Crawshaw Academy Review 2026: Pudsey secondary with clear values and a renewed improvement drive

A secondary school serving Pudsey, with a strong emphasis on values, structured routines, and breadth beyond lessons. Respect, Integrity and Determination are positioned as the core organising principles, and they show up repeatedly across school communications, from expectations on conduct to the way leadership talks about ambition for every student.

Leadership has reset recently. Mr Iain Addison was appointed Headteacher from January 2025, and the wider trust describes this as part of a deliberate programme to strengthen leadership and raise standards.

Academically, the most recent GCSE performance indicators point to outcomes that sit below England average overall. The school’s GCSE outcomes rank 2,856th in England (FindMySchool ranking based on official data) and 2nd in Pudsey, placing it below England average overall and relatively stronger locally. Attainment 8 is 42.9, with a Progress 8 score of -0.59.

The latest graded inspection outcomes (October 2024) are mixed, with personal development stronger than the other judgement areas, and safeguarding confirmed as effective.

The public picture is of a school that wants clarity and consistency in day to day routines. Behaviour expectations are set out in plain language, with an explicit link made between orderly classrooms and learning quality. That framing matters for families deciding fit, because it signals a culture where staff time and energy is intended to stay focused on teaching, not managing persistent disruption.

There is also a student leadership strand running through how the school presents itself. Formal roles, representation, and student voice are referenced as mechanisms for shaping school improvement and community standards, not simply as add-ons for a small group.

The school sits within Red Kite Learning Trust, and the trust’s own writing makes clear that Crawshaw is a priority for improvement activity, including leadership appointments and wider support. For parents, that usually translates into more shared training, tighter curriculum planning, and sharper monitoring, plus the possibility of faster change than a standalone school can deliver.

It is also worth understanding the school’s recent history and why “change” is a recurring theme. Crawshaw Academy became Crawshaw Academy on 1 September 2014 as a sponsored academy, and the early years of that phase involved frequent leadership movement and trust level involvement. That context does not define the current school, but it helps explain why today’s leadership narrative is so explicitly about stability, consistency, and raising standards.

The GCSE outcomes data here points to a school that is still rebuilding consistency in academic results.

GCSE ranking and context (FindMySchool)

Ranked 2,856th in England and 2nd in Pudsey for GCSE outcomes (FindMySchool ranking based on official data). This places the school below England average overall (bottom 40% band).

Attainment and progress

Attainment 8 is 42.9, below the England average of 45.9. Progress 8 is -0.59, indicating students make less progress than pupils nationally with similar starting points.

EBacc indicator

The dataset records 3.7 for average EBacc APS, below the England figure of 4.08.

For parents, the practical implication is straightforward. Many students will do well, but the aggregated data suggests results are not yet reliably strong across the full cohort. If your child thrives with structure, clear routines, and strong attendance, the school’s direction of travel may suit. If your child needs consistently high performing teaching across every subject to stay motivated, it is sensible to dig deeper into subject level strength and support strategies.

A good way to make this decision evidence-led is to use the FindMySchool local comparison tools to benchmark Crawshaw against realistic alternatives in commuting range, rather than against selective or fee-paying comparators.

The school describes a curriculum that is deliberately broad at the start of secondary, with an emphasis on both core and practical or creative subjects. The open events FAQ material sets out a model where Years 7 and 8 study a full spread including English, maths, science, humanities, modern languages, and creative areas, with Year 9 positioned as a bridge year where students begin to specialise through an applied option before final GCSE choices for Year 10.

Reading has a visible structural place in the timetable model described in the prospectus and supporting materials, including a dedicated shared reading session referred to as the Crawshaw Book Club. There is also a clear enrichment layer around reading, including book clubs, author engagement, and transition facing activity with local Year 6 pupils.

Where this becomes most relevant for parents is in the “implementation gap” question. A school can have strong plans and still deliver unevenly between subjects. Understanding how quickly the school is closing that gap is likely to be one of the most important fit questions for families considering entry.

Where Students Go Next

Crawshaw is primarily experienced as an 11 to 16 school for most families, particularly because sixth form provision has been a moving target over recent years. The October 2024 inspection report notes that sixth form provision was suspended at that time.

For post 16 pathways more generally, the dataset’s most recent leaver destination snapshot (2023/24 cohort, size 27) indicates that 41% progressed to university, 11% to apprenticeships, 4% to further education, and 37% to employment. This suggests a mixed set of routes, with a substantial share entering the labour market directly, and a meaningful minority pursuing apprenticeships.

