Outwood Academy Hemsworth Review 2026: An improving 11 to 18 academy with a structured day and a growing enrichment offer

A school can be on a journey without feeling unsettled, and that is the current impression here. The latest inspection picture is markedly stronger than the previous cycle, and day to day routines are clearly designed to create calm learning conditions. The timetable begins with a dedicated personal development block before lessons, then runs through five taught periods, which gives the day a consistent rhythm for students who benefit from structure.

Leadership has also stabilised. The current Principal is James Pape, and he took up the post on 01 January 2024, which matters because it frames much of the recent momentum and the way the academy now describes its ambitions.

For families in Hemsworth and the surrounding area, the offer is straightforward. This is a large, mixed, non faith academy for Years 7 to 13, part of the Outwood Grange Academies Trust, with a sixth form that includes both A levels and technical routes such as T Levels.

The clearest theme is intentionality. This is not a school that relies on informality or small scale familiarity to set the tone. Instead, expectations are codified through a tightly planned day structure and a consistent emphasis on personal development as a taught component of the week. That approach tends to suit students who like knowing what happens next, and parents who value routines that reduce low level disruption and make learning time feel protected.

The inspection narrative reinforces this sense of purpose. Students are described as typically keen to learn, with transitions between lessons and social times managed carefully, and with sixth formers taking visible responsibility as role models for younger year groups. This is an important cultural marker in a large secondary, because it suggests leadership is not only top down, it is also built into student behaviour and the way older students represent the academy’s standards.

There is also a strong inclusivity thread in the way the academy positions itself. The inspection text places emphasis on mixed backgrounds and on a belief in every pupil’s worth, including pupils with special educational needs and or disabilities. That is not the same as saying every family experience is perfect, and there is a specific improvement point on communication with some families, but the underlying direction is clear.

A practical cultural detail that some families will care about is the stance on mobile phones. The academy brands itself as phone free, in line with wider trust messaging around limiting phone use during the school day. For some students, that reduces distraction and social friction. For others, it can feel restrictive, particularly in older year groups, so it is worth checking the specific rules and how enforcement works in practice.

Performance sits in the lower part of the national distribution in the FindMySchool rankings, and it is important to be frank about that because it frames the likely experience for students who are highly exam driven.

At GCSE, the academy is ranked 2808th in England and 5th in Pontefract for outcomes (FindMySchool ranking based on official data). This places it below England average overall, within the lower performance band in the FindMySchool percentile framework.

Looking at the underlying GCSE indicators, the average Attainment 8 score is 39.7 and Progress 8 is -0.07. In plain terms, that progress figure suggests pupils make slightly below average progress from their starting points across eight subjects, which can reflect a mix of factors including intake, attendance patterns, curriculum sequencing, and consistency of teaching.

The EBacc picture is also worth attention. The average EBacc APS is 3.54 compared with an England benchmark of 4.08 and 12.1% of pupils achieved grade 5 or above in the EBacc. For families who are committed to the EBacc suite as a pathway into particular post 16 options, this is a useful indicator to explore further with the academy, including which pupils are entered for EBacc subjects and how that decision is made.

In the sixth form, the FindMySchool A level ranking is 2507th in England and 5th in Pontefract (FindMySchool ranking based on official data), again placing outcomes in the lower band. The A level grade distribution shows 15.15% of entries at A to B, compared with an England benchmark of 47.2% for A to B, and 15.15% at grade B.

However, it is also important to interpret sixth form data in context. The academy’s post 16 offer includes T Levels in areas such as Health, Business and Administration, and Construction, plus a Level 2 Foundation T Level route. That means A level statistics alone may not reflect the full set of outcomes students are working towards, particularly where a significant share of students are on technical programmes rather than A levels.

Parents comparing local options should use FindMySchool’s Local Hub comparison tools to place these rankings alongside nearby schools, particularly if you are weighing academic sixth form routes against more technical post 16 programmes.

Teaching priorities are described around breadth, sequencing, and stretching students through a staged curriculum. A practical example from the inspection text is mathematics, where students build core functions in Key Stage 3 and develop into more complex problem solving in Key Stage 4. For students who need learning to build logically, a well sequenced curriculum reduces gaps and makes revision less about last minute catching up.

The daily timetable supports that academic intent. With a consistent sequence of periods and defined break and lunch structures, the academy can create predictable learning time. That is particularly relevant for students who find unstructured time difficult, and it is also often associated with calmer corridors and better punctuality between lessons.

Support for learning outside lessons is positioned as an integral part of the model, not an optional extra. The academy frames extended learning as including structured academic support sessions and small group interventions, which is significant in a school where exam outcomes are not yet where many families would want them to be. The implication is that additional scaffolding and structured practice are intended to be part of the route to improvement, rather than left to families to organise independently.

The academy does not publish a detailed headline breakdown of Russell Group destinations on its main site, and it does not provide a verified Oxbridge count in the available dataset. In that absence, the most useful indicator is the published destination split for the latest cohort data provided.

For the 2023/24 leavers cohort (51 students), 37% progressed to university, 4% went into apprenticeships, and 41% entered employment. This distribution suggests a strongly mixed set of routes, which can be a positive if your child is still deciding between academic and vocational pathways and would benefit from a sixth form where multiple end points are normalised. It also signals that families who expect a predominantly university driven cohort should ask direct questions about support for competitive university applications, including subject level guidance and personal statement coaching.

The post 16 programme structure supports this mixed destination profile. Alongside A levels, the academy offers T Levels and a foundation pathway, and it also positions employability and community engagement through a volunteering scheme that can contribute to the Duke of Edinburgh Gold requirements. For students looking towards apprenticeships or employment, that kind of structured enrichment can help build a credible profile and a more confident transition at 18.

