The Mirfield Free Grammar Review 2026: A warm, ambitious 11 to 18 academy with an improving curriculum focus

The GCSE results profile sits close to England mid range. In FindMySchool’s proprietary ranking based on official data, the school is ranked 2,047th in England for GCSE outcomes, and 1st in Mirfield. That position aligns with performance that is broadly consistent with the middle 35% of schools in England (25th to 60th percentile).

Looking at key GCSE indicators, the school’s Attainment 8 score is 45.2, and Progress 8 is -0.4. Taken at face value, a negative Progress 8 score indicates students, on average, make less progress than pupils with similar starting points nationally between the end of primary and GCSE outcomes. That does not mean every child underachieves, but it does increase the importance of fit, especially for students who need consistently strong teaching in every subject to stay on track.

For post 16, the A level outcomes are an area to treat with open eyes. FindMySchool ranks the school 2,445th in England for A level outcomes, and 1st in Mirfield, again using official data. The proportion of grades at A star, A, or B combined is 18.81%, compared with an England average of 47.2%. For families considering sixth form, that points to a setting that may suit students who are motivated, organised, and willing to use academic support, while those aiming for highly competitive university pathways may want to ask detailed questions about subject choice, teaching stability, and how progress is tracked across Year 12 and Year 13.

Parents comparing local options should use the FindMySchool Local Hub comparison tools to view these results alongside nearby schools, because relative fit often depends on whether a student’s strengths align with the school’s strongest departments and teaching consistency.

Curriculum improvement is a central theme in recent external evidence. Leaders have worked on what students should learn and in what order, and where that sequencing is strongest, pupils experience a well planned and challenging curriculum. Mathematics is cited as an example where learning is carefully sequenced, building foundations for later complexity.

The key issue is consistency across subjects and across groups. The inspection report indicates that not all subjects are yet at the same point in implementation, and it highlights that disadvantaged pupils, in particular, do not learn and remember the curriculum well enough, with outcomes that remain behind their peers.

For parents, the practical implication is that the school’s trajectory likely depends on how quickly leaders can embed common approaches to classroom teaching across departments, and how precisely support is targeted at pupils who need it most.

Reading is treated as a high priority. Those who struggle with reading are supported through phonics and “fixing fluency” interventions described as highly effective, supported through trust links.

In a secondary context, strong reading intervention is often one of the most important levers for improvement, because literacy affects success in every subject, from science explanations to history essays and exam interpretation.

Where Students Go Next

The school does not publish a single headline pipeline figure for selective destinations in the material reviewed, so the most reliable outcomes picture here is the official leaver destinations for the 2023 to 2024 cohort.

For that cohort, 51% of leavers progressed to university. A further 3% went into further education, 4% started apprenticeships, and 17% moved into employment. This mix suggests a school where a broad range of post 18 routes are normal, including academic study, work based training, and direct entry into the labour market.

Careers education is a visible strand in the most recent inspection evidence, with students benefiting from careers advice and activities such as mock interviews and a careers fair.

For families, the implication is that students who are not set on university can still be well served, provided they engage with guidance early and choose courses with a clear end goal.

Year 7 entry is coordinated through Kirklees, and the school highlights a clear window for applications for September 2026 entry, from 1 September 2025 to 31 October 2025, with the closing date of 31 October.

Offers are made on 1 March, consistent with the national coordinated admissions timetable.

The school also points to a Priority Admission Area map via local authority tools, which implies that location is a meaningful consideration for many applicants, even where formal criteria include additional priorities such as looked after children or siblings. Families considering a move should use FindMySchoolMap Search to check realistic travel distance and understand how location interacts with published oversubscription rules.

For sixth form entry, the school brands its post 16 offer as Mirfield College and frames it as a continuation of a seven year journey from Year 7 to Year 13. It also indicates that applications for September 2026 will open soon and that students can apply directly through the website.

In practice, families should treat sixth form timelines as more flexible than Year 7. A common pattern is enrolment around GCSE results day in August, which the school also references for enrolment timing.

Safeguarding is a clear strength in the most recent official evidence, and it is supported by practical education around contemporary risks.

That matters because, for most families, the baseline expectation is that students feel safe, know who to speak to, and experience consistent follow up when concerns are raised.

Behaviour is described as calm, both in lessons and at social times. Where students struggle to meet expectations, the school uses a “reflect” room as part of its behaviour approach.

For parents, the implication is that the school aims to keep mainstream lessons calm while providing a structured alternative space for reset and reflection, rather than relying only on exclusion as a lever.

Attendance is another operational priority. The inspection evidence points to a coordinated whole school approach, supported by trust expertise, that has had a demonstrable positive impact.

In practical terms, families can expect attendance to be monitored closely, and persistent absence to trigger structured contact and support rather than being treated as optional.

Extracurricular life is presented as a meaningful part of school identity, not merely an add on. The most recent inspection evidence references a programme that includes chess, art club, debating, and table tennis, alongside a range of trips and visits that broaden horizons.

The implication is a school where quieter interests, creative activities, and structured competitive clubs can coexist, rather than everything being filtered through a single sport or performance pathway.

Student leadership is another named strand. The inspection report refers to a Young School Leaders Programme that gives pupils leadership roles and a structured way to build independence and responsibility.

For many students, leadership programmes are most valuable when they are concrete, with real responsibilities and public contribution, rather than a badge. Parents may want to ask, at open events, what leadership roles look like by year group, and how inclusive the selection process is.

At sixth form level, Mirfield College describes an enrichment offer that includes a basic first aid course for all Year 12 students, alongside trips and social events.

That is a practical, employability oriented choice, and it tends to suit students who value tangible skills and CV ready experience.

The published school day runs Monday to Friday, starting at 8.30am and ending at 3.05pm.

Term dates are published for both 2025 to 2026 and 2026 to 2027, which is useful for families managing work schedules and transport planning.

As a secondary school, it does not typically operate primary style wraparound care, and families should plan around transport, after school enrichment, and any sixth form study commitments. For travel, most families will rely on local bus routes and drop off arrangements, and it is worth checking congestion at peak times during open events or transition evenings.

• GCSE progress measure. A Progress 8 score of -0.4 indicates below average progress from prior attainment. Students who need very consistent teaching across all subjects may benefit from a clear revision routine and early academic support.

• Sixth form outcomes vary by course. The overall A level grade distribution is below England averages. Families considering staying on should ask subject specific questions, including how teaching groups are staffed and how progress is checked across Year 12.

• Disadvantaged attainment gap. The most recent inspection evidence highlights that the gap between disadvantaged pupils and peers remains too large. Parents of disadvantaged students should ask what targeted support looks like in practice, including tutoring, literacy support, and study spaces.

• Next inspection is expected to be graded. The November 2024 inspection signals that some aspects may not be as strong as at the previous inspection, and states the next inspection will be graded. Families should keep an eye on updates during the 2026 to 2027 period.

The Mirfield Free Grammar is best understood as a large, settled community school with clear expectations, strong attention to reading, attendance, and careers, and a leadership team working through a curriculum improvement phase. It can suit students who value stability, supportive relationships, and structured personal development, particularly those who will engage with enrichment and take responsibility for independent study. The main decision point is academic trajectory, especially for sixth form, so families should weigh subject level strength and the student’s work habits alongside the school’s supportive culture.