The Holgate Academy Review 2026, a two-site secondary with a growing sixth form offer

This is a large, mixed 11 to 18 academy serving Hucknall and the surrounding Nottinghamshire area, with a stated focus on aspiration and readiness for next steps. The academy operates across two secure sites, Nabbs and Hillcrest, with green space and playing fields around them, alongside specialist areas including a purpose-built science block and a distinctive art space known as The Wells.

Leadership has been recently refreshed, with Principal Henry Diamond taking up the principal role in October 2023. The latest inspection evidence points to a school improving in some day-to-day routines, while still working to make teaching, behaviour, and support consistent across year groups.

The academy’s identity is anchored in a simple set of values, We empower, We respect, We care, alongside a short vision statement focused on aspiration and brighter futures. That matters because this is a school serving a wide ability range, where clarity of expectations and a shared language can reduce friction in corridors and classrooms, particularly when staffing and systems have been in flux.

Operationally, the day is structured and time-bound. Students are expected on site by 8.35am, with gates locked at that time; the formal day runs to 3.15pm, followed by a planned extra-curricular slot. Tutor time is built in each morning, and assemblies are run in year groups, sometimes in person and sometimes online via Microsoft Teams. For families, this translates into an approach that uses routine to support attendance, punctuality, and a steady rhythm to the week.

Two features stand out in the physical set-up. First, the academy is explicitly split over two secure sites, which can help with age-appropriate space and movement management at scale. Second, there is clear investment in specialist learning environments, including a modern science block and a dedicated support provision, the Accelerated Learning Centre, designed to help some students catch up before re-joining mainstream year group classes. The implication is that the school is trying to tighten the link between environment and learning, rather than treating facilities as a separate add-on.

History is also used to reinforce local identity. The academy notes that it opened in 1955 and carries the name of Annie Elizabeth Holgate, described as an educator and chair of the local education committee, with multiple Hucknall schools named in her honour. This matters less as heritage and more as a community anchor, particularly for families with long local ties to Hucknall.

Performance indicators here are mixed and should be read alongside the school’s improvement trajectory.

GCSE outcomes and ranking context

Ranked 3003rd in England and 40th in Nottingham for GCSE outcomes (FindMySchool ranking based on official data). This places performance below England average overall, sitting within the lower-performing 40% of schools in England (around the 65th percentile).

The Attainment 8 score is 39.1. Progress 8 is -0.81, indicating that, on average, students make substantially less progress than pupils with similar starting points nationally. The EBacc average point score is 3.37, compared with an England figure of 4.08.

For parents, the practical meaning is this: while some students will do well, the current data suggests the school is still working to make strong outcomes the norm rather than the exception, especially for students who need lessons that check understanding carefully and adapt in real time.

Sixth form outcomes and ranking context

Ranked 2282nd in England and 35th in Nottingham for A-level outcomes (FindMySchool ranking based on official data). This places outcomes below England average, in the lower-performing band nationally (around the 86th percentile).

At A-level, 21.6% of grades are A* to B (England average: 47.2%). A* grades account for 4.1% of entries and A grades 8.1%, compared with an England A* to A figure of 23.6%.

Those numbers are a reminder that sixth form performance, as measured through outcomes, remains an area to build. For students who thrive with highly structured independent study routines, clear subject guidance, and strong attendance habits, the sixth form offer can still be a viable local pathway, but it is one to evaluate carefully at subject level.

Teaching priorities at Holgate are currently best understood through what the school is trying to standardise. External evidence points to recall activities and curriculum implementation improving students’ ability to retain key information, while also identifying uneven use of questioning and checks for understanding across classrooms.

The academy’s facilities support a subject-specialist model. A purpose-built science block with fully equipped laboratories signals an intention to teach biology, chemistry and physics in proper specialist spaces rather than generic rooms. The Wells area is positioned as a home for the art department, with student work integrated into the environment, which can raise the status of visual arts for students who are motivated by practical and creative success.

For parents deciding fit, the implication is that students who respond well to routine, explicit instruction, and frequent practice should benefit as consistency strengthens. Students who need ongoing support to build confidence may need closer monitoring early on, particularly if they are inclined to disengage when learning feels uncertain.

For a school with post-16 provision, destination outcomes matter because they show whether students leave with realistic routes into education, training, or employment.

For the 2023/24 leavers cohort, 32% progressed to university, 12% started apprenticeships, 6% moved into further education, and 38% entered employment. These figures suggest a broad set of pathways rather than a single dominant route, with a sizeable employment proportion that may include direct work, training-linked employment, or other work-based destinations.