Year 7 admissions are coordinated by the local authority rather than handled directly by the academy. For September 2026 entry, Wakefield’s online parent portal opens on 01 September 2025, and the national closing date for on time applications is 31 October 2025. Offers are made on 02 March 2026 (Wakefield publishes early online access from 12:30am).

Practically, this means two things. First, you need to work within the local authority process and deadlines even if you have already visited the academy. Second, if you live outside Wakefield, you apply through your home local authority, even when the school itself sits in Wakefield. Families often get caught out by this when they assume the school’s local authority is the same as their own.

The academy states that families can request a visit and a look around with the Principal, which is often the most efficient way to assess behaviour culture, the level of structure, and how support is communicated to parents.

For post 16 entry (September 2026), applications are open and the academy publishes a clear timeline. The stated application deadline is 20 December, although applications are considered after that date. Interviews are scheduled in January, with confirmation letters in February and enrolment confirmation in September after GCSE results.

If you are trying to understand your practical chances for Year 7 entry, FindMySchool’s Map Search can help you benchmark distance and travel time to the gates, then you can compare that with recent local authority allocation patterns, which vary annually.

The academy positions wellbeing as a visible pillar. There is explicit reference on site to mental wellbeing ambassador roles and anti bullying ambassador roles, and there is also evidence of external recognition through a Carnegie Gold award for school mental health, with supporting documentation published by the academy. That does not, on its own, tell you how pastoral care feels for a particular child, but it does indicate that wellbeing is not treated as a minor add on.

Behaviour systems are described in a way that prioritises clarity. The inspection text notes clear behavioural rules and respectful conduct, including in the sixth form. It also points to decreasing suspensions and ongoing work to support attendance, which suggests a deliberate shift towards keeping students in school and learning, rather than relying on exclusion as a primary lever.

Where families should be more probing is communication, particularly for pupils with special educational needs and or disabilities. The inspection text indicates that some families, especially those with SEND, want more information about education and care, and that communication is not consistently effective. If this is relevant to your family, ask how information is shared, how frequently, and who your named point of contact will be, as well as how the academy handles changes in support plans.

Extracurricular life here is best understood as an ecosystem rather than a single club list. The academy emphasises an elective after school enrichment model with strands that include sport, performance, craft, social activities, and academic opportunities, plus structured roles such as Student Voice and sustainability work. The implication is that enrichment is intended to be accessible across year groups, not limited to a narrow high performing subset.

Specific examples help make that concrete. In the academic space, the academy has published details of KS3 Journalism Club, alongside structured English enrichment sessions across multiple year groups, including A level language and literature enrichment for sixth form students. For students who benefit from reading, writing, and discussion beyond the lesson cycle, this kind of targeted provision can build confidence and raise attainment over time.

Sport and physical development in the sixth form includes competitive opportunities such as a U19 football league, access to a fitness suite, and a boxing academy. There is also an option to pursue the Level 3 Community Sports Leaders Award, with the academy referencing an overseas coaching experience to Malta. This mix, competitive sport plus fitness and leadership, tends to suit students who are motivated by practical targets and enjoy structured training environments.

The broader enrichment and trips offer is also a defining feature. The inspection text references a range of activities and visits including museums and theatre visits, and it highlights residential experiences in Malta and Italy as meaningful for students. These experiences can widen horizons for students who do not routinely access cultural and residential opportunities outside school, and they also contribute to confidence, independence, and peer relationships.

Facilities matter because they shape what enrichment can look like. The sixth form describes a purpose built centre including an achievement centre with IT, a separate common room, and a silent study environment open from 8.00am to 5.00pm. It also references a newly refurbished sports hall, a full size all weather pitch, a recording studio and media suite, and a purpose built construction unit, as well as specialist art and photography rooms. A new three storey building is described as under construction, with 17 classrooms including a drama studio and new creative spaces, plus a dining hall and conference theatre. These are practical assets that can support a wider offer, particularly for creative and technical learners.

The published school day begins at 08:20 with Personal Development and Growth, and the last lesson period ends at 14:45. The academy states this totals 32.5 hours in a typical week.

For travel planning, most families will assess bus routes and driving time from Hemsworth and nearby towns, as well as the practicalities of early starts. If you are comparing options, it is worth mapping the route at both peak morning and afternoon times, because school run congestion and bus capacity can materially affect punctuality.

Term dates and INSET days are published well ahead, which helps families with childcare planning and holiday arrangements.

• Academic outcomes remain a work in progress. The academy’s GCSE and A level rankings sit in the lower performance band in England in the FindMySchool framework. Families prioritising highly academic pathways should compare alternatives carefully and ask about subject specific improvement actions.

• SEND communication has been identified as an improvement area. Some families, particularly of pupils with SEND, have wanted clearer information about education and care. If your child needs support, clarify how the academy will communicate day to day and how frequently updates will come.

• Large school dynamics. With capacity published at 1,632, this is a big setting. Many students thrive in that scale because it offers breadth and social variety, but some find it less personal than smaller schools.

• Post 16 is multi pathway by design. The sixth form includes A levels and T Levels, and destinations include university, apprenticeships, and employment. That suits undecided students, but families seeking a strongly university dominated cohort should ask what percentage of current Year 13 are applying to competitive universities and how support is organised.

Outwood Academy Hemsworth looks like a school moving in the right direction, with clearer routines, a strengthened inspection profile, and enrichment that is designed to be accessible rather than niche. It is best suited to local families who want a structured secondary experience, value a broad mix of academic and technical routes post 16, and are willing to engage with the school as it continues to improve outcomes. For highly academic students with aspirations towards top end sixth form results, the key question is whether the current improvement trajectory translates into sustained examination gains over the next two years.