Hall Park Academy Review 2026: A large Eastwood secondary with a strong house system and improving inspection profile

A school that starts early and sets clear routines. Breakfast club runs from 8:00am to 8:40am, followed by an 8:40am moving bell and a structured five-period day that ends at 3:10pm.

The latest Ofsted inspection (18 to 19 June 2024) judged Hall Park Academy to be Good across every graded area, including sixth-form provision. That matters because the previous full inspection grade in 2022 was Requires Improvement, so parents are looking at a school on an upward trajectory, rather than one coasting on historic labels.

Academically, the school sits in line with the middle 35% of secondary schools in England (25th to 60th percentile) on the FindMySchool GCSE ranking, which places it firmly in the “solid and typical” performance band rather than the highest-performing tier. Ranked 2,281st in England and 34th locally for GCSE outcomes, this is a mainstream option whose story is more about consistency, attendance, and culture than headline grade dominance.

A final headline that will matter to some sixth form families, in the 2023 to 2024 leavers cohort, 36% progressed to university, 13% to apprenticeships, and 24% into employment, with 55 students in the cohort. Alongside that, there were 4 Oxbridge applications with 1 Cambridge acceptance in the measurement period, signalling that a small number do aim very high.

Hall Park Academy leans into a traditional, pastoral secondary structure built around a four-house system. Every student is placed into one of four houses, spanning Year 7 to Year 13, with vertical tutor groups of about twenty students designed to help older students mentor younger pupils. In practice, this is the kind of model that can reduce the “lost in a large school” feeling when it is implemented consistently, since families have a clear first point of contact and pupils have an identity that is not purely year-group based.

The house system is also used to build buy-in. The school describes an extensive programme of house events across sport, charity and culture, with “healthy competition” as a deliberate feature rather than an accidental by-product. What this can look like for a pupil is straightforward, it becomes easier to get involved in something low-stakes early on, which is often the fastest route to belonging for new Year 7s.

Each house is framed with its own mission statement and local references. Astle House is explicitly linked to Jeff Astle, born in Eastwood, and the wider house messaging emphasises teamwork and ambition. Collier House references the area’s coal-mining heritage, reinforcing a “place-based” identity rather than a generic branding exercise. For many families, this sort of detail is not trivial, it is how a big secondary becomes legible to children who are still adjusting to moving around different rooms, different teachers, and different expectations.

Leadership stability is also clearer now than it has been at some points in the recent past. The headteacher is David Crossley, appointed in 2022. The timing matters because it aligns with a period in which the school has been working on raising consistency, particularly around curriculum leadership and the shared lesson structures the trust expects.

This is a secondary with sixth form, so parents usually want two separate pictures, GCSE performance and post-16 outcomes.

GCSE headline

On the FindMySchool GCSE ranking (based on official data), Hall Park Academy is ranked 2,281st in England and 34th in Nottingham for GCSE outcomes. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

The underlying metrics point to some clear areas for attention. The school’s Progress 8 score is -0.73, which indicates pupils, on average, make less progress from their starting points than similar pupils nationally.

On curriculum breadth and EBacc outcomes, the picture is mixed. The school’s average EBacc APS is 3.83, compared with an England average of 4.08. The percentage achieving grades 5 or above in the EBacc is 19%, which many families will read as a signal that EBacc success is not yet a dominant strength.

A practical implication is that parents of pupils who strongly prefer a traditional, academic EBacc pathway should pay close attention to subject choices, teaching stability in languages and humanities, and what support is available for pupils aiming for grade 5 and above across EBacc subjects.

Sixth form outcomes

The sixth form ranking is less flattering than the GCSE story. Hall Park Academy is ranked 2,207th in England and 33rd locally for A-level outcomes, placing it below England average overall on the FindMySchool measures.

The 2024 grade distribution reinforces that. A* grades are 2.11%, A grades 4.21%, and A* to B grades 29.47%. For context, the England averages used are 23.6% for A*/A and 47.2% for A* to B, so the school’s headline sixth form grade profile is below typical levels.

That does not automatically make the sixth form a poor choice. It does mean families should think carefully about fit. Students who thrive in a highly structured, high-attaining post-16 environment might want to compare alternatives locally, while those who value a smaller setting, continuity from Year 11, and a vocational mix alongside A-levels may still find it works well, especially when pastoral support and attendance are strong.

