The King's Academy

The King's Academy occupies a purpose-built campus in Coulby Newham, serving families across South Middlesbrough and beyond. With approximately 1,400 students aged 11 to 18, the school operates as a mixed comprehensive within the Emmanuel Schools Foundation, an academy trust established by entrepreneur Sir Peter Vardy. The school motto, Valued, Challenged, Inspired, captures an approach that seeks to balance academic rigour with character development. The 2022 Ofsted inspection confirmed the school continues to be good, with inspectors describing it as a highly inclusive community built on respectful relationships. For families researching options, Parents can use the FindMySchool Map Search to check their precise position relative to this school compared to alternatives.

The academy's Christian character permeates daily life without being overbearing. Philosophy, Theology and Ethics features prominently in the curriculum, and the school's values of diligence, determination, compassion, and humility inform both pastoral expectations and behavioural standards. This is not a school that wears its faith lightly, but nor does it exclude families of other faiths or none; the community welcomes students from diverse backgrounds while maintaining its distinctive ethos. Seven core virtues guide school life: honourable purpose, humility, compassion, integrity, accountability, courage and determination.

The physical environment reflects the school's 2003 origins. Designed by Howarth Litchfield Partnership and constructed by Surgo Construction, the buildings were purpose-built for comprehensive education with accessibility considered from the outset. Wide corridors accommodate wheelchairs and mobility equipment comfortably. The site includes over 100 free parking spaces, proving practical for families travelling from across the region. The campus encompasses over 80 classrooms and 12 seminar rooms, alongside a main hall seating 500 and a lecture theatre accommodating 269.

Mr Simon Reader became Principal in September 2023, succeeding David Dawes. Reader's connection to the school runs deep; he joined as a trainee teacher in 2008 after completing a chemistry degree at the University of St Andrews. His appointment from within signals continuity of ethos while bringing fresh perspectives to leadership. Staff report feeling valued and listened to, with workload actively considered by the leadership team.

The house system organises students into four groups: Greeks, Hebrews, Medes, and Romans. These ancient civilisation names reflect the school's character and historical consciousness, and the inter-house programme generates genuine competition across academic, sporting, and creative disciplines. From cross country running to chess, from poetry competitions to photography contests, the houses provide belonging and friendly rivalry throughout the academic year. The comprehensive programme of House competitions includes cross country, table tennis, boys' football, girls' football, boys' rugby, girls' hockey, boys' basketball, girls' netball, boys' cricket, girls' rounders, athletics, swimming, fishing, poetry, art, maths, short story writing, general knowledge, performing arts, photography, and cookery.

GCSE performance sits in line with the middle 35% of schools in England, with an Attainment 8 score of 41.5. The school ranks 2,469th in England and 5th among schools in Middlesbrough for GCSE outcomes (FindMySchool ranking based on official data). This places the academy firmly in the mid-table locally, reflecting a comprehensive intake that includes students with significant additional needs who are fully integrated into mainstream education.

16% of pupils achieved grade 5 or above across the English Baccalaureate suite, with an EBacc average point score of 3.69 against the England average of 4.08. The Progress 8 score of -0.4 indicates that pupils made slightly below average progress from their starting points. This figure should be contextualised against the school's inclusive intake and the challenges inherent in measuring progress for students with complex needs against standardised benchmarks.

At A-level, 43% of grades achieved were A* to B, with 16% at A* or A. The school ranks 1,604th in England for sixth form outcomes and 4th among sixth form providers in Middlesbrough (FindMySchool ranking). These figures fall below the England average of 47% A*-B, placing the sixth form in the bottom 40% of schools in England for post-16 results. The sixth form maintains its commitment to providing pathways for students across the ability range rather than selecting only the highest achievers.

For families evaluating options, Parents comparing local performance can use the Local Hub page to view these results side-by-side using the Comparison Tool.

The 2024 leavers data shows 59% of the 76-strong cohort progressing to university, with 7% entering further education, 8% beginning apprenticeships, and 8% moving directly into employment. These diverse pathways reflect the academy's comprehensive mission and the range of post-16 courses offered. The balance between university progression, vocational training, and direct employment demonstrates a school preparing students for multiple futures rather than funnelling everyone toward the same destination.

Oxbridge applications remain modest but present; five students applied in the measurement period, with one securing a place at Cambridge. The school ranks 1,385th in England for combined Oxbridge outcomes (FindMySchool ranking). For students with Oxbridge ambitions, the pathway exists, though this is not a school where elite university preparation dominates the culture. The academy provides appropriate support for those aiming at competitive destinations while maintaining realistic expectations about the breadth of its cohort.

