Colonel Frank Seely Academy Review 2026: A structured, community-focused secondary with a clear pastoral spine

There is a strong sense of routine and expectation here, from the morning line-up through to the way students are organised pastorally. One distinctive feature is the vertical tutor group model, which mixes year groups and is designed to help younger pupils settle quickly and build confidence with older role models. External review evidence also points to a calm, orderly environment where bullying is not tolerated and students report feeling safe and happy.

Academically, outcomes sit around the middle of England for GCSE measures in the FindMySchool ranking, and the sixth form picture is more mixed, with headline A-level grades below England averages. That combination tends to suit families who value a dependable culture, a broad key stage 3 experience, and a sixth form that prioritises support and next-step planning, even if it is not primarily defined by top-end A-level outcomes.

The academy is part of Redhill Academy Trust, which matters because trust and school leaders work closely on improvement priorities and staff development.

The organising idea behind daily life is structure. The published school-day timetable begins with line-up at 8.45am, with lessons running through to a 3.15pm finish, followed by a sixth period and extracurricular activities for those who opt in. That rhythm is consistent with what external review evidence describes: adults use the start of the day to reinforce expectations and check students are ready to learn, both academically and emotionally.

Pastoral organisation is also clearly signposted. The vertical tutor group system is not a minor operational choice, it is central to how students experience belonging and support. Younger pupils talk about making friends across age groups, and describe their tutor group as a small family within a larger school community. For many families, that matters most in Year 7, when transition worries are often about relationships and confidence rather than timetables.

Leadership is stable and locally rooted. The headteacher is Jon Gale, who began teaching at the predecessor school in 2001 and became headteacher in 2017. That kind of institutional memory often shows up in consistent systems and a clear sense of what the school is trying to achieve, particularly when combined with trust-level support.

Student identity is also shaped through houses. The academy publishes house point totals for Dean, McKenzie, and Whitehead, signalling that house affiliation is used actively rather than being a purely ceremonial label. The practical implication is that rewards, leadership roles, and co-curricular participation are likely to be framed through house contribution, which suits students who respond well to visible goals and collective responsibility.

It is important to read outcomes here as a mixed profile, with strengths in progress measures and a more challenging picture at A-level when compared to England averages.

GCSE performance (FindMySchool ranking and measures)

Ranked 1,617th in England and 20th in Nottingham for GCSE outcomes (FindMySchool ranking based on official data). At that position, results reflect solid performance in line with the middle 35% of schools in England (25th to 60th percentile).

The academy’s Attainment 8 score is 46, and Progress 8 is +0.14, which indicates students make above-average progress from their starting points. EBacc-related measures are more nuanced: the average EBacc APS is 4.24, and 22.9% of pupils achieved grade 5 or above in the EBacc. For families who prioritise languages and humanities pathways, it is worth exploring how widely EBacc entry is encouraged and how option choices are guided for different starting points.

A-level performance (FindMySchool ranking and measures)

Ranked 2,084th in England and 30th in Nottingham for A-level outcomes (FindMySchool ranking based on official data), placing the sixth form in the lower-performing group nationally.

Grade distribution shows 1.02% A*, 8.16% A, 24.49% B, and 33.67% A*-B. England averages are 23.6% A*-A and 47.2% A*-B, so the gap at the top end is material. For students considering ambitious university courses with high grade requirements, the practical question is how the sixth form supports study habits, subject choice, and course fit so that individuals outperform the headline profile.

The curriculum intent is clear: keep study broad for long enough, then guide students through choices with appropriate support. External review evidence describes a curriculum that remains broad across key stage 3 for three years, with students studying national curriculum subjects in depth before specialism increases later on. For families who worry about early narrowing, that is a reassuring design choice.

Classroom readiness and learning behaviours are reinforced systematically. The morning line-up is used to check equipment and remove small barriers to learning early, including worries that might otherwise distract a student during lessons. In practice, this tends to reduce low-level disruption and supports students who need predictable routines.

Oracy is a specific feature worth calling out because it is not a generic claim. Students learn how to listen actively, craft speeches, and speak to larger audiences, with the explicit aim of building confidence and articulation. The implication is strongest for students whose confidence in expressing ideas is still developing, including those who are capable but hesitant in formal settings.

The quality of curriculum implementation is not presented as uniformly perfect. External review evidence highlights that, in some areas, activities are not always aligned tightly enough to the knowledge teachers want students to learn, and this can affect focus and learning. A helpful approach for prospective families is to ask how subject leaders check consistency across classes, and how gaps are identified and addressed, especially around key stage 4 option subjects.

Where Students Go Next

For a school with a sixth form, the most useful question is not only “Do students go to university?”, but “What mix of pathways is normal and well-supported?”

For the 2023 to 2024 leaver cohort (44 students), 55% progressed to university, 11% started apprenticeships, 25% entered employment, and 2% went into further education. These figures suggest a broad set of next steps rather than a single dominant route, which can suit students who are still refining their preferred pathway during Year 11 and Year 12.

Oxbridge entry is not a defining feature at cohort level, but it exists for individual students with the right profile and support. In the measurement period, three students applied and one secured a place. This is best read as evidence that high-end academic routes are achievable for a small number, rather than as the sixth form’s main identity.

