The Oxford Academy Review 2026: A community secondary with an improving sixth form, and clear priorities for Year 7 to Year 11

Set up to serve south Oxford communities including Littlemore, Rose Hill and Blackbird Leys, The Oxford Academy is a large, mixed secondary with sixth form (ages 11 to 19) and a Church of England character. The school is part of River Learning Trust, and has been working through a sustained improvement phase since joining the trust in November 2020.

The October 2023 Ofsted inspection rated the school Requires Improvement overall, with Leadership and management and Sixth-form provision judged Good. That split judgement matters for parents, it suggests systems and direction are strengthening, while classroom consistency and outcomes in Years 7 to 11 still need to catch up.

Results data underlines that challenge. GCSE measures sit below England averages in several indicators, and Progress 8 is negative, implying pupils, on average, make less progress than similar pupils nationally. Sixth form outcomes are also below England benchmarks for top grades. For families, the key question is fit, both for a child who needs structure and calm routines, and for a child who is already highly self-directed.

This is a school where improvement work is highly visible in day-to-day routines. External evaluation describes pupils feeling safe and valuing the care shown by staff, with sixth-formers in particular expressing pride in the school. The same evidence also points to a culture that is still being embedded, behaviour expectations have been raised and are improving, but supervision remains heavy, and independent self-regulation is not yet typical across all year groups.

There is a clear sense of moral purpose in how the school talks about its role locally. River Learning Trust recruitment materials position the academy as serving communities that are often overlooked by outsiders, and place emphasis on high expectations, clear routines, and staff training that makes behaviour systems consistent. For parents, that framing is useful, it signals a school designed to be practical and grounded, not performative.

Faith identity is present, but not described as exclusive. The 2023 inspection evidence highlights chaplaincy as a meaningful contributor to inclusion work. In practice, that tends to mean pastoral capacity and a values-led approach to supporting pupils who find school difficult, rather than a narrow intake or a highly doctrinal culture.

Leadership is stable. The headteacher is Mrs Nora Ward. By late 2020, school communications already refer to her as headteacher, and Companies House records show a formal appointment connected to the school dated 01 September 2020. For parents, the benefit of stable leadership is simple, improvement plans have time to bed in, staff routines become predictable, and pupils experience fewer sudden changes in rules and expectations.

At GCSE level, the school’s outcomes sit below many peers in England. The school ranks 3,686th in England and 15th in Oxford for GCSE outcomes (FindMySchool ranking based on official data), placing it below England average overall. Its composite ranking across GCSE and A-level measures is 2,063rd in England.

The attainment profile shows the same pattern. Attainment 8 is 32.9, and Progress 8 is -0.73. The Progress 8 score indicates pupils, on average, make less progress than similar pupils nationally from their starting points. The EBacc average point score is 2.76 compared with an England benchmark of 4.08.

The detail behind those numbers matters. A negative progress measure often points to uneven classroom consistency, gaps in literacy, and variable subject sequencing. In the school’s case, external evaluation describes an aspirational curriculum that is still being embedded, and teaching that does not yet help enough pupils secure knowledge and apply it confidently.

In the sixth form, the picture is mixed. The school ranks 2,218th in England and 20th in Oxford for A-level outcomes (FindMySchool ranking based on official data), again below England average overall. A-level grades show 1.2% at A*, 7.23% at A, and 28.92% at A* to B. That equates to 8.43% at A* or A, compared with an England benchmark of 23.6% for A* to A, and 47.2% for A* to B.

The implication for families is not that the sixth form is weak, but that it is not yet delivering high proportions of top grades at scale. Where it can still be attractive is in its more mature culture, stronger subject teaching consistency, and clearer pathways for students who respond well to structure, support, and strong pastoral oversight.

Parents comparing local options should use the FindMySchool Local Hub page to view GCSE and A-level results side-by-side using the Comparison Tool, particularly if you are weighing multiple schools across Oxford.

Curriculum ambition is not the issue here. External evaluation describes the curriculum as aspirational and appropriate for all pupils. The current challenge is implementation consistency, especially in key stages 3 and 4. Subject teams have identified what pupils should know at each stage, but the sequencing and the connections between components are not always clear enough, which makes it harder for pupils to retain knowledge and apply it successfully.

Support for pupils with special educational needs and disabilities is designed to be inclusive. Most pupils with additional needs study alongside peers, and teachers are given information about individual needs. There are also structured alternatives where appropriate, including an Enhanced Key Stage 3 Pathway designed to prepare pupils to transfer into the main curriculum by Year 9. The practical implication for parents is that the school is trying to keep pupils in mainstream classes wherever possible, while also building stepping-stone programmes for pupils who need a slower start.

Literacy is a priority area, and it is being rebuilt in stages. A whole-school reading strategy exists but is still being rolled out, alongside a Tutor Reading Programme that is at an early stage, with early positive impact noted in Years 7 and 8. For a child entering Year 7 with weaker reading fluency, the direction of travel is encouraging, but parents should ask very directly how quickly catch-up interventions start, how progress is monitored, and what happens if a pupil does not improve after the first term.

Sixth form teaching is described as more embedded and effective, with students more consistently able to apply what they have learned. That aligns with the judgement of Good for sixth form provision, and it matters for families considering a post-16 move, as culture and classroom habits often sharpen considerably once students choose their courses and commit to a pathway.

The school has a small Oxbridge pipeline in the recorded period. Two applications were made to Oxford and Cambridge combined, one offer was secured, and one student accepted a place.

