The Dukeries Academy

A large, mixed secondary serving New Ollerton and surrounding villages, The Dukeries Academy combines a clear routines-led approach with a strong emphasis on inclusion and transition. The school is part of Academy Transformation Trust and opened as an academy on 01 January 2013.

Families will hear two phrases repeatedly in school communications, “Integrity, Ambition and Excellence”, which sit underneath a simple stated aim, to inspire excellence and maximise opportunities for all. A very distinctive feature is the Year 7 Bridge, a dedicated transition model with its own base and routines, designed to help students settle quickly into secondary expectations.

The latest Ofsted inspection judged the school to be Good, with the most recent published report dated 23 November 2021. Day-to-day practicalities are unusually explicit, including a published academy day running 08:40 to 15:00 and free breakfast from 08:20.

The tone here is purposeful and strongly routines-based. Students are expected to be organised, equipped and ready to learn, and the school has invested in systems to reduce avoidable friction, including a daily “Standards Gate” window and clear expectations around uniform and equipment. For many families, that level of structure is reassuring, particularly for students who benefit from predictable routines and quick adult intervention when something goes off track.

Inclusion is presented as a core part of the school’s identity rather than a bolt-on. One visible symbol referenced in official reporting is “Rainbow Road”, used as a reminder of the academy’s inclusive culture. The academy also publishes a detailed SEND information report for 2025 to 2026, which helps families understand how support is organised, how exam access arrangements are approached, and how students are encouraged to participate in wider school life.

Leadership is clearly signposted on the school website. The principal is Mr Mike Brett; in a letter dated 28 August 2024 he notes it is his first time writing as the permanent Principal, which provides a useful anchor for families tracking recent change. His welcome message also describes prior roles within the academy and trust since 2016, suggesting continuity of local knowledge alongside leadership change.

A practical culture point many families ask about is phones. The academy states it has been phone-free since 2020, and it frames this as a learning-focus and safeguarding measure rather than a simple behaviour rule.

GCSE outcomes (headline indicators)

The academy's Attainment 8 score is 34.8, and the Progress 8 score is -0.28. On EBacc measures, the average point score is 2.9, and 1.6% of pupils achieved grades 5 or above across the EBacc suite.

In England ranking terms, the school is ranked 2,760th out of 3,895 for GCSE academic outcomes. The local secondary hub lists it 3rd in Newark, with an overall England rank of 2,490th out of 3,688.

The key implication for parents is that outcomes are mixed and may suit students who thrive with strong routines and pastoral scaffolding, but families seeking consistently high headline attainment should look closely at subject-level information and ask how the academy is supporting students to close gaps, particularly in EBacc areas.

A-level outcomes (headline indicators)

Sixth form A-level grade distribution shows 0% A*, 10% A, 20% B, and 30% A* to B overall across 80 entries.

For A-level ranking, the school is ranked 1,861st out of 2,549 in England for academic outcomes, with an overall England rank of 1,760th. This places it below the national midpoint on the A-level measure.

One important context note is that the sixth form offer has been under review. In July 2024, the academy communicated that it had not taken on a new Year 12 cohort that year and invited stakeholders to a consultation event on the future of the sixth form. Families considering post-16 should confirm the current offer, entry requirements and subject availability directly with the academy.

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to assess GCSE and A-level outcomes side-by-side across nearby schools, including how each school performs on Progress 8, Attainment 8, EBacc entry and EBacc achievement.

The curriculum model is framed around “powerful knowledge” and clear sequencing, and the school publishes options documentation that sets out the structure of Key Stage 4, combining core GCSEs with a mix of EBacc and vocational routes. For many students, that clarity matters. It reduces the sense that GCSE choices are opaque, and it supports parents who want a straightforward map of what leads to what at post-16 and beyond.

At Key Stage 3 and Key Stage 4, a strong feature is the use of structured additional time and targeted sessions. The academy day document shows an “Accelerate” block after the main day, which is a useful indicator of how intervention, reading, coaching and targeted support are woven into the timetable rather than left entirely to optional after-school catch-up.

The Year 7 Bridge is the most distinctive teaching-and-learning adjacent feature because it shapes how students experience the first year. Published transition materials describe Year 7 having a base, specific routines and a carefully planned induction, intended to reduce transition anxiety and improve readiness to learn quickly. The practical implication is that students who find the jump from primary to secondary difficult may benefit from a more scaffolded start than at schools where Year 7 immediately disperses across the full site and timetable.

University and employment pathways are best interpreted through two lenses, aspirations and actual destination data.

Oxbridge

The academy’s most recent recorded Oxbridge pipeline shows 2 Cambridge applications, 1 Cambridge offer, and 1 Cambridge acceptance in the measurement period provided, with no Oxford figures recorded. The absolute numbers are small, but a Cambridge acceptance is still meaningful because it indicates at least some experience supporting high-tariff applications.

Destinations

For the 2023 to 2024 leavers cohort (cohort size 28), 43% progressed to university and 39% entered employment, with 0% recorded in apprenticeships and 0% in further education.

