The Newbridge School Review 2026, An improving 11–16 academy serving Coalville

This is a secondary academy for students aged 11 to 16, with a broad comprehensive intake and a clear emphasis on rebuilding consistency. The most recent inspection cycle matters here, because it captures a school moving from serious weaknesses to a more settled, orderly experience, with curriculum work that is now embedded across subjects.

Families will notice two defining features early. First, routines and expectations are explicit, and behaviour is designed to be calm and predictable rather than improvised lesson by lesson. Second, the school frames improvement as a multi-year project, which means published outcomes may lag behind internal curriculum changes, particularly for cohorts who have not experienced the full sequence from Year 7 through Year 11.

Admissions are coordinated through the local authority, with the school noting substantial interest beyond the immediate catchment. For September 2026 transfer into Year 7, the application deadline is 31 October 2025, with offers released on 2 March 2026.

The prevailing tone is purposeful and relationship-led. The most recent inspection narrative describes a caring, welcoming culture, with positive staff-student relationships and a calm, orderly feel supported by clear routines. That matters for families who prioritise predictability, especially during the transition into Year 7.

Leadership is structured around co-headteachers, with wider trust oversight also playing a visible role. The co-headteachers are Michael Gamble and Michael Rowbottom, and the trust structure includes a chief executive officer and board of trustees. This governance context is relevant because it explains how school improvement capacity is supported beyond the site team, particularly for staffing development, curriculum sequencing, and consistency in implementation.

Student voice appears as a practical system rather than a slogan. The pastoral model highlights student leadership opportunities, including roles such as reading buddies and participation in a school council-style structure. For parents, the implication is that responsibility is taught through routines and roles, not only through assemblies and posters.

The school also signals a deliberate approach to inclusion and belonging. Alongside SEND leadership within the senior team, published equality objectives reference a Pride group and student-led initiatives such as events and fundraising linked to LGBT+ History Month. Families for whom inclusion is a non-negotiable will find this clearer than generic statements about respect.

This is a state school with no tuition fees. Academic performance should be read through the lens of both published outcomes and the school’s stated improvement trajectory.

For GCSE outcomes, the school is ranked 3,262nd in England and 3rd in North West Leicestershire (FindMySchool ranking, based on official data). With an England percentile of 0.7102, results sit below England average on this measure.

On published performance measures, the Attainment 8 score is 39.6, and Progress 8 is -0.27. The EBacc average point score is 3.35, compared with an England average of 4.08.

Two practical implications follow. A negative Progress 8 suggests that, on average, students’ outcomes are lower than those of pupils nationally with similar starting points. Meanwhile, the EBacc point score gap indicates that EBacc attainment remains an area for continued improvement, even as curriculum design and delivery strengthen.

A final nuance is important for parents comparing recent cohorts. The latest inspection explicitly states that curriculum improvements are not yet reflected in published outcomes because cohorts who have experienced the improved curriculum across multiple years have not yet completed public examinations. That is neither an excuse nor a guarantee, but it helps explain why results and day-to-day learning may feel out of step.

Curriculum intent is framed around breadth and ambition for all students, including those with special educational needs and disabilities (SEND). The most recent inspection describes a well-designed curriculum in each subject, where it is clear what students will learn and when, with teachers generally delivering the curriculum effectively.

Reading is positioned as a school-wide priority. Students read regularly during tutor time, with carefully selected texts aimed at developing vocabulary and cultural knowledge. Where students need additional support, targeted help is provided by trained staff, with an emphasis on improving fluency and accuracy. For families, the implication is that literacy support is organised as a routine entitlement rather than a reactive intervention.

Classroom practice is described as strong in many areas, including secure subject knowledge and clear explanations. The main teaching improvement point in the latest inspection is also specific: some teachers do not check understanding systematically enough, which can leave misconceptions unaddressed for some students. That is a precise, tractable issue, and it is the type of classroom habit that improves with coaching, shared practice, and consistent expectations.

Where Students Go Next

With an upper age of 16, progression is primarily about post-16 pathways rather than A-level results on site. The school’s published materials emphasise careers advice and guidance and compliance with provider access requirements, meaning students should receive information about technical routes and apprenticeships alongside academic options.

The school does not publish a destination breakdown in the data available here, and the destination dataset for leavers is not populated. Practically, families should expect Year 11 planning to focus on local sixth forms and colleges, alongside apprenticeships and other training routes where appropriate, supported by careers guidance and employer-facing information sessions.

