The Oakwood Academy Review 2026, a structured, state-funded secondary with clear expectations

A school can feel calmer when routines are predictable and expectations are consistent. That is the direction of travel here, with a clear daily structure, a defined pastoral model, and a strong emphasis on reading in Key Stage 3. The current headteacher, Andrew Gilbert, took up post in January 2021, and the most recent inspection judged the school Good across all headline areas.

This is a state secondary for students aged 11 to 16, so there are no tuition fees. Admission is coordinated through the local authority, and demand is real rather than extreme, with just under two applications per place in the most recent admissions dataset. The offer you receive will still depend on how the published criteria apply to your child’s circumstances, so families should read the admission arrangements closely and use FindMySchool’s Map Search to understand realistic distance scenarios before relying on a place.

The physical setting is a plus point for many families. The school describes spacious, light buildings in landscaped surroundings, which supports the sense of order the school aims for day to day.

The tone is purposeful and procedural, which can be reassuring for students who do best with clear lines and consistent follow-through. The timetable is explicit, with a structured start to the day, a dedicated tutor-time slot, and a defined point when after-school activities begin. That matters in practice because students know when they are expected to be where, and parents can plan transport and after-school arrangements with fewer surprises.

The school’s “Curriculum Plus” co-curricular programme sits alongside the formal timetable and is framed as part of widening experiences, rather than as optional add-ons for a minority. The published curriculum policy links this to free activities after the school day, plus study support and homework provision, including additional support through “The Zone”.

Reading is positioned as a whole-school priority. Key Stage 3 students read every day, and the inspection evidence supports the idea that reading is not treated as a bolt-on but as a core lever for broader learning. For families, the implication is straightforward, students who arrive with weaker literacy should find regular, planned opportunities to catch up, while confident readers are less likely to be left to coast.

The latest GCSE performance picture is challenging in two areas that matter most for headline comparisons. The Attainment 8 score is 39.2 and the Progress 8 score is -0.75, a combination that suggests students, on average, have not been achieving as strongly as their prior attainment would predict. The EBacc average point score is 3.58, and 8.6% achieved grades 5 or above in the English Baccalaureate measure.

Rankings provide additional context. Ranked 2,992nd in England and 39th in Nottingham for GCSE outcomes (FindMySchool ranking based on official data), performance sits below England average overall. This is the kind of profile where the detail of the school’s improvement work matters as much as the headline figures, particularly for students who need strong literacy support, secure behaviour routines, and close monitoring of learning gaps.

When comparing options, parents may find it useful to use the FindMySchool Local Hub page and Comparison Tool to place these GCSE indicators alongside other nearby schools, rather than relying on general impressions.

The curriculum intent emphasises sequenced learning and independent study habits, with a personal development strand that sits within the timetable rather than being left to occasional assemblies. The curriculum policy describes a “Personal Development Period” with age-related sessions, plus a planned Relationships, Sex and Health Education programme delivered through that period and through assemblies. The implication for parents is that personal development is more likely to be consistent across year groups, rather than dependent on individual form tutors.

In practical classroom terms, the latest inspection evidence points to effective adaptation for students with special educational needs and/or disabilities, with teaching assistants supporting students to work independently. That blend, adaptation without over-dependence, is often what families are looking for when a child needs support but also needs confidence-building and autonomy.

The clearest area for improvement identified in the most recent inspection is subject-level checking for understanding. In some subjects, teachers were not consistently identifying misconceptions early enough, which can compound over time for students who already find certain topics difficult. For families, this is a sensible question to test on visits, how teachers check learning during lessons, how quickly gaps are picked up, and what happens if a student needs targeted re-teaching.

Where Students Go Next

There is no sixth form on site for Years 12 and 13. The school sits within Redhill Academy Trust, and published information notes links to the trust’s post-16 provision at The Redhill Academy, including some BTEC Level 3 sport and health and social care students based at this school in a sixth-form centre. The implication is that students considering vocational routes may see trust-wide pathways and shared provision, even though the academy itself is 11 to 16.

For most students, the Year 11 decision is about choosing the right local sixth form or college, matching subject needs and learning style. A school with clear routines and structured support can be a good foundation for that decision, but families should pay attention to attendance and progress monitoring, because post-16 routes become narrower when GCSE outcomes fall short of minimum entry requirements for popular courses.

