Kader Academy Review 2026: High-performing, sport-forward primary with a clear reading spine

A simple message sits at the heart of Kader Academy’s identity, everyone smiles in the same language. That point about belonging is not decorative. External review evidence describes pupils who feel safe, behave well, and understand diversity and respect as everyday expectations.

Academically, the data is strong. In 2024, 85.67% of pupils met the expected standard in reading, writing and mathematics combined, versus an England average of 62%. At the higher standard, 37.67% achieved greater depth compared with an England average of 8%. These outcomes place the school comfortably within the top 25% of primary schools in England (FindMySchool ranking), ranked 2,370th nationally and 7th in Middlesbrough.

Leadership is established. Mrs Janet Donald is listed as Head Teacher, and public governance records show an appointment date in June 2020.

Kader reads as a school that puts routines and relationships first. The latest inspection narrative describes calm corridors, excellent behaviour, and teachers who keep expectations clear and consistent. Pupils describe adult support that helps them resolve friendship issues rather than letting them escalate, which is often a sign of a mature behaviour culture in a large primary.

Diversity is presented as an asset, not an add-on. Pupils are described as appreciating differences in faith and culture, and talking positively about what they learn from one another. That matters in practice because it usually shows up in classroom talk and group work, especially in subjects like English and history where discussion and perspective-taking can either thrive or stall depending on the tone leaders set.

Early years is a defining feature because entry begins at age 3. Nursery practice is described as language-rich, story-led, and rooted in play and exploration, with a balance of adult-led and child-initiated learning. In Reception, the school describes a strong oracy focus, and a deliberate attempt to build vocabulary through storytelling, role-play and structured talk, which is a sensible foundation for later reading comprehension and writing quality.

The headline message from the numbers is that pupils leave Year 6 with a secure core academic base.

In 2024, 85.67% met the expected standard in reading, writing and mathematics combined. The England average in the same measure is 62%, so the gap is material. At greater depth, 37.67% achieved the higher standard in reading, writing and mathematics, compared to an England average of 8%. Science is also strong, with 90% meeting the expected standard versus an England average of 82%.

The FindMySchool ranking places Kader Academy 2,370th in England and 7th in Middlesbrough for primary outcomes. This sits above the England average, within the top 25% of schools in England on this measure (FindMySchool ranking based on official data).

A few details suggest consistency rather than a one-off spike. Reading performance is particularly solid: average scaled score 107, with 85% meeting the expected standard in reading and 35% achieving the higher standard. Mathematics is similar: average scaled score 109, with 87% meeting the expected standard and 48% achieving the higher standard. Grammar, punctuation and spelling is also secure, with an average scaled score of 107 and 73% reaching the expected standard.

A useful way to understand Kader’s teaching approach is to look at how it treats reading as infrastructure rather than a single lesson.

The latest inspection describes reading as central to school life, starting in Nursery with structured exposure to books and early sound work, then moving into a consistent phonics approach in Reception with daily sessions. Staff check reading frequently and use those checks to decide who needs extra help, which is exactly how a primary avoids small decoding gaps becoming wider comprehension gaps later.

Beyond reading, curriculum structure is a mix of maturity and active development. External review evidence describes mathematics and history as well-designed and coherently sequenced, with key ideas revisited so pupils can connect new learning to prior knowledge. History is a good example, pupils in Year 6 are described as linking knowledge about significant people across eras and debating comparative importance. That kind of disciplinary talk rarely appears unless teaching deliberately builds vocabulary, timeline thinking, and reasoning, not just facts.

The main development area is consistency across all foundation subjects. The same report indicates that curriculum structure and assessment in some subjects were not yet as precise as in the strongest areas, making it harder for teachers to know what pupils remember at the end of a unit. For parents, the implication is not that pupils are missing out, but that curriculum refinement work is part of the school’s current improvement story.

For a state primary, the key “destination” is Year 7 readiness, both academically and pastorally.

Kader’s strongest sign of readiness is the combination of high core outcomes and classroom culture. Pupils are described as behaving well, concentrating, and respecting one another’s contributions, which usually translates into a smoother transition into larger secondary classes. The school also participates in wellbeing-oriented support, including transition support designed to make the move to secondary easier for pupils.

In terms of local pathways, one visible local link is Acklam Grange School, which lists Kader Primary School among its primary partners. This does not mean all pupils go there, families apply through Middlesbrough’s coordinated process, but it is a helpful indicator of established transition relationships in the local system.

For pupils with SEND, the school describes enhanced transition work such as liaison between Year 6 staff and secondary colleagues for pupils who need additional planning and reassurance.

