Millbay Academy Review 2026: Creative identity, improving culture, all through provision in Millbay

Millbay Academy sits close to Plymouth’s waterfront and serves families from early years through to Year 11. The current academy opened in March 2020 following a change in status, building on the earlier Plymouth School of Creative Arts, founded in 2013 and rooted in a creative education model.

Ofsted’s inspection in February 2024 judged the school Good across every area, including early years, and confirmed safeguarding is effective.

Leadership is organised across phases. The school website lists Matthew Bisco as headteacher, and the governing records show his headteacher term starting in January 2026.

This is a school that places identity and belonging front and centre, with a strong emphasis on creativity as a way of thinking rather than only an arts specialism. The February 2024 inspection report describes pupils taking pride in being part of a culturally diverse community, with staff aiming to remove barriers to future success from early years onwards.

Relationships appear to be a major driver of day to day culture. Formal observations highlight warm, respectful interactions and a clear expectation that pupils and students can raise concerns and get help quickly. That matters in an all through setting, where continuity and trust can make transitions easier, especially for children who start in early years and stay through primary and beyond.

The site itself is in an active period of development. The school has communicated recent capital works including new teaching spaces, named areas such as LAB 4, and additional classrooms and facilities being completed in phases. For families, this typically translates into a practical mix: short term disruption at times, but improving learning environments and more specialist rooms over the medium term.

Primary (Key Stage 2 outcomes)

At primary phase, outcomes are broadly strong against England averages on the measures most parents focus on.

• In 2024, 80% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%.

• At the higher standard, 21.67% achieved greater depth in reading, writing and mathematics, well above the England average of 8%.

• Average scaled scores were 105 in reading, 105 in maths, and 105 in grammar, punctuation and spelling.

These results align with a school that has effective foundations in core skills and assessment readiness by the end of Year 6. One nuance to note is science: 76% met the expected standard compared with an England average of 82%, which suggests science outcomes may be slightly less consistent than English and maths at the end of Key Stage 2.

Rankings provide an additional lens. Millbay’s primary outcomes are ranked 7,228th in England and 35th in Plymouth (FindMySchool ranking based on official data). This places performance in line with the middle 35% of schools in England (25th to 60th percentile), which is often what families see in schools that are secure in core outcomes but not uniformly at the very top end across every measure.

Secondary (GCSE outcomes)

At secondary phase, the headline picture is more challenging.

• Attainment 8 is 32.7.

• Progress 8 is -0.5, indicating that, on average, students made below average progress from their starting points across eight subjects.

• EBacc average point score (APS) is 2.66, compared with an England average of 4.08.

On the FindMySchool ranking for GCSE outcomes, Millbay is ranked 3,704th in England and 20th in Plymouth, placing it in the lower-performing portion of schools in England on this measure. For families, the practical implication is that the school is likely strongest when it keeps students engaged, attending well, and fully participating in the planned curriculum, because the progress measure suggests that missed learning time can have a measurable impact by Year 11.

The school’s curriculum has been through recent change in Key Stages 3 and 4, with clarity increasing in what students should learn and when. Formal review notes strong subject expertise among teachers and a structured approach to professional development.

Reading appears to be a strategic priority. The inspection report describes an explicit reading curriculum, including students reading a set of novels as part of English and tutor time, alongside targeted phonics support where needed for students with special educational needs and disabilities. The implication for families is that literacy development is treated as a whole school responsibility, not just an English department issue.

Support for students with additional needs is described as systematic. The report references HIVE provision for pupils who need a personalised approach, with many integrating back into mainstream classes, which is a useful model in an all through setting where needs can present early and change over time.

Because Millbay Academy’s upper age is 16, destinations are primarily post 16 pathways rather than university. The school places clear emphasis on careers education, including structured encounters with employers and information on technical routes, aligned to legal requirements for provider access.

The inspection report describes careers provision that broadens horizons and builds employability skills, including short focused opportunities during the school day. For families, the key question is fit: students who respond well to practical guidance, clear routines, and strong adult relationships often benefit most from this kind of careers-led approach, especially as they move into choices at 14 to 16.

Millbay Academy is an academy and part of Reach South Academy Trust, with admissions coordinated through Plymouth’s normal round admissions processes.

