Q3 Academy Langley Review 2026: High-expectations secondary with standout progress

Q3 Academy Langley has built a clear identity since opening in September 2016, combining tight routines with a strong emphasis on character and ambition. It is led by founding headteacher Mr Peter Lee, appointed in 2016, and the school sits within The Mercian Trust.

Outcomes are a major draw. The school ranks 667th in England and 1st in Oldbury for GCSE outcomes (FindMySchool ranking based on official data), placing it comfortably within the top 25% of secondary schools in England. Attainment 8 is 54.7, and Progress 8 is +0.81, which signals well above average progress from students’ starting points.

A recent ungraded inspection in December 2024 pointed to significant improvement since the previous full inspection, with the next inspection expected to be graded.

The headline is standards, and the school presents these as a source of pride rather than a compliance exercise. Expectations around conduct, punctuality and appearance are woven into daily routines, and the language of “character” is explicit across the website and curriculum pages.

There is also a deliberate inclusivity to how the school talks about its Christian character. The ethos statement frames this as a heritage that informs values such as kindness and respect, while explicitly welcoming families of all faiths and none. That matters in a diverse community because it signals that the faith designation is more about moral framing and community culture than narrow entry requirements.

Leadership continuity is a distinctive feature for a relatively new school. Mr Peter Lee is listed as the headteacher and principal, and the school describes him as the founding headteacher, appointed in 2016. For parents, that typically translates into consistency of systems and fewer strategic lurches, particularly important in schools where routines are central to the model.

Rankings and performance data paint a clear picture of strength. Ranked 667th in England and 1st in Oldbury for GCSE outcomes (FindMySchool ranking based on official data), the school sits above the England average, placing it within the top 25% of schools in England for this measure.

The underlying indicators are equally telling. Attainment 8 is 54.7, and Progress 8 is +0.81. For families comparing schools, Progress 8 is often the more meaningful measure because it reflects how much progress students make, relative to similar starting points. A score comfortably above zero indicates students, on average, move forward faster than peers nationally.

On the English Baccalaureate (EBacc) side, the average EBacc point score is 5.17. This suggests that, for students taking the full academic suite, outcomes are strong across the humanities and languages basket as well as English and maths.

Parents weighing options locally can use the FindMySchool Local Hub pages to compare these figures side by side with nearby schools, using the Comparison Tool to keep like-for-like measures in view.

The school’s stated model leans into structured teaching and a carefully sequenced curriculum, with particular attention to transition from primary to secondary. The headteacher highlights a “transition curriculum” designed to settle students quickly into secondary expectations and routines, which is consistent with the wider emphasis on punctuality and daily address structures.

Formal review evidence aligns with that intent. The most recent inspection documentation describes a well-structured academic curriculum, strong subject knowledge among teachers, and a sharp focus on reading support for students who need it. SEND identification and classroom adaptation are also described as carefully implemented, which matters in a large school where consistency across subjects can otherwise be hard to achieve.

This is an 11 to 16 school, so the main progression point is post-16 study elsewhere. The school frames its destination focus around academic pathways, and the latest inspection documentation describes many students progressing to academic A-level routes at colleges, with strong outcomes for disadvantaged students highlighted as part of that pipeline.

For families, the practical implication is that Year 11 planning needs to start early: subject choices at Key Stage 4 feed directly into sixth form and college options, and the school’s “Pathways” approach emphasises one-to-one guidance using Key Stage 3 data and subject leader feedback to steer students into an appropriate GCSE mix.

Year 7 entry is coordinated through Sandwell. Applications are not made directly to the school. The school’s admissions page notes that the deadline for a Year 7 place for September 2026 has closed, which matches Sandwell’s statement that on-time applications closed on 31 October 2025, with later applications treated as late.

For families thinking ahead to later years, in-year admissions are typically handled through the local authority process with evidence requirements and year-group capacity constraints, rather than a simple direct application.

If you are distance-sensitive, it is worth using the FindMySchool Map Search tool to understand how your home location relates to the school and to other realistic alternatives nearby. This page does not publish a last-offered distance figure for this school, so parents should treat proximity as helpful rather than decisive.

Open events and application support tend to follow an annual rhythm. Where schools publish dates that have already passed, the safest approach is to assume the same term window repeats, then confirm the exact dates on the school or local authority website.

Pastoral messaging is practical rather than slogan-led. The safeguarding page is detailed and procedural, emphasising clear routes for reporting concerns, trained safeguarding leadership, and alignment with statutory guidance.

On student wellbeing, the school publishes signposting resources for students and parents, including local authority directories and mental health tools. The tone is supportive, and it complements the wider character curriculum: high standards paired with a visible structure for help-seeking.

The school’s enrichment story is strongest where it becomes specific. One clear pillar is the Combined Cadet Force (CCF), run as an RAF Air Cadets section first established around 2017. Students apply to join at the start of Year 9, with Thursday parade sessions from 15:00 to 17:00. Activities span drill, radio communications, cadet qualifications, and Duke of Edinburgh elements, with additional opportunities such as visits linked to RAF Cosford.

A second pillar is the midweek enrichment model in Key Stage 3. The school states that Years 7 and 8 take PE and enrichment from 12:00 to 15:00 every Wednesday. The PE programme is described as concept-based, covering invasion games (including football, netball and basketball), athletics, trampolining and dance, and outdoor and adventurous activities such as orienteering and problem solving. For many students, a protected block like this makes it easier to participate, particularly where transport or caring responsibilities can limit after-school attendance.

Formal review evidence also points to additional experiences such as theatre visits and skiing, as well as lunchtime debate opportunities. The best next step for parents is to confirm the current club list directly with the school, as the website’s “Extra-Curricular Programme” page appears to be presented as an image rather than a searchable schedule.

The school publishes different day timings by key stage. Key Stage 3 runs 8:00am to 3:00pm, with students expected to arrive by 7:45am; Key Stage 4 runs 8:30am to 3:30pm, with students expected to arrive by 8:20am. Term dates for Spring and Summer 2026 are published, with the note that the following academic year calendar is typically ratified in May.

As a large secondary in Langley, Oldbury, travel patterns are typically a mix of walking, public transport and family drop-off. Parents should check local routes and build in time for earlier starts in Key Stage 3.

• A demanding routines culture. The school places strong emphasis on punctuality and daily structure, including early arrivals and clear standards. This suits students who like clarity and consistency, but can feel intense for those who need a softer start.

• Inspection trajectory. The school remains graded Good from May 2019, and the December 2024 inspection was ungraded, signalling that a graded inspection is expected next. Families may want to track the outcome of that next inspection cycle.

• Key Stage 3 starts earlier than Key Stage 4. The published timings mean siblings in different year groups may have different morning routines, which can affect transport planning for working families.

Q3 Academy Langley offers a highly structured secondary experience with performance indicators that suggest students make very strong progress. The combination of consistent leadership, a clear behaviour culture, and protected enrichment time will suit families who want firm routines and academic momentum. Best suited to students who respond well to high expectations and who benefit from a school that makes standards explicit, rather than implied.