The practical implication is that families should treat careers guidance, employer engagement, and advice on technical routes as central, not peripheral. A school where a large share of leavers take employment or apprenticeships needs strong guidance on CVs, interview readiness, and route planning, not only GCSE grade conversations.

Applications for Year 7 places are made through Leeds local authority coordinated admissions.

For September 2026 entry, the school’s admissions information states that applications should be submitted between 1 September and 31 October 2025, with the national closing date set at 31 October 2025.

Offers are made on Secondary National Offer Day, which for Leeds is 2 March 2026.

The school’s published admissions policy for 2026/27 also references the same national closing date, including in relation to requests for delayed or early entry.

Open events information for the September 2026 intake shows an autumn open evening pattern, with an open evening in mid September and follow up daytime tours later in September. If you are planning for a later year group entry, it is reasonable to assume a similar seasonal rhythm, but always check the school’s current open event listings.

If catchment is a key factor for your family, use FindMySchoolMap Search to understand your likely position relative to typical allocation patterns in Leeds, then verify how the local authority is applying criteria in the year you apply.

Pastoral messaging emphasises safety, respectful relationships, and structured systems, including anti-bullying reporting routes and student voice mechanisms.

The school also references specific targeted support. The October 2024 inspection report describes an on-site specialist setting for students with social, emotional and mental health needs, called ‘Pathways’, where students receive tailored support.

Parents should pay attention to two separate questions here. First, what support exists for students with higher levels of need. Second, how consistently mainstream classroom strategies are applied for students who need adaptations but remain in standard lessons. Those are different operational challenges, and schools often perform unevenly between them.

The extracurricular picture is one of the school’s more distinctive strengths, largely because it is documented with unusual specificity.

From the 2025/26 enrichment opportunities booklet, examples include:

• Axiom Maths Circles, described as an invite-only enrichment programme focused on challenging problem solving beyond the standard curriculum.

• STEM Club for Years 7 and 8, positioned as practical, interest-led exploration supported by the science department.

• Fencing, with coaching and the opportunity to work towards British Academy of Fencing certification across disciplines.

• Chess Club, held in the library, framed around habits of careful thinking and planning.

• Doodle Club, presented explicitly as a low pressure creative outlet.

Performance and music are also unusually well-evidenced. The school lists a range of ensembles and clubs, plus a track record of full-scale productions and concerts, with named examples of prior shows across drama and musical theatre.

For parents, the implication is that Crawshaw can suit students who need a reason to belong beyond academic results alone. A school that can credibly offer performance pathways, structured sport, and niche clubs like fencing or Axiom Maths often provides multiple “routes to confidence”, which can matter as much as grades for some children.

This is a state school with no tuition fees.

The published school day structure begins at 8.30am, starting with tutor time, followed by a dedicated reading session referred to as the Crawshaw Book Club, then five one-hour lessons across the day.

Breakfast provision is referenced within catering arrangements, alongside break and lunch menus and a cashless catering system.

The school also highlights facilities including a theatre used for assemblies, performances and events, plus an AstroTurf facility noted as an early trust investment.

For transport and access, the open evening guidance suggests limited parking and a preference for arriving on foot when possible, which aligns with typical congestion patterns around large secondary sites at peak times.

• Consistency across subjects. The improvement narrative is real, but families should probe how consistent teaching quality is between departments, particularly for GCSE subjects that strongly affect progression routes.

• Behaviour and disruption risk. Expectations are high and systems are clearly described, but families should ask how reliably classroom calm is maintained day to day, and what support is in place when students struggle to meet standards.

• Support in mainstream for SEND. Targeted support exists, but the key question for many families is whether mainstream classroom adaptations are precise and consistent, especially for students whose needs are not obvious but still significant.

• Post 16 pathway clarity. With sixth form arrangements having changed in recent years, families should be clear about the expected route after Year 11 and how the school supports applications, interviews and transitions.

Crawshaw Academy is a school in active transition, with sharpened leadership, clearly stated values, and a strong documented enrichment offer that goes beyond the standard club list. Outcomes data suggests academic performance is not yet where the school wants it to be, and the most recent inspection profile reinforces that message while also pointing to strengths in personal development and student opportunities.

Who it suits: families who want a structured, values-led secondary experience, and whose child will benefit from a wide menu of enrichment, performance, and sport to build confidence alongside GCSE study. The key decision point is whether the school’s improving consistency matches your child’s needs now.