Miltoncross Academy Review 2026, a Portsmouth secondary focused on rebuilding consistency

Miltoncross Academy is a mixed 11 to 16 secondary in the Milton area of Portsmouth, serving a full comprehensive intake and operating as part of The Kemnal Academies Trust (TKAT). It is a school with clear ambition, but a recent inspection history that shows the work is still in progress. The most recent Ofsted inspection (May 2025) graded quality of education, behaviour and attitudes, and leadership and management as Requires Improvement, with personal development graded Good.

Leadership stability matters here. Nick Giles has been headteacher since September 2021, and the school’s improvement plan is now being judged on whether it can make high expectations reliably visible in everyday classrooms, not only in pockets of strong practice.

For families, the decision often comes down to fit and trajectory. If your child benefits from clear routines, structured support, and a school that is tightening systems around learning and conduct, Miltoncross can be a practical local option. If you need consistently calm learning in every lesson, you will want to probe closely on how disruption is handled and how staff check understanding, because those are named areas where consistency still varies.

A school’s feel is shaped by the small repeated moments, how corridors are supervised, how staff respond when a student is unsettled, how quickly learning starts after the register. Miltoncross is described in official evidence as welcoming, with most pupils feeling safe and able to seek help from staff when they need it. That matters, particularly in a large 11 to 16 setting, because pupils who feel secure are more likely to attend regularly and engage with learning.

The same evidence also makes a crucial point for parents. Behaviour has improved as expectations have been made clearer, but learning can still be disrupted by a small number of pupils. This is not a minor detail. In secondary schools, inconsistency is often experienced as “some lessons are great, some are harder work”, and that difference affects confidence, homework habits, and whether pupils feel the pace is fair.

The school’s ambition is visible in curriculum choices and in opportunities beyond lessons. Recent official commentary highlights widening pupils’ experiences through clubs and activities, and students taking on leadership roles such as ambassadors and representing the school. For many families, that is a positive sign. Leadership roles can provide a route to belonging for pupils who do not immediately find their place through sport or academic setting, and they often strengthen relationships between year groups.

Miltoncross has also had to manage growth and change. Earlier inspection evidence notes a significant increase in pupil numbers, and a change of headteacher since the 2017 inspection, with the current head in post since September 2021. When a school is expanding, the challenge is making routines scalable, so the same expectations apply consistently whether a pupil is in a high-attaining class, a mixed-attainment group, or receiving targeted support.

A final contextual point, often overlooked, is that this is not a new institution pretending to be fully formed. The school opened in 1999 (as Miltoncross School) and later converted to academy status, which means its identity has evolved over time rather than arriving with a finished model. For families, that can mean culture change is possible, but it also means you should ask direct questions about what has changed in the last two years, and what leaders expect to look different by the end of the current academic year.

Miltoncross’s published GCSE performance indicators sit below typical national benchmarks, and that is the most important headline for parents who want a purely data-driven decision.

Ranked 3,421st in England and 9th in Portsmouth for GCSE outcomes (FindMySchool ranking), this places the school below England average, within the lower-performing band nationally. On a percentile basis, that position is within the bottom 40% of schools in England for this measure.

Looking at key metrics:

• Attainment 8 is 34.7.

• Progress 8 is -0.6, indicating pupils, on average, make less progress than similar pupils nationally across their GCSE subjects.

• Average EBacc APS is 3.15.

• 8.5% of pupils achieved grades 5 or above across the English Baccalaureate subjects.

These indicators point to a school where improving classroom consistency is not abstract, it is directly connected to outcomes.

What matters next is how the school is responding. The most recent inspection evidence describes an ambitious curriculum, with more pupils than in most schools studying the GCSE subjects that make up the English Baccalaureate, and a logical sequencing of content to support learning. This is a constructive foundation, but it only becomes impactful when teaching routines reliably check pupils’ understanding, correct misconceptions, and keep lessons focused.

Parents should also understand that GCSE outcomes are shaped by behaviour and attendance patterns as much as by curriculum plans. The most recent inspection evidence notes that attendance is improving but remains well below the national average, and that the school is not yet analysing patterns of attendance well enough to target strategies where they will have the greatest impact. In practical terms, this can show up as gaps in knowledge for pupils with irregular attendance, and greater pressure in Year 11 as staff attempt to close those gaps quickly.

A sensible way to use the data is comparative rather than absolute. Families comparing schools locally can use the FindMySchool local comparison tools to review GCSE performance side-by-side, then use open events and conversations to test whether the pastoral and behaviour approach matches their child’s needs.