Admissions for Year 7 are coordinated by the local authority, with the school confirming that the local authority manages applications and appeals on its behalf. The school also notes that it receives a significant number of applications from beyond the catchment area, which is helpful context for families weighing realistic chances.

For September 2026 entry into Year 7, the key deadlines are clear. Applications close on Friday 31 October 2025, and offers are released on Monday 2 March 2026. Late applications are processed after on-time allocations, and national offer day timing is referenced in the admissions policy.

Demand is recorded as oversubscribed in the most recent available admissions dataset, with 335 applications for 170 offers and an applications-to-offers ratio of 1.97. This suggests competition for places, even if the pattern will vary by year and local demographics.

When deciding whether to list the school, families should focus on the published oversubscription criteria in the admissions policy, then sanity-check practical commute and transport options. FindMySchool’s Map Search can also be useful for shortlisting, particularly where distance criteria play a role in allocation.

Pastoral support is framed around structured roles and predictable systems. The school describes student leadership opportunities and a Student Leadership Board to ensure student voice is heard, alongside a tutor system and year-based pastoral oversight.

Bullying guidance is explicit about reporting routes, directing parents to contact pastoral mentors or tutors when concerns arise, and defining bullying as repeated, deliberate behaviour that causes harm or distress. For families, the key question is not whether bullying exists anywhere, it does in all large communities, but whether reporting routes are clear and followed consistently. The published guidance suggests the school aims for that clarity.

Inspectors also confirmed that safeguarding arrangements are effective.

Co-curricular activity is treated as part of the school’s improvement story, not a bolt-on. The school describes a renewed programme, with staff involvement and a focus on encouraging students to try new activities, build confidence, and develop interests.

The most recent inspection gives concrete examples of what students actually do, including Eco Club, netball, football, and Science Club, alongside an annual culture day and roles such as reading buddies and school council participation. The implication is that extracurricular life supports belonging and confidence, not only competition and performance.

For students who enjoy practical exploration, Science Club provides a useful illustration of the school’s approach. A published example describes students undertaking hands-on experiments such as orange oil distillation, linking practical work with teamwork and problem-solving. This matters for students who learn best through doing, and it also signals that enrichment is not limited to sport.

Sport also has visible structure and recognition. A School Games Bronze Mark award for the 2024/25 year is linked to participation, competition, workforce, and clubs, with examples including a Sports Leaders programme for Year 9 and support for Duke of Edinburgh. For families, this suggests PE and sport are organised for both broad participation and representative competition, rather than only for select teams.

If your child prefers quieter social spaces, older co-curricular materials show options such as Book Club, Board Games Club, and Wellbeing Club alongside sports clubs. Programmes change over time, but this indicates a mixed offer rather than a single-track sporting culture.

The school day begins with site opening at 8:15am, with a breakfast offer including free toast and other items available for purchase. Students are expected to be present for the start of school at 8:35am, with the day ending at 3:05pm for Key Stage 3 and 3:10pm for Key Stage 4. Total weekly hours are listed as 32.5.

Transport planning should be part of the admissions decision. Leicestershire’s mainstream transport guidance notes that secondary-age students can be eligible for a free travel pass when they live more than three miles walking distance from their nearest suitable Leicestershire school, subject to the published criteria.

• Outcomes versus trajectory. Progress 8 is -0.27, which indicates below-average progress compared with similar starting points. The curriculum story is moving faster than published results, and families should weigh both.

• Classroom consistency is still a live improvement area. A stated priority is improving how systematically understanding is checked in some lessons, because missed misconceptions can compound for some students.

• Admission is competitive. An oversubscribed status is recorded, and published guidance highlights a meaningful volume of applications from outside the catchment area. Families should read the oversubscription criteria carefully before relying on this option.

• No on-site sixth form. Students will need a post-16 transition plan at 16, which can suit those ready for a fresh environment, but it requires earlier planning and a clear pathway choice.

The Newbridge School is best understood as a school in structured improvement, with calm routines, stronger curriculum design, and a clear focus on literacy and consistency. It will suit families who value predictability, clear expectations, and a practical improvement mindset, and who are comfortable weighing published outcomes alongside credible indicators of better day-to-day learning. The key decision point is fit, especially for students who benefit from routines and a supportive, orderly culture.