Bramcote College Review 2026: 11–18 academy by Bramcote Park, with a Good inspection profile

Set alongside Bramcote Park, Bramcote College is an 11–18 academy serving local families across Years 7–11 and a small sixth form. The day-to-day message is simple and consistent, Work hard, be well, do well, which frames both expectations and support.

Leadership is stable. Heidi Gale has been headteacher since September 2017, long enough to shape culture, staffing, and priorities over multiple cohorts.

Theigorous routines and calm classrooms sit alongside practical planning for the next few years. The Trust has confirmed a phased rebuild timetable that includes a new teaching block and gym in early 2027, plus a new 3G pitch by summer 2027, with full completion planned for September 2027.

The school’s published ethos makes high expectations explicit, but it also puts wellbeing and safeguarding in the same sentence as learning. That pairing matters in practice because it signals a behaviour culture built on predictability and consistency, rather than constant escalation.

A visible feature of the school’s current site is its layout. The SEND information acknowledges that parts of the site sit on different levels and that full physical accessibility is a constraint at present; this is also why the planned new building is described as fully accessible. For families with mobility needs, that transparency is useful when weighing suitability and the practical reality of movement between lessons.

The sixth form positioning is intentionally small-scale. Published information highlights class sizes ranging between 4 and 16, with tutoring and mentoring structures designed to keep students known as individuals. The implication is a post-16 experience closer to a tight cohort than a large sixth form college, which can suit students who want more frequent staff contact and a clearer line of sight to next steps.

At GCSE, the school’s Attainment 8 score is 47.9, with an EBacc average point score of 4.2 and a Progress 8 score of 0.0. Those figures suggest outcomes broadly in line with expectations for similar intakes, with a steady, secure baseline rather than a highly selective profile.

In the FindMySchool rankings (based on official data), the school is ranked 1,739th in England for GCSE outcomes and 23rd in the Nottingham local area. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

At A-level, A* grades account for 2.68% and A grades 17.86%, while A*–B grades total 52.68%. In the FindMySchool A-level rankings, the school is ranked 1,195th in England and 16th in the Nottingham local area, again reflecting the middle 35% of schools in England (25th to 60th percentile).

The most recent inspection outcome was Good across all judgement areas, including sixth form provision, following an inspection on 28 February 2024 (report published 25 April 2024).

Curriculum information gives a helpful window into how learning is structured across key stages, especially where it ties classroom content to enrichment that makes subjects stick. In History, for example, the published KS3 curriculum references visits and experiences such as the National Justice Museum and the National Holocaust Centre, plus an on-site experience through the National Archives. That blend of taught sequence and concrete encounters tends to improve recall and supports students who learn best when ideas are anchored in real places and artefacts.

At sixth form, course pages show a similar approach of linking subject study to wider intellectual activity. Physics explicitly references an Astrophysics Club, Christmas lectures, STEM trips, and links with the University of Nottingham. The implication is that subject teams are thinking beyond specifications and trying to give students credible super-curricular material that strengthens university and higher apprenticeship applications.

The sixth form’s tutor system is also clearly described as academic and pastoral, with a stated expectation that students engage with enrichment. For families comparing post-16 options, that matters because it indicates that enrichment is treated as part of the programme rather than an optional add-on for the confident few.

For the 2023/24 leavers cohort, 71% progressed to university and 21% went into employment. Apprenticeships and further education are recorded at 0% for the same cohort.

Oxbridge outcomes sit at the “small numbers, meaningful signal” level. In the measurement period, there were two Cambridge applications, one offer, and one acceptance, indicating that the very top end is present but not a defining feature of the cohort.

The sixth form’s own messaging emphasises support for a range of routes, including university, apprenticeships, and direct employment. Even where published destination lists are not presented as statistics, the tutoring model and enrichment expectations are designed to translate into credible post-18 plans rather than last-minute decision-making.

Admissions follow two clear routes. Years 7–11 applications are coordinated through Nottinghamshire County Council, while sixth form applications are made directly via the school’s online process. The school also publishes oversubscription criteria, including catchment priority and sibling links, and confirms that distance is used within criteria where applications exceed places.

For September 2026 entry to Year 7 in Nottinghamshire, the coordinated scheme dates are published as follows: applications open 4 August 2025, close 31 October 2025, with offers released on 2 March 2026.

Demand data indicates the school is oversubscribed, with 430 applications for 147 offers, around 2.93 applications per place. In practice, this means families should treat the school as competitive and plan contingencies, even if they live locally. A practical step is to use FindMySchool’s Map Search to check your exact home-to-gate distance against recent admissions patterns, then build a realistic preference list around that evidence.

Transition support is also described, with Year 6 into Year 7 transition days running at the start of July for two days. That early contact can be particularly important for students who benefit from routine rehearsal and time to learn the site before September.

The school’s published ethos places wellbeing and safeguarding alongside learning, and the safeguarding page reinforces that keeping children safe is treated as a whole-school responsibility, with clear leadership oversight.

SEND information provides practical insight into how needs are identified and supported, including regular monitoring and a clear invitation for families to raise concerns early. It also references targeted reading checks through the Accelerated Reader programme, which is a concrete example of early identification mechanisms rather than reliance on ad hoc teacher referral alone.

The same SEND information also sets expectations that students with SEND take part in trips, productions, sport, and wider activities, with risk assessment where needed. For many families, inclusion is best judged by whether participation is treated as normal and planned for, rather than exceptional and negotiated each time.

The school’s enrichment narrative is strong where it is specific. At sixth form, Physics explicitly references an Astrophysics Club, Christmas lectures, and STEM trips, giving students a structured route into super-curricular activity.

There is also clear evidence of wider programme options that matter to teenagers who want recognition beyond exams. The Duke of Edinburgh’s Award is referenced as part of the broader participation picture, including for students with SEND. That kind of structured challenge often helps students build time management and confidence, and it can also provide strong material for personal statements and interviews.

For families thinking longer-term, the planned rebuild is also relevant to extracurricular life. The Trust’s published timetable includes a new gym and a new 3G pitch, with completion milestones across 2027. That suggests improving sports and activity infrastructure over the next few years, although families should also weigh the reality of living through building works during phased delivery.

The published school day runs from 8:50 (tutor time or assembly) to 15:20 (end of Period 4), with two lunch sittings.

Term dates and INSET variations are published, including occasional early finishes on specified INSET days.

The site is closely associated with Bramcote Park and the A52 boundary is referenced in catchment descriptions, which helps families think about travel routes and typical congestion points at drop-off.

• Oversubscription reality. Recent demand data indicates close to three applications per place. Families should plan preferences carefully and avoid relying on a single outcome.

• Accessibility limitations on the current site. The school states that the existing site’s different levels limit provision for significant mobility difficulties at present, even though a fully accessible new build is planned. Families should ask direct questions about day-to-day navigation if mobility is a concern.

• A small sixth form. Class sizes of 4 to 16 can be ideal for students who want close academic mentoring; it may feel less suited to those seeking a very large peer group and the breadth of a big sixth form centre.

• Rebuild disruption. The published rebuild timetable runs through to September 2027. Facilities should improve, but construction phases can affect routines, access, and noise levels.

Bramcote College offers a structured 11–18 journey with a clear behaviour and wellbeing message, a Good inspection profile, and a sixth form designed around small classes and close support. It suits families who want a grounded local academy with consistent routines and a post-16 option that keeps students closely guided. The primary hurdle is admissions demand, and families should approach preferences with evidence, using FindMySchool’s tools to pressure-test distance assumptions and shortlist alternatives alongside this choice.