The Manor Academy Review 2026: Structured 11–18 education with an established sixth form

For families in Mansfield Woodhouse weighing up 11–18 options, The Manor Academy is a large, mixed secondary with a clear emphasis on routines, personal development, and a defined approach to learning. It sits within The Two Counties Trust and is led by Headteacher Mrs Katrina Kerry.

Academically, the most recent published GCSE and A-level outcomes place the school below England averages on several headline measures, with rankings that sit in the lower band nationally. The picture is not one-note, though. The school’s curriculum materials are detailed, the school day is longer than some local alternatives earlier in the week, and the sixth form, branded as Manor College, is presented as a pathway-based offer with explicit grade thresholds for different programmes.

This is a state school with no tuition fees. The practical decisions for parents tend to be about fit and momentum, namely whether your child will respond well to a structured environment, and whether the post-16 offer aligns with their intended route, whether that is university, apprenticeships, or employment.

The Manor Academy describes a set of core values that run through its work, including care, aspiration, voice, ambition, teamwork, and honesty. These values appear consistently across leadership communications and wider school messaging.

A distinctive feature is how the school frames personal development in practical terms. One example is The Climb, a structured set of forty challenges that encourage participation beyond lessons, including reading, cooking, and community-based activities. The implication for students is that enrichment is not positioned as an optional extra for a small minority. It is framed as something to work through progressively, with recognition at different levels.

External evaluation aligns with this values-led positioning. The latest Ofsted inspection (30–31 January 2024) confirmed that the school continues to be judged Good.

Leadership visibility is also clear. The headteacher’s welcome sets expectations around high standards and partnership with families, while keeping the tone practical, focusing on daily learning habits and a stable school experience. For parents, this often matters as much as the headline metrics. A school that articulates “how we do things here” tends to feel more predictable day-to-day, especially for students who benefit from clear routines.

At GCSE, the school’s most recent published headline measures include an Attainment 8 score of 38.7 and a Progress 8 score of -0.52. The Progress 8 figure indicates that, on average, students make less progress than pupils with similar starting points nationally.

On EBacc measures, the average EBacc APS is 3.45, and 8.9% of pupils achieved grades 5 or above across the EBacc measure listed.

Rankings provide additional context. Based on FindMySchool rankings derived from official data, the school is ranked 3,068th in England for GCSE outcomes and 6th within Mansfield. This places it below England average, within the lower band nationally (bottom 40%).

Post-16 outcomes are also challenging in the published figures. At A-level, 16.67% of grades are A*–B, with 0% A* and 3.33% at A. Based on FindMySchool rankings derived from official data, the school is ranked 2,477th in England for A-level outcomes and 7th within Mansfield, again within the lower national band.

What does this mean in practice. For many families, these numbers point to a school where outcomes depend heavily on individual engagement and on how well a student uses the structures available, such as revision support, subject routines, and homework systems. Parents considering the school should treat academic support and study habits as part of the admissions conversation, not something to address later.

If you are comparing schools locally, it can help to use the FindMySchool Local Hub comparison view to benchmark GCSE and A-level performance side-by-side, rather than relying on general impressions.

The curriculum is presented with a clear “stage” design. The school describes a three-year Key Stage 3 that covers 15 subjects, followed by a two-year Key Stage 4. For students, the implication is that Key Stage 3 is intended to build breadth before choices narrow, which can help those who are still finding their strengths in Years 7 to 9.

There is also useful specificity around time allocation. Curriculum planning materials outline weekly hours for core subjects and for the wider programme, for example English, maths, and science each at four hours per week, French at two hours, and humanities (history and geography) at four hours per week, with additional time for creative and practical subjects, computing, PE, and RE. That level of clarity is helpful for parents who want to understand the academic “shape” of a typical week.

At Key Stage 4, options guidance indicates that students are expected to take GCSE English, mathematics and science, alongside either history or geography, plus core Religious Studies, core PE and PSHE. For many students, this points to a relatively traditional core at GCSE, with option choices sitting around it. The implication is that humanities remain central, which can suit students who benefit from extended writing and structured argument, but it may feel less flexible for those seeking a more bespoke vocational mix at 14.

Homework infrastructure is also spelled out. The school references homework support sessions and uses named platforms including Satchel One, Educake, and LanguageNut. The practical implication is that parents should expect homework to be tracked and managed through defined systems, which can reduce ambiguity for students who need consistency, and can also be demanding for those who need help building routine.

Where the school publishes destination statistics, parents should treat them as the anchor. In the absence of detailed published university breakdowns from the school, the available leaver destination data provides a broad view of pathways for the 2023/24 cohort.

In that cohort, 29% progressed to university. Apprenticeships accounted for 16%, employment for 28%, and further education for 5%. The implication is that the school supports multiple “end points” rather than a single university-dominant pipeline, which can suit students who want a practical route, including higher apprenticeships, as well as those aiming for degree study.

For students planning post-16 progression, Manor College presents its offer through a pathway model with explicit grade thresholds. The Kirklington pathway is framed around grades 4 and above in English and maths and includes vocational options such as BTEC Sport, Criminology, Forensics, Health and Social, Performing Arts, and 3D design. The Athelsey pathway is framed around grades 5 and above in English and maths and is positioned around A-level study alongside some applied subjects. The Wolfhunt pathway is framed around grades 7 and above in English and maths and is explicitly linked to highly competitive destinations, with additional support for early applications and preparation for tests and interviews.