The implication is that destinations are varied and practical. This is not a sixth form where university progression is near-universal, and for many families that is not a negative. It can indicate a realistic mix of routes, including direct employment, alongside university pathways for those who want them.

Entry points and application route

The academy is a state-funded secondary with Year 7 as the main point of entry. Applications for Year 7 places are made through Nottinghamshire County Council’s coordinated admissions process.

Key dates for September 2027 entry

For students starting in September 2027, families should apply through the local authority by the secondary-transfer deadline. Nottinghamshire's published admissions timetable states that applications open on 3 August 2026, close on 31 October 2026, and offers are released on 1 March 2027.

Published admissions number

Nottinghamshire’s secondary schools information booklet lists a Year 7 published admission number of 180 for the academy (for the relevant publication year).

In-year admissions

The academy publishes admissions arrangements for 2026 to 2027, including an in-year process handled directly by the academy rather than via a centralised county scheme. This is useful for families moving into the area mid-year, or those seeking a change of school.

For families trying to judge the practical likelihood of an offer, distance and catchment criteria matter, but does not include a last-distance-offered figure for this academy. A sensible approach is to use FindMySchool Map Search to measure your home-to-school distance precisely and then cross-check Nottinghamshire’s published oversubscription criteria and your priority category.

Pastoral messaging emphasises safety, belonging and adult knowledge of students. The 2021 inspection reporting describes pupils feeling safe and highlights the role of staff in knowing pupils well and prioritising their best interests. This is reinforced by operational choices such as the phone-free policy, framed as reducing distraction and managing safeguarding risk during the day.

Daily routines also support pastoral oversight. The academy day and related materials show structured start-of-day processes, including breakfast availability and a clear start time for learning. For families, the practical implication is that students who struggle with organisation, punctuality or equipment can benefit from a system designed to catch issues early, rather than allowing small problems to escalate into repeated sanctions.

The academy also publishes SEND information and exam access arrangements guidance, which is valuable for families who want transparency on how additional needs are identified, supported and reviewed across the school.

Co-curricular provision is presented as a core lever for attendance, confidence and wider development, and the academy has been specific about what it offers at different times. One school update states that there are “over 17 different after school activities and clubs”, which gives a useful sense of breadth even though clubs change over the year.

Where Dukeries becomes more distinctive is in the named, practical nature of its enrichment offer. A 2023 academy update lists examples including coding, The Brilliant Club, First Story, construction, textiles, digital photography, film making, gardening, trampolining, book club, and creative writing, alongside options such as improv, musical theatre, drumming, sports leaders, dance, and French. That specificity matters, because it points to a mix of academic stretch (coding, Brilliant Club), creative routes (film making, photography, creative writing), and practical confidence-building opportunities (sports leaders, construction).

Transition and belonging are also supported through extracurricular structures. Published transition materials describe Year 7 as having a defined base and routines, which tends to make it easier for students to join clubs and activities without feeling lost in a large secondary environment.

The published academy day runs 08:40 to 15:00, and free breakfast is available for students from 08:20. There is also an after-school “Accelerate” slot shown on the academy day document, indicating structured time beyond 15:00 for targeted work and support.

Transport is an important consideration in this area. Nottinghamshire has published information on bus provision used by some students, including references to the Stagecoach Sherwood Arrow route in county documentation, which gives families a starting point when thinking about travel time and reliability.

Families should also be aware that the academy has been communicating about a new building and facilities programme, with one published welcome letter indicating that new facilities were projected to be ready toward the end of 2026 into early 2027.

• Headline outcomes remain below the national midpoint on current FindMySchool measures. GCSE overall ranking is 2,490th out of 3,688, and A-level overall ranking is 1,760th out of 2,549. For some students, the routines-led model and pastoral scaffolding will be the deciding factor; others may prioritise consistently high attainment across core subjects.

• Sixth form offer has been under review. The academy communicated in July 2024 that it did not take a new Year 12 cohort that year and ran a consultation on the future of post-16. Families interested in staying on should confirm the current subject offer and entry expectations.

• A structured culture is a good fit for many students, but not for all. Systems such as standards checks, line-ups and a phone-free day can support calm learning. Students who prefer more informal independence may find the culture takes adjustment.

• A significant rebuild programme can mean disruption before the benefits arrive. Published communications reference a multi-year facilities plan, with completion projected toward late 2026 into early 2027. That can bring excitement, but also short-term logistical change.

The Dukeries Academy is best understood as a structured, systems-led secondary that puts significant effort into transition, routines and inclusion, with the Year 7 Bridge as a genuine point of difference. The latest inspection outcome is Good, and published materials show unusually clear day-to-day operational detail, which many families value.

This school suits students who benefit from predictable routines, clear boundaries and a transition model that eases the leap from primary to secondary. For families weighing options, the core trade-off is that the culture and pastoral architecture may be the draw, while headline attainment and post-16 outcomes are more mixed. Families interested in this option should use Saved Schools to track it alongside alternatives and revisit published results annually.