Kader Academy is oversubscribed on the latest available demand snapshot. For Reception entry, there were 99 applications for 49 offers, which is just over two applications per place (2.02). That level of demand usually means distance, sibling links, and any priority categories become decisive in the final allocation.

Reception applications are coordinated through Middlesbrough Council. For September 2026 entry, the published timetable states that applications open on 14 November 2025 and close on 15 January 2026, with offers released on 16 April 2026.

Nursery entry works differently. Children can join Nursery once they turn 3, and the school asks families to register before the child’s third birthday. The school indicates that offers are usually made 2 to 3 months before the child turns 3, and it also states clearly that a nursery place does not guarantee a Reception place.

A practical detail worth knowing is the published admission number (PAN). The school describes itself as two-form entry with a PAN of 60 per year group, which gives a clearer sense of scale than a headline capacity figure.

Parents looking at distance-driven primaries should use the FindMySchool Map Search to check their home-to-gate distance precisely, then sanity-check that against recent offer patterns across nearby schools.

Pastoral strength at Kader shows up in three places: safety culture, adult responsiveness, and pupil voice.

Safety is described as taken seriously, with pupils able to articulate the practical measures that make them feel safe. More importantly, safeguarding practice is described as organised and joined-up, with detailed record keeping and staff training that helps adults spot concerns early.

Support for emotional health is also explicit. The school references access to a counsellor as part of the wider safeguarding and wellbeing picture, and it participates in a resilience-focused programme that includes staff development and transition support.

Pupil voice has concrete outlets. The school council work includes a food bank collection and an Eco Shop that is run with pupil involvement and parent volunteers, with fundraising intended to support improvements such as a proposed Multi Use Games Area. That kind of real-world organising can suit children who grow in confidence when they have purposeful responsibilities.

Sport is not a side dish at Kader, it is one of the school’s defining pillars. External review evidence reports pupils describing school life as revolving around sport and music, and it references a long list of clubs ranging from steel pans to cricket.

The school’s published sporting record makes that claim tangible. Recent achievements listed include Year 5/6 girls football winning their championship, table tennis winning a plate competition, and multiple cross-country qualifiers at Tees Valley level, alongside strong finishes across tag rugby, sportshall athletics, and cup competitions. The implication for families is straightforward: children who enjoy team sport, fixtures, and the momentum of training blocks are likely to find plenty to get stuck into, while less sporty children still benefit from the confidence and belonging that comes from whole-school participation.

Music also appears as a meaningful strand, not just a timetabled subject. The inspection narrative references opportunities such as learning steel pans and a culture where pupils talk positively about wider experiences, including online engagement with authors and illustrators that links reading, performance, and creative response.

Early years provision supports this broader life too. The school describes an EYFS approach that uses talk, role-play and story as engines for learning, which tends to translate into children who are more willing to perform, present, and contribute in assemblies and class discussions later on.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform, trips and clubs, plus lunches for older pupils where applicable.

The school timetable shows a start time of 08:35 for Reception and Key Stage 1, and 08:35 for Key Stage 2, with home time at 15:15 for all year groups. Children must be in school before 08:45. Nursery sessions and a 30-hours provision have separate published timings.

Wraparound care is available. Breakfast club runs 07:40 to 08:45 and after school club runs 15:15 to 17:30, with published session charges. Parking is managed tightly, the car park is for staff and blue badge holders, and families generally rely on surrounding streets, with the area busy at drop-off and pick-up.

• Competition for places. Demand has recently sat at about two applications per place for Reception entry. If you are set on this option, treat application strategy and backup preferences seriously.

• Nursery does not equal Reception. Nursery registration is handled directly with the school, but Reception offers are coordinated by the local authority, and a nursery place is not a guaranteed route into Reception.

• Curriculum refinement is part of the current picture. Mathematics and history are described as well structured, but external review evidence also highlights that some foundation subjects were still being tightened in terms of sequencing and assessment. Families who care a lot about consistency across every subject should ask how this work has progressed since 2022.

• Traffic and parking can be a daily stressor. If you are juggling multiple drop-offs, plan your routine around street parking and walking the final stretch, especially in winter weather.

Kader Academy combines strong academic outcomes with a confident wider-life offer, especially in sport, alongside a clear reading spine that starts early and is checked carefully. It suits families who want a large, structured primary where routines, behaviour and performance all matter, and where children can find identity through teams, clubs and leadership roles.

The limiting factor is admission, not what happens once you are in. Best suited to families who can engage early with the Middlesbrough admissions timeline, and who want a school where academic security and an active extracurricular culture sit side by side.