The teaching model has a clear “common language” element. The trust’s “teaching fundamentals” are referenced as a shared lesson structure, with the intended benefit that pupils know what to expect across subjects, and teachers can focus on explanations and checking learning rather than reinventing classroom routines.

Where this works well, it supports exactly the outcomes parents most care about in a mainstream comprehensive, predictable lessons, fewer behavioural flashpoints, and quicker identification of learning gaps. The catch is that consistency across a large staff body is hard, and the school has been directed to strengthen implementation in some subjects so pupils do not develop misconceptions or miss foundational knowledge.

There are also signs of subject-level strength. The curriculum is described as highly ambitious in English, with knowledge built carefully over time, and meticulous planning highlighted in geography and psychology. Parents weighing Hall Park should treat that as a prompt for targeted questions, which subjects have the strongest staffing continuity, and how does the school ensure pupils who fall behind get caught up quickly, particularly in Year 7 and Year 8.

The sixth form has a defined academic entry expectation and a strong emphasis on informed choices. Students are expected to have five GCSE grades 9 to 4 (or equivalents) and ideally a grade 5 in the subject they want to study at A level, with an interview as part of the process. Students also take an enrichment course in Year 12, with examples including sports leadership, debating club, EPQ, or lesson support. That enrichment expectation is a good sign for sixth form culture, it signals that post-16 is not treated as “just three subjects”, and it gives students a structured route to broader skills and experience.

Hall Park Academy serves students through to 18, so “destinations” matters in two distinct ways, Year 11 progression into Year 12, and Year 13 progression beyond school.

Post-16 progression and sixth form size

The school has an internal sixth form and also takes a limited number of external students. The Nottinghamshire secondary admissions guide lists a Year 12 published admission number of 10, which indicates the sixth form is primarily designed for internal progression rather than operating as a large sixth form college model. That can suit students who benefit from continuity and a familiar pastoral team, and it can also mean the subject offer and class sizes are more constrained than at larger post-16 providers.

Leavers destinations and apprenticeships

For the 2023 to 2024 leavers cohort (cohort size 55), the destination profile is as follows: 36% to university, 13% to apprenticeships, and 24% into employment. This mix suggests a sixth form where apprenticeships and employment are meaningful pathways rather than an afterthought.

For families, the implication is to look closely at careers guidance, employer engagement, and how the school supports applications for both academic and technical routes.

Oxbridge

Oxbridge is a small but real element of the picture. In the measurement period, there were 4 applications, 1 offer, and 1 Cambridge acceptance. This is not an Oxbridge pipeline sixth form, but it does indicate that when a student is appropriately motivated and supported, high-tariff applications are possible.

Hall Park Academy is part of Nottinghamshire’s coordinated admissions system for Year 7 entry. The county’s published key dates for September 2026 entry are clear: applications open 4 August 2025, close 31 October 2025, and offers are released on 2 March 2026.

The school’s published admission number for Year 7 is 170. When demand exceeds places, the oversubscription criteria follow a familiar pattern for the area, with highest priority for looked-after and previously looked-after children, then a sequence that combines catchment, linked primary schools, and sibling connections. Linked feeder primaries listed in Nottinghamshire’s guide include Greasley Beauvale Primary and Nursery School, Lawrence View Primary and Nursery School, Springbank Academy, and The Florence Nightingale Academy.

The school does not publish a “last distance offered” figure provided here, so families should avoid assuming that living nearby guarantees a place. A sensible approach is to treat the catchment and linked primary criteria as the core, then use mapping tools to understand how your home address sits relative to the catchment boundary and likely pressure points. FindMySchool’s Map Search can help families sense-check travel and proximity when shortlisting.

For sixth form, the entry requirements are explicit and interview-led. Students need five GCSE grades 9 to 4 (or equivalents), with subject-specific grade expectations where relevant, and they are expected to take three A-level or vocational subjects alongside an enrichment option. External sixth form places are capped at 10 in the published Nottinghamshire guide, so late applications or marginal eligibility are less likely to be accommodated than at larger providers.