Miltoncross’s improvement story is largely a teaching and learning story. Official evidence describes work to improve teachers’ subject delivery, higher expectations of what pupils should achieve, and teachers generally explaining new learning clearly and linking it to prior content. That is the “example” and “evidence” part of what parents want to hear.

The implication is where the nuance sits. The same evidence states that teachers do not always check that pupils have understood new learning or address misunderstandings, which can leave some pupils with gaps in knowledge. In a secondary context, those gaps often compound, especially in mathematics, sciences and languages, where later topics assume secure mastery of earlier foundations. When a school is tightening practice, parents should ask practical questions, for example: how do staff check understanding in mixed-attainment classes, what happens when a pupil is stuck but reluctant to ask for help, and how is homework used to reinforce, rather than simply assess.

Reading is explicitly identified as a high priority, with staff identifying pupils who need support to read well. This matters most for pupils arriving in Year 7 with weaker literacy, because reading confidence affects every subject, from history source analysis to science exam questions. If your child is behind in reading, ask how interventions are timetabled and how progress is tracked over the year.

SEND support is also described with useful specificity. Official evidence states that the school accurately identifies pupils with special educational needs and disabilities, and that support for pupils with significant levels of need, such as those with education, health and care plans, is effective. The area to probe is the middle group, pupils who need adaptations but do not have the most intensive plans. The same evidence indicates activities are not always adapted well enough for some pupils with SEND, especially around checking understanding in the moment. For parents, this is a prompt to ask what “adaptive teaching” looks like in practice in mainstream lessons, and how SEN leaders support subject teachers to make consistent adjustments.

Finally, curriculum breadth appears to be a deliberate priority. Earlier inspection evidence highlights that a large proportion of pupils study a modern foreign language at GCSE, and that the curriculum aims to prepare pupils for further study and local employment needs. For families who value languages and a broad academic suite, that is a positive feature, but it comes with a requirement: pupils need a calm, interruption-free learning environment to make steady progress, particularly in languages where confidence and repetition matter.

Miltoncross is an 11 to 16 school, so the key transition is post-16. The school’s responsibility is to ensure pupils leave Year 11 with realistic options, informed guidance, and the habits that allow them to cope with a more independent learning environment.

Recent official evidence notes that support for older pupils preparing for examinations has improved, and that pupils appreciate this. It also notes improved careers guidance so pupils can make informed decisions about next steps, and confirms the school meets provider access legislation requirements, meaning pupils are expected to have meaningful encounters with technical education and apprenticeship routes as well as academic pathways.

For families, the implication is practical. If your child is likely to pursue a vocational route or an apprenticeship, you should ask what encounters pupils have with local providers, how the school supports applications, and whether employer encounters are targeted by interest area. If your child is likely to pursue A-levels, ask how subject guidance is handled for pupils who are “borderline”, and what support is offered to build independent revision habits before pupils leave Year 11.

A further useful cultural indicator is enrichment participation. Earlier inspection evidence highlights an extensive extra-curricular programme, including sports and drama clubs, trips (including university visits), and strong participation in the Duke of Edinburgh’s Award scheme. While this evidence is older, it suggests a pattern of broadening horizons beyond the local area, which is often correlated with raised aspirations, especially for pupils who may not have regular exposure to university or employer settings.

Miltoncross is a state-funded academy, with admissions coordinated through Portsmouth’s local authority process rather than direct fee-paying entry. The school has a published admission number for Year 7 entry, and places are allocated according to oversubscription criteria when demand exceeds capacity.

Demand data indicates the school is oversubscribed in the most recent admissions cycle available here, with 355 applications and 189 offers, around 1.88 applications per place. This suggests that while entry is not at the extreme levels seen at the most oversubscribed schools, families should still treat admission as competitive rather than automatic.

Portsmouth’s coordinated scheme publishes clear deadlines for secondary transfer. For entry in September 2026, the application process opened on 08 September 2025 and closed on 31 October 2025, with National Offer Day on 02 March 2026.

For families thinking ahead, it is also useful to understand how priority is usually structured locally. In Portsmouth’s published admissions information, Miltoncross’s criteria include catchment, siblings, and linked feeder schools, with distance used as a tie-breaker within some categories. Linked feeder schools listed include Craneswater Junior School, Fernhurst Junior School, and Wimborne Junior School. Parents should confirm the current year’s policy for any updates, especially if boundaries or feeder links change.