A practical detail that matters for external applicants is scale. The admissions policy states a published admission number for external Year 12 entrants, with a planned admission number of 10 for students new to the academy in Year 12. This implies that most sixth formers are likely to be internal students, and external applicants should expect a more selective, availability-driven process.

Year 7 entry is coordinated through the local authority, with the academy using published oversubscription criteria.

For September 2026 entry, the admissions policy sets the proposed Year 7 admission number at 180. Priority is given first to children with an Education, Health and Care Plan naming the school, then looked-after and previously looked-after children, followed by catchment and sibling criteria. The policy also identifies a set of linked primary schools that are used in the oversubscription framework, which is important if you are outside catchment but attending a named feeder school.

Distance is used as a tie-break within criteria, measured “as the crow flies”, using local authority distance-measuring software for the coordinated scheme. Families who are trying to understand their realistic likelihood of a place should use FindMySchool’s Map Search to check precise home-to-gate distance and compare it with the way allocations tend to work in oversubscription years.

Key dates are clearly stated in the policy: the closing date for coordinated applications is 31 October in the year before entry, and places are allocated on 1 March (or the next working day).

Open events appear to run on a familiar seasonal pattern. The academy lists a Year 5 and Year 6 open evening date in late September, which is consistent with many secondary transition timelines. If you are planning for a later intake, treat late September as the typical window and check the school’s current listing for the live year.

For sixth form, entry requirements are explicit for 2026 to 2027 admissions arrangements, including subject-specific thresholds. The consultation notice for 2026 to 2027 states students must achieve five GCSEs at grade 5 or above, including at least a grade 4 in English and Maths, and that Biology, Chemistry, Physics, and Maths require at least a grade 6 in the relevant subject to study it in the sixth form.

The pastoral proposition is built around early identification and consistent systems. External review evidence describes a safeguarding structure where staff are trained to recognise signs that a pupil may need help, and where procedures for reporting concerns are well understood.

The school also uses character development as a visible framework, awarding character points for traits such as independence and creativity, and making these achievements public through badges. That matters because it translates abstract values into daily incentives, which can be motivating for students who respond well to tangible feedback.

Behaviour is supported through a consistent approach used by staff, with clear rules and consequences that students understand. For many families, the practical indicator to explore on a visit is how quickly low-level disruption is dealt with, and how well the school supports students who need help regulating behaviour without resorting to exclusionary approaches.

Ofsted confirmed that safeguarding arrangements are effective

The co-curricular offer is helpfully specific, and it is structured as a weekly programme rather than occasional enrichment.

The Curriculum Plus schedule includes activities across sport, performance, and academic enrichment. Named examples include Formula 1 Club, Musical Theatre Club, Dance Club, Rowing Club, British Sign Language Club, CFSA Choir, Debate Club, Duolingo Club, and book clubs for different year groups. Sports options listed include girls’ football, boys’ rugby, basketball, and netball with age-group variation, which suggests a pathway from participation to more structured team involvement as students move through the school.

The implication for families is straightforward: students who benefit from routine, social belonging, and a reason to stay engaged after 3.15pm are likely to find a club that fits, without needing to be a top performer. For quieter students, clubs like choir, debate, or book groups can provide a low-pressure route into friendships, which complements the vertical tutor group approach.

For parents comparing nearby options, the FindMySchool Local Hub comparison tools are useful here. They allow you to set the GCSE and sixth form outcomes side-by-side with other Nottingham schools, then weigh that against the pastoral and co-curricular profile that feels right for your child.

The published school day starts with line-up at 8.45am, with lessons beginning at 8.50am and the formal day ending at 3.15pm, after which period 6 and extracurricular activities run. Term dates for 2025 to 2026 are published, including an autumn term opening on 2 September 2025 and a spring term opening on 5 January 2026.

The academy indicates it generally aligns term dates with Nottinghamshire County Council patterns, which can help families planning childcare and travel. Transport planning is usually most practical by mapping home-to-school journey time at peak periods, particularly for students staying for after-school clubs.

• Sixth form outcomes need context. A-level headline grades sit below England averages. For students aiming for high-tariff courses, it is sensible to ask how the sixth form supports independent study, subject choice, and targeted intervention.

• Careers education has been identified as uneven. External review evidence highlights that careers education was not as strong as the school’s character education at the time of review. Families should ask how careers guidance is delivered now, including employer encounters and apprenticeships guidance.

• Curriculum delivery is not equally strong across every subject. There is evidence that, in some areas, lesson activities have not always been aligned closely enough to intended learning, which can affect focus. Ask how this is monitored and improved.

• Oversubscription criteria are detailed and distance-based within criteria. If you are outside catchment, feeder-school and sibling rules may matter as much as pure distance. Read the oversubscription criteria carefully and check your realistic position early.

Colonel Frank Seely Academy presents as a structured, supportive secondary where pastoral systems are not an afterthought. The vertical tutor model, clear daily routines, and a defined co-curricular programme make it a good fit for students who benefit from consistency and visible expectations.

Best suited to families who want a calm culture, broad key stage 3 experience, and multiple post-16 pathways, including apprenticeships and university routes, without assuming the sixth form is primarily an A-level high-flyer environment.