For most students, destinations are more varied and locally grounded. For the 2023/24 leavers cohort (49 students), 37% progressed to university, 4% to further education, 8% to apprenticeships, and 33% moved into employment.

The school’s careers programme is described as well considered and supported by local employers, with pupils prepared for next steps. In practical terms, a school with a mixed destination profile benefits from strong guidance on apprenticeships, technical routes, and employment, not only university applications. Parents of students who are undecided at 16 should look for evidence of structured employer encounters, application support, and a clear Year 11 to Year 12 transition plan that includes both academic and vocational options.

Year 7 admissions are coordinated by Oxfordshire County Council. For September 2026 entry, applications opened on 12 September 2025 and closed on 31 October 2025. National Offer Day was 02 March 2026, and families were asked to respond by 16 March 2026.

Demand has been slightly above supply in the available data. For the entry route recorded, 209 applications were made for 177 offers, indicating the school was oversubscribed with around 1.18 applications per place.

Local authority allocations data also shows how the oversubscription criteria operated in practice for transfer to secondary in September 2022. The published admission number for that year was 210. The final place allocated under the nearest-school-with-places-remaining category was at 0.297 miles (straight-line). Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

That same allocations document lists criteria including Education, Health and Care Plans naming the school, looked-after and previously looked-after children, a limited staff-child category, catchment and sibling criteria, then distance. For families, the practical step is to read the current determined admissions arrangements for the relevant entry year, then use the FindMySchool Map Search to check your home-to-school distance against the most recent published allocation distance, while remembering annual variation.

For sixth form entry, published timings and entry requirements can vary year to year and by pathway. If your child is considering joining at 16, request the current sixth form prospectus and ask specifically about minimum GCSE entry requirements for each subject, and whether priority is given to internal applicants.

Pastoral work is central to the improvement story. External evaluation indicates pupils feel safe, and that care from staff is recognised by pupils. Safeguarding arrangements are described as effective, which is a baseline requirement but also an important reassurance in a school that is still improving in other areas.

Behaviour is moving in the right direction, but families should understand the current reality. Expectations have been raised, routines are increasingly consistent, attendance and punctuality are improving, and the number of serious incidents and suspensions is starting to fall. At the same time, pupils are heavily supervised, and the culture of pupils managing their own conduct is still developing.

There is also evidence of targeted inclusion capacity. An expanded behaviour and inclusion team supports pupils who struggle to meet expectations, and chaplaincy is described as making a significant contribution to inclusion work. For a child who needs clear structure and adult presence, that can be reassuring. For a child who is very independent, it may feel more controlled than some alternatives.

The most distinctive feature of enrichment at The Oxford Academy is that it is being used as part of the wider improvement plan, rather than treated as an add-on. Sixth-formers are described as excellent role models, with many volunteering to help supervise during breaks. That is not a conventional club, but it is a structured student leadership opportunity, and it signals a sixth-form culture that values contribution and responsibility.

There are also named programmes that shape the pupil experience. The Enhanced Key Stage 3 Pathway supports pupils who need a stepped transition into the main curriculum by Year 9, and the Foundation Programme in Year 12 is designed to prepare students for A-level or vocational study. The implication for families is that enrichment and support are intertwined, pupils who may not thrive in a one-size-fits-all timetable have clearer alternative routes and re-entry points.

Personal development content is specific and locally relevant. The programme covers statutory themes such as consent and equality, and also addresses local risks such as knife crime. For parents, that matters because it suggests PSHE is designed around real safeguarding issues and community context, not generic slide decks.

Because the school website could not be accessed for this review, the published list of clubs, sports and arts opportunities could not be verified. Families should ask for the current co-curricular timetable, and check how many activities run weekly, which are free, and which have costs.

The Oxford Academy is a large secondary with sixth form in Littlemore, serving south Oxford neighbourhoods and operating as part of River Learning Trust.

School day start and finish times, and any before or after-school arrangements, should be confirmed directly with the academy, as these details could not be verified from accessible official pages during research. For travel planning, families should also review the local authority’s guidance on admissions and home-to-school distance measurement, as allocations use straight-line distance for published allocation reporting.

• GCSE outcomes are currently below England benchmarks. The Progress 8 score is -0.73, and the school’s GCSE ranking sits below England average overall. For some pupils, that means parents should look closely at subject-level support, attendance expectations, and how quickly gaps are identified and closed.

• Behaviour culture is improving, but still closely managed. External evaluation describes raised expectations and improving order, while also noting heavy supervision and that pupils taking responsibility is not yet typical. This suits some children well and feels restrictive to others.

• Admissions can still be competitive. Published allocations data shows a last allocated distance of 0.297 miles for one category in 2022 entry. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Sixth form is stronger than key stage 4, but top grades are less common. A-level grades show 28.92% at A* to B, below England benchmarks. This can still work well for students who want a supportive sixth form culture and a clear pathway, but families targeting very high proportions of A* and A may want to compare alternatives carefully.

The Oxford Academy is a school in active improvement, with leadership and sixth form judged more strongly than Years 7 to 11 in the most recent inspection evidence. Its strongest fit is for families who value clear routines, strong pastoral structures, and a sixth form where culture and teaching are more consistent. It may be less suited to children who need highly established classroom consistency across all subjects immediately, or who thrive best with minimal supervision. For families considering it, the most important step is to probe implementation detail, how behaviour expectations are sustained lesson by lesson, how literacy catch-up works in practice, and how quickly pupils’ knowledge gaps are addressed.