Pastoral is one of the clearer strengths in the school’s published information. The house system creates vertical tutor groups, and the school explicitly frames this as support, care, and guidance, with older students mentoring younger pupils. For many Year 7 families, the practical value is that transition issues can be identified quickly, especially when the tutor group is stable and the Head of House can act as a consistent point of escalation.

The Ofsted report also points to caring pastoral support and a PSHE curriculum designed to help pupils stay safe and healthy, with this identified as especially strong in the sixth form. The safeguarding statement is straightforward, Ofsted states that safeguarding arrangements are effective.

Attendance is another meaningful indicator of culture and wellbeing. The report describes attendance as managed extraordinarily well and “good”, and it highlights that attendance is particularly strong in the sixth form. In a mainstream school context, sustained attendance improvement usually correlates with more stable routines, stronger relationships, and fewer pupils drifting into low-engagement patterns.

Extracurricular breadth is one of the most concrete, well-evidenced aspects of Hall Park Academy’s offer, because the school publishes a detailed co-curricular programme.

The first pillar is structured, low-barrier participation built into the week. Breakfast club runs daily, and the school’s co-curricular timetable also includes regular Homework Club sessions. This matters for families where home routines are busy or space is limited, because school-based study time can stop small organisation issues turning into missed homework, lower confidence, and poorer outcomes.

The second pillar is clubs that appeal to different “types” of student, not only the sporty or the musical. The published programme lists, among others, Debate Club, Chess Club, and Warhammer Club, as well as a Tech Club and a Science Club for Years 7 to 9. These are useful signals of inclusivity. A pupil who does not identify as a “sporty kid” can still find a tribe quickly, which is often the difference between a positive Year 7 transition and a difficult one.

The third pillar is performance and ensemble activity, including Concert Band, Choir Club, and Guitar Club. For some pupils, this becomes the main reason they enjoy school. For others, it is a confidence builder that improves classroom participation.

Sport is present and varied. The programme references activities including Netball Club, Hockey Club, and football clubs, with use of the astroturf for training and fixtures. Importantly, the timetable presentation implies regular scheduling rather than sporadic enrichment days, which tends to support sustained participation.

The Learning Resource Centre adds another layer of quieter opportunities, including a Redhill Academy Trust Book Award at lunchtime and a Board Game Club after school. This sort of provision often suits pupils who want social connection without high noise or high pressure.

The school day runs from an 8:40am moving bell, with Period 1 at 8:45am, through to a 3:10pm finish. Breakfast club operates from 8:00am to 8:40am, which effectively provides a morning “soft start” for families who need it.

As a state school, there are no tuition fees. Families should still plan for the usual secondary costs such as uniform, equipment, trips, and optional extras.

For travel, the school is located on Mansfield Road in Eastwood, so most families will be considering a mix of walking routes, local bus services, and short car journeys. The best test is to run a real commute at the relevant times, because school traffic patterns can shift significantly across the year.

• Sixth form headline grades are below typical levels. The A-level grade profile (including 29.47% A* to B) sits below the England average used. This does not rule out the sixth form, but it makes subject choice, support, and student motivation especially important.

• Progress 8 is negative. A Progress 8 score of -0.73 suggests pupils make less progress than similar pupils nationally. Families with children who need strong academic catch-up should ask directly about intervention, subject-specific support, and how quickly gaps are identified in Year 7.

• Admission is structured around catchment and linked primaries. The published criteria place meaningful weight on catchment and linked primary schools, so families outside those routes should be realistic about priority order.

• Consistency is still a live implementation issue. The school has been directed to strengthen the consistency of curriculum delivery and shared lesson structures across subjects. Parents may want to ask how this is monitored, and how quickly weaker areas are supported.

Hall Park Academy is a large, mainstream Eastwood secondary with a clearly defined pastoral structure and a co-curricular programme that is more detailed and accessible than many schools publish. It suits families who value routine, a strong house identity, and steady improvement, and it can work well for students who will benefit from breakfast club, homework support, and a wide menu of clubs.

The best fit is for students who respond to structure and who will engage with the school’s wider opportunities alongside lessons. Families focused primarily on top-end GCSE and A-level outcomes should compare alternatives carefully, particularly for sixth form, while recognising that the school’s inspection profile and attendance focus suggest a more stable learning culture than the headline grades alone might imply.