The sixth form is also being shaped through partnership. Holgate sixth form and the National Sixth Form Centre describe a collaborative arrangement intended to widen curriculum choice across the two provisions, while each institution retains its own identity and pastoral support. In practical terms, that can increase subject and course flexibility for students, especially those whose best programme is a blend of academic and vocational options.

Year 7 entry (September 2026)

Applications are coordinated through Nottinghamshire County Council. For secondary transfer in the 2026 to 2027 cycle, the published timeline shows applications opening on 4 August 2025, closing on 31 October 2025, with offers issued on 2 March 2026. The academy also signposts that exceptional late applications and preference changes sit within the local authority process and occur after the main deadline.

For open events, the academy’s admissions page indicates that the relevant open evening sits earlier in the cycle, and families should expect open events to run in the autumn term, with booking details published by the school.

Parents comparing options should use FindMySchool’s Map Search and local comparison tools to shortlist realistically, then validate admissions criteria directly with the local authority timeline.

Sixth form entry (September 2026)

Applications are made directly to the sixth form, with a stated deadline of 5 December 2025 for applications, and late applications accepted subject to course availability. Entry guidance sets an expectation of at least five grade 5 GCSEs in subjects relevant to the student’s choices. Applicants are invited to an informal meeting, then attend an induction day in the summer term, with enrolment aligned to GCSE results day in August.

Holgate’s pastoral structure is organised around five year groups, each with both a Head of Year and an Assistant Head of Year, with tutors positioned as the first point of contact for most early-stage concerns. That hierarchy matters in large schools, because it reduces the risk that students fall between departments or rely on informal escalation.

SEND support is framed around removing barriers to learning, early identification, and keeping parents informed, with a named SENDCO listed among key staff contacts. The policy direction is clear; the practical issue for families is consistency in delivery and communication, especially where needs are complex or where students require adjustments across multiple teachers.

The June 2024 Ofsted inspection rated the school Requires Improvement overall, while grading sixth form provision as Good. The same inspection confirmed that safeguarding arrangements are effective.

Enrichment at Holgate is best judged by its specific, named opportunities rather than generic claims. The school lists clubs that include Warhammer, Gardening, and Chemistry, alongside Art/Photography and study support sessions. These are not token extras; they provide different entry points for students who need reasons to belong, whether that is practical making, quiet focus, or subject curiosity.

Trips and visits are positioned as curriculum-linked, with examples including the Duke of Edinburgh Award, sports fixtures, museum visits, visits to higher education institutions, residentials, and work experience. The implication is that enrichment is being used to strengthen engagement and future planning, not simply to decorate a timetable.

Facilities underpin that offer. Specialist art and technology spaces, IT suites, a sports hall, a library, and a careers resource centre are explicitly referenced, and the Accelerated Learning Centre is designed as an additional support pathway rather than a separate track. For families, the practical question to ask at open events is how often students actually access these spaces and which year groups benefit most, since availability can vary as staffing and behaviour patterns shift.

The academy day runs from 8.35am to 3.15pm, with tutor time at 8.40am and five teaching periods plus break and lunch. A planned extra-curricular session runs after 3.15pm.

Transport-wise, Hucknall offers a useful public transport interchange. The Hucknall tram stop is adjacent to the Robin Hood Line rail station, creating a combined tram and train node for travel into Nottingham and northwards. For families relying on public transport, this interchange can simplify older students’ travel, though younger Year 7 students may still benefit from rehearsed routes and earlier-term supervision plans.

• Consistency of classroom checks. Evidence points to improving recall routines, but questioning and checking understanding are not yet consistently strong across lessons. This can matter most for students who need frequent, low-stakes checks before moving on.

• Behaviour and inclusion require steady reinforcement. Too many students struggle to meet expectations and spend time out of mainstream lessons. Families should ask how behaviour routines are applied day-to-day and what early interventions look like.

• SEND communication can be a pressure point. The SEND intent is clear on paper, but some parental confidence has been affected, particularly around whether families feel listened to. For students with additional needs, it is sensible to explore how information is shared with subject teachers and how progress is reviewed.

• Sixth form pathway choice needs subject-level scrutiny. Entry expectations are set, and partnership arrangements can widen choice, but outcomes data suggests students should select programmes that match their strengths and study habits, with a clear plan for independent work.

The Holgate Academy is a substantial local secondary with a clear values framework, specialist facilities, and an increasingly structured daily routine. The inspection and performance data show a school still consolidating improvement, with the sixth form judged more positively than the main school in the latest inspection cycle.

Best suited to families who want a local 11 to 18 pathway and who value routine, a defined pastoral structure, and practical enrichment, while keeping a close eye on consistency in teaching and behaviour as their child moves through the school.