For Year 7 entry (September 2026 start), the school’s published admissions information sets out clear dates: the application period runs 3 September 2025 to 31 October 2025, with offers on 2 March 2026. The published admission number for Year 7 is 120.

For Reception entry (September 2026 start) in Plymouth, the local authority timetable shows applications opening 17 November 2025, closing 15 January 2026, with offers on 16 April 2026.

Demand indicators suggest competition for places, particularly at secondary intake. In the most recent admissions figures available, there were 197 applications for 85 offers at secondary entry, indicating oversubscription. For primary entry, the figures show 5 applications for 1 offer, also indicating oversubscription, though families should treat very small cohorts with caution when interpreting patterns.

Distance matters when schools are oversubscribed. Plymouth’s published allocation statistics (as of 1 March 2025) show Millbay Academy’s last distance allocated at 1.31 miles in the lowest admission criterion for secondary allocations that year. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Practical tip: families who are using distance as a deciding factor should use the FindMySchool Map Search to check their exact home-to-gate distance and then keep an eye on how this shifts in successive allocation years.

Pastoral culture is closely tied to safeguarding routines and pupil voice. The inspection report describes a culture where pupils raise worries and feel listened to, starting in primary through representative structures and continuing through the school.

A key issue to watch is attendance at secondary phase. The inspection report flags that some students miss significant learning time due to absence and suspensions, which can create knowledge gaps and make returning to school harder. The school describes increased support for pupils and families, which is the right direction, but families considering a move mid phase should ask detailed questions about reintegration support, alternative provision use, and how attendance improvement is tracked week by week.

Millbay’s enrichment offer has a practical, skills-building feel rather than a purely traditional clubs list. The inspection report names clubs including Japanese, chess, basketball, and breakdancing, which signals variety and an effort to reach different interests. The value for students is not just recreation; it is belonging, confidence, and structured time with peers, which can also support attendance and behaviour for students who find unstructured time challenging.

Facilities development is also part of extracurricular life. The school has communicated improvements such as new learning spaces and plans for enhanced outdoor areas and social spaces, supported by capital investment. Over time, this tends to improve the quality of lunchtime and after school options, especially where clubs need suitable rooms, safe outdoor space, and specialist equipment.

Parents comparing options locally can use the FindMySchool local comparison tools to view primary and GCSE outcomes side by side with other Plymouth schools, which is often the fastest way to understand trade-offs between phases.

Published timings indicate a longer week pattern. The school website lists the school day as 8.30am to 3.15pm Monday to Thursday, and 8.20am to 2.00pm on Friday.

Breakfast provision is also described: Breakfast Club runs 7.45am to 8.30am.

Drop off guidance and arrival processes are set out, including gates open 8.00 to 8.20 and late registration arrangements.

For wraparound childcare for younger pupils (beyond breakfast), the most reliable approach is to ask directly how provision operates across the early years and primary phase, particularly given the school’s all through structure and the MBHS primary federation arrangements referenced in trust documents.

• Secondary outcomes and progress: Progress 8 of -0.5 indicates students, on average, make below average progress across GCSE subjects. Families should ask what has changed since the most recent curriculum redesign and how consistently strong practice is shared across subjects and phases.

• Attendance and missed learning time: Formal review highlights that some students miss significant learning time due to absence and suspensions. For a child who has struggled with attendance elsewhere, it is worth exploring the school’s reintegration routines and pastoral response in detail.

• Admissions competition: Plymouth’s allocation data shows a last offered distance of 1.31 miles for secondary allocations as of 1 March 2025. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families relying on distance should monitor the pattern year by year.

• A school in active development: Ongoing building works and phased completions can be positive for learning spaces, but they can also mean temporary entrances, changing circulation routes, or short term disruption. Parents should ask what the next phase will mean for daily routines.

Millbay Academy is a school with a clear identity, an improving culture, and an all through structure that can provide stability for families who value continuity from early years into secondary. Primary outcomes are a relative strength, with results above England averages on key measures, while GCSE progress data signals that secondary phase performance still needs sustained improvement.

This school suits families who want a strong pastoral emphasis, a creative lens on learning, and a setting that actively supports pupils and students who benefit from clear routines and strong relationships. The main challenge is matching the offer to your child’s needs across phases, and, for secondary entry, understanding how attendance and progress are being strengthened year on year.