Year 7 entry is coordinated through Nottingham City Council for families living within its boundary, and the school’s published admissions arrangements set out an admission number for September 2026.

For the 2026 entry cycle, the coordinated scheme sets out that the application process opens by 18 August 2025 for Nottingham City residents, with the national closing date on 31 October 2025. National Offer Day is 01 March each year, or the next working day if it falls on a weekend or bank holiday, so for this cycle offers are expected on Monday 02 March 2026.

Demand, based on the latest admissions dataset for the school’s Year 7 entry route, indicates 308 applications for 156 offers, which is around 1.97 applications per place. That level of oversubscription typically means criteria sequencing matters, and marginal cases may turn on distance, siblings, or other priority categories set out in the published policy.

If you are deciding whether your address is realistic for this school, use FindMySchool’s Map Search to model your distance and compare it with local patterns. Distance outcomes vary year to year, so proximity helps but does not remove uncertainty.

Pastoral systems are referenced repeatedly in the school’s published material, with a stated focus on students feeling safe and secure and being supported to make good decisions and engage in school life.

The inspection evidence highlights personal development coverage including online safety, consent, and bullying, which are increasingly central to parental confidence, particularly for students starting secondary school.

Attendance is the most explicit wellbeing-linked improvement theme. The latest inspection noted that some students do not attend as well as they should and leaders were continuing to implement strategies with families. For parents, that translates into two practical considerations, first, how quickly the school engages when attendance dips, and second, how effectively it maintains learning continuity for students who have missed lessons.

The co-curricular offer is packaged as “Curriculum Plus”, and the curriculum policy gives a clearer sense of what that means than many schools provide. Activities are described as running from 3.10pm, with sports teams, expressive arts workshops, and clubs spanning creative writing, science, humanities, languages, and technology, plus Study Support sessions for Year 11 and a daily homework club. Importantly for many families, the policy states these activities are free of charge.

The library is a distinctive anchor. It is framed as a safe and quiet learning space, open daily before school and after lessons, and it hosts named activities such as a KS3/4 Book Club, a games club, mindfulness, Pride Club, and a daily homework club slot. For students who need a predictable place to work, or who prefer structured lunchtime options, that can be as important as headline sports fixtures.

For students preparing for exams, the school also signals structured support through booster and revision activity during exam windows. The value here is not the existence of revision, most schools provide it, but the routinisation of support so students know what is available and when.

The school publishes a detailed day structure. Students are expected on site from 8.40am, Period 1 begins at 8.45am, and lessons end at 3.10pm for Years 7 to 11, when after-school activities start. Reception closes at 4.00pm (3.30pm on Fridays) and the site closes at 5.00pm.

Uniform expectations are clearly stated, and families should factor in standard costs such as uniform and optional trips and activities, which are typical of state schools even where tuition is free.

Transport and travel tend to be organised around local routes and family logistics. If you are considering walking or cycling, check routes and timings directly, and if you are relying on public transport, confirm service patterns at the times students travel.

• Outcomes are currently below England average overall. The Progress 8 figure of -0.75 is a clear signal that many students are not yet achieving as strongly as they could from their starting points. Families should ask how progress is tracked, and what targeted interventions look like in practice.

• Teaching consistency is still improving in some subjects. The most recent inspection identified that checking for understanding was not always effective across subjects, which can allow misconceptions to persist. Ask how the school ensures assessment and feedback practices are consistent across departments.

• Attendance remains a priority area. Where attendance is variable across the student body, learning gaps can widen quickly. Families should ask about attendance expectations, early intervention, and the support available if a child struggles with regular attendance.

• Oversubscription is meaningful but not extreme. With around two applications per place in the latest admissions dataset, criteria details will matter. Parents should read the admissions policy carefully and plan for realistic alternatives in case preferences cannot be met.

This is a structured, state-funded 11 to 16 school with an established trust context, a timetable that prioritises routine, and a clear emphasis on reading and co-curricular participation. The most recent inspection outcome supports a broadly positive picture, while results and attendance indicators show why ongoing improvement work matters.

Best suited to families who value clear expectations, predictable routines, and a school day that builds in support through homework, reading, and co-curricular access. The key decision factor is whether the school’s improvement trajectory, particularly around progress and attendance, aligns with your child’s needs and learning profile.