivered via form time and dedicated personal development days, and sixth form tutoring is explicitly linked to UCAS, current affairs, and progression planning.

External evidence from the most recent inspection highlights a well-considered curriculum overall, with a focus on sequencing and revisiting key content in core areas such as English, mathematics and science. The same evidence also flags that some subjects were, at the time, less developed in depth and staff training, including music and computing, and that spelling support needed to more directly address phonics gaps for older pupils. These points are useful for parents to raise during open events, particularly if your child is either very strong in computing, or needs literacy catch-up.

For post-16, the school positions its sixth form as an established route that attracts a meaningful share of external entrants, and it frames the programme around both academic study and broader development. The Manshead V1 programme is described as combining academic courses with careers-focused elements and individualised packages.

The FindMySchool leavers destinations data for the 2023–2024 cohort indicates a mixed set of outcomes: 54% progressed to university, 5% to apprenticeships, 25% to employment, and 2% to further education, from a cohort size of 61. (FindMySchool dataset, supplied)

At Key Stage 4, the school encourages pupils to include a language and either history or geography in their choices, while also allowing some to take work-related courses with an external provider for part of the school day. This can suit students whose motivation improves when learning is linked to work pathways, but it also places a premium on good timetable management and attendance.

Year 7 entry is coordinated through the local authority, which means families apply via the council process rather than directly to the school for the main intake. For Central Bedfordshire, the on-time deadline for September 2026 secondary applications is 31 October 2025.

The published admission number for Year 7 is 210. Importantly, the school’s admissions policy sets out two “buckets” of places: up to 160 community places and up to 50 foundation or faith places. Within community places, priority is given in order that includes looked-after and previously looked-after children, children of staff, catchment, siblings, feeder schools, and very exceptional medical reasons, with distance used as the tie-break.

Faith places are then prioritised for children of practising Church of England families, then practising members of another defined Christian denomination, and then a specified foundation primary school. Practising membership is defined as at least monthly attendance at public worship for 12 months prior to application, confirmed in writing by a relevant religious leader.

Sixth form admissions are handled by application to the school using forms provided through the sixth form materials. The admissions policy indicates that allocations are intended to be communicated by the middle of May for September 2026 entry, subject to meeting entry requirements.

Families assessing chances of admission should use the FindMySchoolMap Search to check their home-to-school distance, then cross-check the school’s admissions criteria and any catchment considerations before relying on distance as the deciding factor.

Pastoral culture is described, in the latest inspection evidence, as underpinned by improved behaviour and an environment where most pupils arrive ready to learn. There is also explicit mention of a “learning, inclusion, nurture and care” provision offering additional support for vulnerable pupils, alongside regular checks that build staff understanding of SEND needs.

Support systems appear to be designed to help pupils joining at non-standard points, which is particularly relevant given the school’s reported intake mobility. For parents of a child who has moved schools previously, the best practical questions to ask are about baseline assessment on entry, how quickly support plans are implemented, and how communication is handled between subject staff and pastoral teams.

Safeguarding is described as effective in the latest published inspection evidence, with staff training and external agency working highlighted as strengths.

The school’s extra-curricular model is presented as responsive, with timetables that change seasonally and are communicated through tutor groups. A concrete example is the Homework Support Club in the library, and extended library access before and after the school day on most weekdays.

The Duke of Edinburgh’s Award is a defined pillar, with participation beginning at Bronze in Year 10, and application launches signposted towards the end of Year 9. The school also references a whole-student enrichment framework called The LORIC Edge, intended to help students track activities and reflect on what they have gained.

Creative and performance opportunities are visible across departments. Music indicates two main annual concerts, typically in the Christmas and summer seasons. Drama references clubs for specific year groups and theatre trips across key stages, and design and art areas describe additional sessions and enrichment that can include visits to major London galleries for research and inspiration.

The implication is that students who engage beyond lessons, whether through Duke of Edinburgh, structured enrichment tracking, or performance programmes, may find a stronger sense of momentum and belonging.

The school day runs from 8:40am to 3:10pm, with gates opening at 8:25am and closing at 3:15pm. Total weekly taught time is stated as 32.5 hours.

For families managing transport logistics, the key operational point is the relatively early start. If your child relies on public transport from the wider Luton area, it is worth checking morning reliability and what the school expects for late arrivals.

Wraparound care is not typically a feature of secondary schools in the way it is for primaries; where families need extended supervision for younger siblings, the practical solution is usually a combination of breakfast provision, local clubs, and family networks.

• Academic outcomes are below England average. The FindMySchool dataset places the school in the lower 40% for both GCSE and A-level outcomes, and Progress 8 is negative. This may suit some students well, but families seeking consistently high academic outcomes should probe support and stretch in their priority subjects. (FindMySchool dataset, supplied)

• Admissions are more complex than a simple distance rule. With 160 community places and 50 foundation or faith places, your route depends on eligibility and evidence, not only geography. Families considering the faith route should be clear on the definition of practising membership and the evidence required.

• Subject consistency has been a focus area. The latest published inspection evidence indicates that, at the time, a small number of subjects had curriculum plans that were less developed in depth, and that literacy intervention needed to better address spelling through phonics knowledge. Parents should ask what has changed since then, particularly if your child’s confidence in literacy is fragile.

• The school day is front-loaded. An 8:40am start can be a stretch for some households and travel patterns; punctuality expectations are easier to meet for families who can plan transport carefully.

Manshead Church of England Academy offers an inclusive, values-led education with clear behaviour expectations, a broad curriculum, and defined enrichment pathways such as Duke of Edinburgh and structured activity tracking. The main challenge is that outcomes, as reflected in the FindMySchool dataset, sit below England average, so families should focus their questions on subject depth, consistency of teaching, and how support is targeted for both catch-up and stretch.

Best suited to families who value a faith-informed ethos, want a large mixed school with a broad offer through to sixth form, and are prepared to engage closely with support and course choices to secure the right pathway for their child.