Weston Favell Academy Review 2026: A large 11 to 18 academy with improving momentum

A calm, structured secondary with a sizeable sixth form, serving the Weston Favell area of Northampton and beyond. The academy is part of Greenwood Academies Trust, and its current phase has been shaped by curriculum redevelopment, clearer behaviour routines, and a stronger sense of academic direction.

Ofsted rated the academy Good following its inspection on 12 and 13 March 2024, with Good in every judgement area, including sixth form provision.

Parents weighing this option should keep two ideas in mind at the same time. First, the published performance indicators place the school below England average overall. Second, external evaluation and the school’s own published enrichment programme show a setting that is working to widen opportunity and lift expectations, particularly through a better sequenced curriculum and a stronger focus on literacy, attendance and post 16 routes.

Weston Favell Academy is a big, mainstream 11 to 18 school, with the social scale that comes with it. That matters for families who want breadth of peer group, lots of timetable flexibility at key stage 4, and a sixth form that can offer smaller teaching groups and more tailored support.

The tone the academy aims for is explicit. Its published values are Perseverance, Respect, Inclusivity, Determination, and Excellence, and the same language runs through core information for families and pupils. The intent is straightforward, set high expectations, keep routines consistent, and make standards visible.

Leadership structure is also clearly communicated. The academy describes itself as being led by an Interim Executive Principal and operationally led by the Head of School, Mr Kieron Beeby.

A letter to parents dated 06 September 2024 introduces Mr Beeby as the newly appointed Head of School, which gives a useful anchor point for families trying to understand how recent leadership changes are.

A defining feature of the school’s recent story is its improvement trajectory. The latest inspection records a step up from the previous overall grade, and it describes a setting where pupils experience clear behavioural expectations and a calm working environment. That matters day to day, because it sets the conditions for teaching to land consistently across a large cohort.

The most helpful way to read Weston Favell’s results profile is to separate three things: headline positioning, the direction of travel, and what that means in practice for a child.

GCSE performance and England context

Ranked 3,226th in England and 17th in Northampton for GCSE outcomes (FindMySchool ranking based on official data), the academy sits below England average overall, placing it within the lower 40% of schools in England on this measure.

The underlying indicators reinforce that picture. The average Attainment 8 score is 39.2, and the Progress 8 score is -0.13, which suggests pupils make slightly below average progress from their starting points compared with similar pupils nationally. These are broad averages, so the lived experience will vary by subject and by pupil, but they are still important context for parents comparing options across Northampton.

If you are benchmarking several local schools, the FindMySchool Local Hub and Comparison Tool can help you view these measures side by side, including how different schools perform for different cohorts.

Sixth form outcomes and England context

Ranked 2,203rd in England and 18th in Northampton for A level outcomes (FindMySchool ranking based on official data), the sixth form also sits below England average overall on published grade distribution.

On the published grade breakdown, A level entries included 0.82% A*, 8.2% A, and 20.49% B, with 29.51% graded A* to B overall. This is not a high attainment profile by England sixth form standards, but it is still a meaningful route for students who want the continuity of staying in a familiar setting, or who value smaller classes and more personalised support.

What the inspection evidence adds

Headline results are not the full story. The most recent inspection describes a well planned, ambitious curriculum and notes that external examination results have improved, with mathematics highlighted as an area of improvement. It also describes small classes and personalised support in the sixth form, which can be a real advantage for students who respond well to close academic oversight.

Weston Favell’s published curriculum intent focuses on sequencing knowledge carefully, building subject vocabulary, and removing barriers for pupils who arrive less confident in English or who are not yet fully secondary ready. That emphasis is practical rather than fashionable, it is about making learning stick and ensuring pupils can access the full curriculum.

A clear strength in the latest inspection evidence is the way the curriculum is organised. Subjects identify the knowledge pupils should learn, map it in a coherent order, and build in opportunities to revisit earlier content. That kind of curriculum architecture tends to matter most for pupils who need consistency, especially in a large school where teacher turnover and timetable complexity can otherwise create uneven experiences.

Classroom practice, based on the same evidence, is strongest where teachers use questioning well to identify misconceptions and adjust activities before moving on. The improvement point is also clear, this is not yet consistent across every lesson, so parents should expect variation by subject and teacher, and students may need to develop independence in checking their own understanding and asking for help early.

Support for reading and literacy is another practical theme. The inspection describes weaker readers receiving targeted support and highlights access to a well stocked library. This aligns with the academy’s published library offer, which includes organised reading competitions and structured clubs.

Where Students Go Next

Weston Favell has a sixth form, so families are often choosing not only a Year 7 destination, but also a route through to 18.

For the 2023/24 leavers cohort, the published destinations profile shows:

• 52% progressed to university

• 6% started apprenticeships

• 18% moved into employment

Cohort size for this measure was 50 students.

This is a mixed destinations picture, which is often what parents want to see for a large mainstream school, not a single narrow definition of success, but a set of viable pathways. It also underlines why careers guidance and post 16 course fit matter. If your child is aiming for a specific route, especially higher education, it is worth asking about subject availability, entry requirements, and how much independent study time is built into the week.

The most recent inspection evidence supports the idea that guidance is taken seriously. Pupils receive strong advice about future education choices and careers, and sixth form students are described as being well supported to achieve their aspirations.

Entry points and numbers

Weston Favell admits students at two main stages: Year 7 and post 16. Published admission numbers are 270 places for Year 7, and 20 places for eligible external applicants into Year 12, within a stated sixth form capacity of 300.