The careers programme receives particular attention. Age-appropriate RSHE lessons incorporate community-relevant content, and the school works to ensure all students, regardless of ability, are well-prepared for their next steps. Specialist support helps students with additional needs navigate the transition to adult life, whether that involves university, college, apprenticeships, or supported employment. The academy has developed partnerships with Energy Central Campus, linking careers guidance to the renewable energy and advanced manufacturing sectors growing rapidly in the North East region.

Teachers demonstrate high expectations and use assessment data effectively to identify knowledge gaps requiring revisitation. Subject leaders have carefully considered how to build pupils' knowledge over time, implementing well-established systems for retention including regular quizzes and questioning routines. The curriculum is ambitious, though delivered with awareness that students arrive with varying prior attainment.

At Key Stage 3, students follow a broad curriculum including English, mathematics, science, history, geography, philosophy, theology and ethics, art, drama, music, textiles, modern foreign languages, computing, and physical education. The sequential curriculum employs interleaving and spaced practice to ensure concepts are revisited and consolidated. All subjects serve as the means by which the school develops character, moral values and community alongside academic understanding.

The performing arts hold elevated status here, used deliberately to build confidence across the student body. All Year 7 pupils learn violin through a national project, an unusual initiative that introduces instrumental music regardless of previous experience. Drama and music events punctuate the year, culminating in showcase performances, the Performing Arts Festival, summer music evening, and the annual prize giving ceremony. The Academy hosts the Associated Board of the Royal Schools of Music High Scorers' Concert each October.

Key Stage 5 offers a broad range of academic and vocational routes. A-levels include English language and literature, mathematics with mechanics or statistics, further mathematics, biology, chemistry, physics, applied science, French, German, applied business, applied ICT, economics, history, geography, psychology, religious education, product design, food technology, art, textiles, theatre studies, music, and physical education. BTEC qualifications in business, sport, ICT, and health and social care provide alternative pathways for students preferring vocational study.

Reading receives high priority across all year groups. Daily reading time features throughout the school, supplemented by weekly group reading sessions. This systematic approach to literacy benefits all students but proves particularly valuable for those arriving with weaker reading skills or those for whom English is not the first language.

The King's Academy is its own admissions authority as an academy. For Year 7 entry, applications are submitted through Middlesbrough Council's coordinated admissions process. The school proves consistently oversubscribed, with 658 applications for 226 places in the most recent data, a subscription ratio of 2.91 applications per place available.

Where applications exceed places, priority goes to looked-after children, those with EHCPs naming the school, and then according to published oversubscription criteria. Importantly, 10% of the intake is reserved for children with Statements of Special Educational Needs, specifically those with hearing and visual impairment or moderate learning difficulties. This unique feature distinguishes The King's Academy from most comprehensive schools and contributes to its notably diverse community.

There is no formal catchment boundary; the school draws from across the region. The absence of a defined catchment means that proximity alone does not determine admission, with the oversubscription criteria applied when demand exceeds supply. A waiting list operates until the last day of autumn term for Year 7, maintained by the academy with positions determined by the oversubscription criteria.

Open evenings typically run in early October for prospective Year 7 families and mid-November for sixth form applicants. The Year 6 Open Evening in October 2024 welcomed families considering September 2025 entry, with visitors able to hear about student life and ask questions directly. Specific dates should be confirmed through the school website or by contacting the admissions team directly.

Sixth form entry requires qualifying GCSE grades, specified in the course guide for each subject. Students must also demonstrate a good record of behaviour and attendance. External applicants are welcomed alongside those progressing from Year 11, with applications made directly to the academy rather than through the local authority.

The school maintains a positive atmosphere built on respectful staff-pupil relationships. An effective anti-bullying culture exists; students understand how to report concerns and agree that staff deal with incidents effectively. Mental health support includes counselling provision and emotional literacy assistance, helping pupils manage their emotions through structured intervention.

Leaders and staff know their pupils well, enabling early identification of concerns. The house system structures pastoral support through the secondary years, with dedicated sixth form pastoral provision for older students. Strong relationships between staff and pupils characterise the school environment.

Safeguarding arrangements are effective. Leaders invest in staff training to recognise welfare concerns, and robust systems ensure pupils receive appropriate support. The close community atmosphere means staff notice when something is wrong and respond appropriately.

The academy operates as a specialist centre for students who are Deaf or hearing impaired, have visual impairment, and those with higher learning needs. This provision has roots in Middlesbrough's century-long history of deaf education; the former Beverley School for the Deaf provided for deaf children for over 40 years before its cohort moved into The King's Academy when the school opened in 2003.

Approximately 100 students hold Statements or EHCPs for Deaf or Hearing Impairment, Blind or Visual Impairment, or Moderate Learning Difficulties. This is not segregated provision; students are supported in mainstream classes with audiology equipment, resources, in-class support, and pre and post-lesson tutorial sessions according to need.