Careers guidance at sixth form is described in practical terms, including tutor time support, one-to-one guidance, UCAS support, exposure to employers, and Year 12 work experience expectations. The implication for parents is that employability and applications support is built into the programme, rather than relying solely on informal mentoring.

Year 7 admissions are coordinated through Nottinghamshire County Council, rather than through a direct application to the school for the normal admissions round. The school explicitly advises families to list it as a first-choice option, reflecting demand.

Recent admissions demand data shows 459 applications and 236 offers for the Year 7 route, with the school recorded as oversubscribed. That ratio equates to roughly two applications per place offered, which is meaningful in a non-selective context. The practical implication is that families should take admissions criteria seriously, particularly distance and priority groups, and should not assume that living “nearby” guarantees a place.

The school publishes a clear secondary application timetable for the 2026 entry cycle. The coordinated scheme opens on 04 August 2025, on-time applications close on 31 October 2025, and the national offer date is 02 March 2026. The closing date for on-time appeals is 31 March 2026, with on-time appeals listed to be heard by 17 June 2026.

For in-year admissions, applications are made directly to the school. The published guidance indicates families are typically informed whether a place can be offered within ten school days, and at the latest within fifteen school days, with a transition process if successful.

For sixth form entry, Manor College directs applicants to an online application route. It also advertises open events for prospective students. For example, an open evening took place on Thursday 02 October 2025, and the pattern suggests early October is a typical time for post-16 open events.

If you are distance-sensitive, use the FindMySchool Map Search tool to check your precise home-to-school measurement against the latest published allocation patterns, and remember that these patterns change year to year.

Pastoral language is prominent in the school’s own messaging, including an emphasis on stable routines, high expectations, and a “ready to learn” approach that includes uniform standards. For parents, uniform and punctuality expectations can be a proxy for wider behaviour culture, especially in a large school.

There are also signs of practical support for families. One example is the school’s Uniform Hub, framed as a way to reduce cost barriers for essential items. The implication is that the school recognises economic pressure and has mechanisms to reduce it, which can matter for participation in wider school life.

Safeguarding information is published with named safeguarding roles. While families should always ask questions at open events about how safeguarding operates day-to-day, visible structure and clarity around reporting routes is a useful baseline indicator.

The school’s enrichment offer is described with specific examples rather than generalities. Academic clubs referenced include Science Club and MESME Mathematics, alongside DT Club for practical skills. There are also clearly student-led interest spaces such as Warhammer Club. For students, the implication is that lunchtime and after-school provision caters for different identities and interests, not only sport.

Inclusion-oriented clubs are also referenced, including FROG Club and a Pride Youth Network, presented as safe spaces for LGBTQ+ students. For parents of students who value peer identity groups, or who need a clear signal of inclusion, this kind of named provision can be more meaningful than generic statements about equality.

The library is presented as an active part of school life, with defined opening hours and multiple reading clubs. Examples include a Year 7 Book Club and a Year 8 and 9 Book Club, plus Manga Club sessions split by year group. The practical implication is that reading culture is supported through structured time and social clubs, rather than relying on individual motivation alone.

Catering is also described in some detail, including the use of branded themed services such as Deli Kitchen and Streateries, with a rotating global menu concept alongside familiar options. While this is not a decisive factor for most families, predictable access to food choices can matter for older students who stay on site for enrichment or revision.

The published school day runs 08:30 to 15:30 Monday to Wednesday, 08:30 to 14:40 Thursday, and 08:30 to 13:50 Friday, totalling 32.5 hours per week.

Transport information includes an in-house minibus service with limited spaces, with published pick-up points across multiple routes and a fare of £3.00 per day. Pick-up points listed include Chesterfield Road and Woburn Road, Abbott Road and Water Lane, and Clipstone Road Library, among others.

For sixth form students, Manor College notes that many students walk, that local bus services stop outside the school, and that Mansfield Woodhouse station on the Robin Hood line is within walking distance. It also references parking permits for students who drive.

Wraparound care is typically not a feature of secondary schools in the way it is for primary. For younger siblings or family scheduling, term dates and inset days are published through the school calendar rather than a static list, so parents should check the calendar view for current-year planning.

• Academic outcomes are a key due-diligence point. The published GCSE and A-level measures sit below England averages on several indicators, and rankings fall in the lower national band. Families should ask how subject support works in practice, including interventions, revision planning, and attendance expectations.

• Oversubscription is real. Recent demand data shows close to two applications per place offered for Year 7. If your address is borderline for allocation, treat the admissions process as competitive rather than routine.

• Post-16 needs careful matching. Manor College’s pathway model is explicit about grade thresholds for different routes. This clarity is helpful, but it also means students need a realistic plan built around expected GCSE outcomes.

• Transport capacity is limited. The minibus service is described as having limited remaining spaces and being subject to availability, which matters for families planning around travel time and after-school commitments.

The Manor Academy is a large, values-led 11–18 school with a clearly described curriculum model, a structured school week, and a sixth form offer that is organised around explicit pathways and progression. The central decision point is academic trajectory. Families should consider how well their child responds to routine and to structured study systems, and should explore what targeted support looks like for students who need it.

Who it suits: students who benefit from clear expectations, defined learning routines, and a school that frames personal development through structured participation, including clubs, reading programmes, and progression planning.