Two practical tools can improve decision-making here. First, use FindMySchool’s map-based distance tools to check your home-to-school distance in a precise way, then sanity-check that against how the local authority measures distance (typically straight-line GIS). Second, use FindMySchool’s saved shortlist feature to track application deadlines, open events, and policy changes across multiple Portsmouth schools, not only your first choice.

Pastoral care at Miltoncross is best understood through the relationship between safety, behaviour systems, and attendance. The school is described as a place where pupils trust staff if they need help, and where most pupils feel safe. That is the baseline parents want, because without it, learning and wellbeing both suffer.

The most important safeguarding statement is also clear: the inspection confirmed that safeguarding arrangements are effective. That does not mean every experience is perfect, but it does mean statutory duties and core processes are judged to be in place and functioning.

The wellbeing challenge that remains is the overlap between behaviour, disruption, and attendance. Official evidence notes improved clarity about expected conduct, fewer serious incidents leading to suspensions, and improving attendance, but it also highlights that some learning is still disrupted and that attendance remains well below national levels. For parents, the implication is that pastoral support is partly about maintaining routines and expectations at scale, so pupils experience the same boundaries and support in every subject.

Personal development is a clear relative strength. In the most recent inspection, personal development was graded Good, with improved provision through PSHE education, assemblies and tutor time, including learning about healthy choices, respect, and relationships. If your child benefits from structured input on relationships and decision-making, this is a positive signal.

Enrichment is one of the areas where Miltoncross has evidence of impact, though parents should note that some of the most detailed examples come from earlier inspection history. The 2017 inspection evidence describes an extensive programme of extra-curricular activities, with sports and drama clubs well attended, many trips, and large numbers of pupils participating in the Duke of Edinburgh’s Award scheme.

That combination matters because it mixes breadth with sustained commitment. The Duke of Edinburgh’s Award is not a one-off trip. It requires regular volunteering, skills development and expedition work, and pupils who complete it typically build organisation, resilience and teamwork. The implication for families is that pupils who might not see themselves as “academic” often find an alternative route to achievement through structured enrichment.

More recent evidence adds a second strand: leadership and representation. The school offers leadership roles such as ambassadors, which indicates there are routes for pupils to contribute, represent peers, and build confidence outside lessons. For some pupils, particularly those who need a sense of responsibility to stay engaged, this can be a stabilising influence.

Trips and wider experiences are also referenced as part of the school’s offer historically, including university visits to build understanding of post-16 and post-18 routes. When you attend an open event or speak with staff, it is worth asking which experiences are currently running at scale, which are targeted at specific year groups, and how access is ensured for pupils who may face financial barriers.

Miltoncross is a large local secondary with a standard school-day structure and an 11 to 16 age range. Families should check the published daily timings, term dates, and any Year 6 transition events directly with the school, because schedules can change year to year.

For travel, the Milton area of Portsmouth is served by local roads and public transport links, and most families in practice will travel by a mix of walking, cycling, bus, and car depending on distance. If transport logistics are a key factor for your family, ask specifically about arrival routines, after-school supervision arrangements, and how detentions and after-school interventions affect pick-up plans.

• Behaviour consistency. Evidence indicates behaviour expectations have improved, but a small number of pupils can still disrupt learning in some lessons. This is especially relevant for pupils who need calm classrooms to concentrate.

• Attendance remains a live issue. Attendance is improving but is still reported as well below the national average, and the school is refining how it analyses patterns to target support. If your child is at risk of persistent absence, ask what early intervention looks like.

• Teaching checks on understanding are not yet uniform. Teachers often explain new learning clearly, but the consistency of checking understanding and addressing misconceptions is identified as an area to strengthen. Pupils who are quiet or anxious may need extra encouragement to surface misunderstanding early.

• SEND experience can vary by level of need. Support for pupils with the most significant needs is described as effective, while adaptations for other pupils with SEND are not always consistently strong. Parents of pupils with moderate needs should ask how classroom practice is being improved across departments.

Miltoncross Academy is a local Portsmouth secondary working to turn ambition into consistent day-to-day practice. Personal development is a relative strength, safeguarding is effective, and leadership has been stable since September 2021, which gives the school a platform to improve. The core question for families is whether classroom consistency, behaviour, and attendance are improving quickly enough to translate into stronger GCSE outcomes.

Who it suits

families who want a local comprehensive school with structured expectations, improving systems, and recognised opportunities beyond lessons, particularly where a child benefits from clear routines and pastoral support alongside academic catch-up.