Year 7 applications for September 2026 entry

Year 7 entry is coordinated through West Northamptonshire Council. The academy’s admissions page explicitly states that for September 2026 entry, applications should be returned to the local authority by 31 October 2025.

The council’s published timetable confirms applications open from 10 September 2025, with offers made on 02 March 2026.

How competitive is it?

The latest published demand snapshot indicates 470 applications for 267 offers, which equates to about 1.76 applications per place, and the school is recorded as oversubscribed in that dataset. This is meaningful pressure, though not the same intensity as the most competitive schools where demand can be several applications per place. The practical implication is that admission is achievable for many local families, but not assured, particularly if you are further away or applying late.

If proximity becomes a deciding factor in a given year, families should use FindMySchool Map Search to calculate their precise home to school distance and sense check it against historical cut offs and local patterns.

Post 16 entry

The academy indicates a small number of external Year 12 places, and its published sixth form communications show a pattern of open evenings in the autumn term and application deadlines later in the term. For example, one recent cycle referenced a mid December deadline. Families considering a sixth form move should treat dates as year specific and check the academy’s current sixth form timeline early in the autumn term.

Large schools succeed when pastoral systems are simple, predictable, and well staffed. The latest inspection evidence describes pupils valuing both academic and pastoral support from staff, and it points to a calm and orderly environment with few disruptions to learning.

Bullying and peer issues matter most in corridors, social time and online spaces, not in policy documents. The inspection narrative indicates that incidents are addressed quickly by staff and that pupils generally get along well.

The March 2024 inspection confirmed that safeguarding arrangements are effective.

For parents, the practical follow up question is how this shows up day to day, for example, how concerns are raised, how swiftly families get feedback, and how consistently staff apply the behaviour system. Those questions are worth asking directly during open events or transition meetings.

Weston Favell publishes an enrichment timetable rather than relying on vague claims. That matters because it helps parents see what actually runs, when it runs, and who it is for.

Clubs with clear identity

The enrichment timetable for 2025/26 includes activities such as Debate Club, Creative Writing, and a KS3 and KS4 STEM club, alongside subject support sessions such as science acceleration and English drop ins.

For students who enjoy structured play and storytelling, the library also hosts a Dungeons & Dragons club, an example of a club that combines creativity with rules based thinking.

Performing arts and music

A practical signal of breadth is the number of distinct music groups listed. The timetable includes strands such as Brassworx, Drumworx, Guitarworx, Stringworx, and Keyworx, plus an open access Choir.

This is useful for families who want enrichment that is not limited to sport, and for students who benefit from belonging to a consistent weekly group.

Sport and physical activity

The academy also lists sport clubs including football, netball, rugby, basketball, and dance, and the enrichment timetable includes multiple team training sessions.

For facilities, the school publishes details of a 592 m² large sports hall and a 257 m² medium sports hall, plus a main hall with stage used for productions and events.

Wider experience and responsibility

Duke of Edinburgh appears on the enrichment timetable, which is often a useful vehicle for students who need a structured route into volunteering, skills development and physical challenge.

The inspection evidence also makes a constructive challenge, it indicates that students would welcome more opportunities for broader experiences and responsibility. Parents should read this as an invitation to ask what is changing, for example, trips, leadership roles, and meaningful enrichment beyond revision support.

School day timings

The academy publishes a weekly opening time equivalent to 32.5 hours, running from 8:30am to 3:10pm each day. Gates open at 8:20am and close at 8:40am, with lessons starting at 8:40am.

Before and after school activities exist, but families should check current availability and eligibility, since timings and access can vary by year group and term.

Travel and access

The site is on Booth Lane South, within the wider Weston Favell area. The academy’s facilities hire information indicates ample free parking for evening use, which is helpful context for parents attending events or fixtures.

Open evenings have recently been scheduled in early October for Year 7 entry, and sixth form open evenings have been scheduled in the autumn term, so families considering a September 2026 start should plan around those typical months and confirm dates on the academy calendar once published.

• Below average headline outcomes. The published GCSE and A level performance positioning sits below England average overall. Families should look carefully at subject fit, the support available for weaker readers, and whether the curriculum and teaching style match their child’s learning needs.

• Competition for places. The latest demand snapshot shows more applications than offers, so admission is competitive even though it is not in the very highest tier of oversubscription. Apply on time and be realistic about how distance and criteria can affect outcomes year to year.

• Enrichment is improving, but ask what is guaranteed. The published enrichment timetable includes clubs with strong identity, but inspection evidence also indicates students want more opportunities and memorable experiences. Ask which clubs run all year, which rotate, and what trips or leadership roles are planned.

• Leadership has been changing. With the Head of School appointment communicated in September 2024, it is sensible to ask how the leadership team is set up now, what has stabilised, and what priorities are driving improvement over the next two years.

Weston Favell Academy is a substantial 11 to 18 academy with clear routines, a well sequenced curriculum direction, and a sixth form that can offer smaller classes and close support. Headline performance indicators place it below England average overall, yet external evaluation points to meaningful improvement work and a calmer environment for learning.

It suits families who want a mainstream secondary with breadth, structured expectations, and a viable post 16 option, and who are prepared to engage with the school on subject choices and support needs. The main challenge is choosing it for the right reasons, ensuring your child’s learning profile and motivation align with the school’s improving, but still uneven, outcomes picture.