Students who communicate using British Sign Language receive in-class communication support from staff holding BSL qualifications from Level 2 to Level 4. A BSL tutor, herself Deaf, teaches BSL Level 1 and 2 to both staff and students. Deaf role models feature within the staff team, providing important representation for deaf students navigating their identity.

The visually impaired provision aims to develop personal, social, academic, and adaptive skills through interaction with both sighted and visually impaired peers. A Qualified Teacher of the Visually Impaired leads this work. Mrs Julie McDonald serves as Sensory Support Coordinator for both the DHI and VI Additionally Resourced Provisions. Ofsted noted that pupils who access the deaf or hearing impaired provision continue to achieve well, with appropriate adaptations made and pupils included in all aspects of school life.

The Higher Learning Needs unit provides specialist support for students with moderate learning difficulties who benefit from additional structure and smaller group work while remaining part of the wider school community.

The extracurricular programme extends well beyond statutory requirements. The comprehensive house competition calendar provides opportunities across sporting, creative, and academic disciplines. Major sports follow seasonal patterns: football and rugby for boys, hockey and netball for girls during autumn and spring; athletics, cricket, and rounders in summer. Tennis features across terms, and basketball maintains year-round presence. The extensive sports facilities include a large sports hall lined for basketball, tennis, badminton, five-a-side football and indoor cricket, a dance studio, fitness suite, full-size floodlit astroturf pitch for hockey and football, multi-use games area for netball and tennis, and extensive playing fields.

Music and drama events run throughout the year. The Gospel Choir achieved regional recognition, winning the Boro's Got Talent competition at the Riverside Stadium in 2008. Performing arts festivals and summer music evenings provide platforms for student talent. A drama studio and music recording studio support these activities throughout the year.

Enrichment Week, typically in late June, collapses the regular timetable for specially crafted activities designed to extend learning beyond the classroom. The annual calendar includes the Christmas Carol Service, Senior Citizens' Party, Fashion Show, Careers Fair, Principal's Race Night, ESF Olympics, ESF Business Game, Art and Textiles Exhibition, Year 11 Principal's Dinner, Year 13 Leavers' Dinner, Sports Day and Prize Giving.

Foreign trips to France and Germany offer language immersion, with additional opportunities including Barcelona, Berlin, Rome, and skiing in the French and Italian Alps. Through the Emmanuel Schools Foundation network, students can apply for the annual Lions rugby tour, Tall Ships Challenge, and community service in South Africa. The academy has established an international partnership and exchange programme with No.2 Middle School in Cangzhou, Hebei Province, China.

The Duke of Edinburgh Award scheme runs to Gold level, providing structured challenge and achievement for students seeking personal development outside the academic curriculum.

The school day runs standard secondary hours. The Coulby Newham location sits just off the A19 and A174, accessible by car with substantial on-site parking including over 100 free spaces. All facilities are fully accessible. The academy operates a cashless payment system for transactions.

The facilities are available for community hire, making the academy an ideal venue for sports teams, dance groups, and exercise classes in the local area.

Wraparound care details should be confirmed directly with the school. For specific queries, contact the school at 01642 577 577 or enquiries@thekingsacademy.org.uk.

Results below England averages. Both GCSE and A-level outcomes fall below national norms. The Progress 8 score of -0.4 indicates pupils made less progress than statistically expected. Families prioritising top grades above all else should consider this carefully, though the figures partly reflect the school's genuinely inclusive intake.

Christian ethos is genuine. The school's faith character shapes daily life through values, curriculum content, and culture. While families of other faiths or none are welcomed, those uncomfortable with an explicitly Christian environment may find other schools a better fit.

Competition for places. With nearly three applications per place, entry is not guaranteed even for local families. Those requiring the specialist SEND provision should apply through the appropriate routes with supporting documentation.

Post-16 results below average. A-level outcomes place the sixth form in the bottom 40% of schools in England. Students aiming for highly competitive university courses may wish to consider sixth form alternatives, though the breadth of courses and inclusive culture suit many learners well.

The King's Academy offers a distinctive comprehensive education where genuine inclusion meets Christian values. The specialist provision for students with hearing and visual impairments creates a school community unlike most, with deaf role models on staff and BSL embedded in school life. The faith ethos provides structure and values without excluding families from other backgrounds.

Results sit below England averages, and families focused solely on league table position may look elsewhere. However, for those seeking a welcoming community with broad opportunities, strong pastoral care, and a commitment to developing character alongside qualifications, this school delivers. Best suited to families across South Middlesbrough who value inclusion, community, and a faith-informed education over raw academic selectivity. For families interested in this option, the Saved Schools feature helps manage your shortlist while researching alternatives.