Outwood Academy Redcar Review 2026: A community secondary with clear routines and a growing curriculum offer

A structured school day, clear expectations, and a strong emphasis on reading and vocabulary shape daily life at Outwood Academy Redcar. The timetable begins with a dedicated Personal Development and Growth session before lessons start, which signals that routines and personal development are treated as part of the core offer, not an optional extra.

Leadership is clearly signposted on the academy’s own channels. Lee Johnson is listed as Principal and appears as an ex officio member of the academy council from 04 January 2022, which anchors the current leadership phase in a verifiable way.

For parents comparing schools locally, the headline performance picture is challenging. Ranked 2,881st in England and 4th in Redcar for GCSE outcomes (FindMySchool ranking based on official data), the academy sits below England average overall, within the bottom 40% of secondary schools in England on this measure.

The academy’s public-facing materials place “Students first” at the centre of its identity, with a consistent focus on safety, respect and responsibility across curriculum and personal development messaging. That consistency matters because it reduces mixed signals for students. A school that states expectations clearly, and repeats them through assemblies, tutor time, and wider programmes, is usually easier for families to navigate, especially during the transition from primary.

There is also a strong civic thread. The most recent full inspection describes a programme called Redcar Responds used to keep pupils connected to current affairs and their local area. In practice, that kind of local anchoring can make personal development feel relevant rather than generic, particularly for students who learn best when topics connect to real places and real people.

Leadership roles are presented in a way that suggests a layered structure, with an Associate Executive Principal (Gemma Trattles) alongside the Principal (Lee Johnson). For families, the practical implication is that strategic trust-wide systems and academy-level leadership are both likely to shape day-to-day experience, from behaviour routines to curriculum sequencing.

The academy’s FindMySchool GCSE ranking indicates a below-average overall outcomes picture for England. Ranked 2,881st in England and 4th in Redcar for GCSE outcomes (FindMySchool ranking based on official data), it sits outside the top bands that typically indicate consistently high attainment at GCSE.

On headline GCSE measures from the dataset, the average Attainment 8 score is 39.6 and the Progress 8 score is -1.02. Progress 8 is designed to compare progress to pupils with similar starting points across England, so a negative figure indicates pupils are, on average, making less progress than peers nationally. For families, that is not a reason to dismiss the school automatically, but it is a reason to ask sharper questions about improvement priorities, subject-by-subject consistency, and support for students who are behind in literacy and numeracy.

There are some specific signals within the curriculum and inspection evidence that align with improvement-focused practice. Reading and vocabulary development are explicitly emphasised, and the inspection narrative highlights regular revisiting of key knowledge, which is a known lever for improving retention and exam performance over time.

The curriculum is explained through a four-part model: Intrinsic, Enhancement, Academic, and Elective. In plain terms, that suggests an intent to combine behaviour and routines (Intrinsic), personal development content (Enhancement), subject learning (Academic), and enrichment opportunities (Elective). The important point for parents is coherence. When a curriculum model is used consistently, students are more likely to understand what “doing well” looks like across different lessons and year groups.

Teaching is described in official evidence as clear and structured, with teachers breaking down complex concepts and returning to key information regularly. The practical implication is that lessons should feel predictable in a productive way, with fewer surprises and more repetition of core ideas, which tends to support students who need confidence-building and routine to thrive.

One improvement area is also clearly recorded in the official evidence: assessment does not always pinpoint specific gaps quickly enough in every subject. For families, this is worth probing at open events and meetings. Ask how departments check understanding during a unit, how misconceptions are spotted, and what happens when a student is quietly falling behind.

Outwood Academy Redcar is an 11–16 provision, so students move on to post-16 education elsewhere. The inspection evidence describes careers guidance that is intended to be clear and useful, with opportunities for pupils to encounter local employers and providers, and a stated commitment to meeting the Baker Clause requirements. For families, this matters because a strong KS4 experience is not just about GCSE grades, it is also about informed decision-making at 16.

The academy also frames personal development through assemblies and wider programmes that address topics such as safety, wellbeing, and readiness for life beyond school. The implication is that students should have structured input that supports choices about college, training routes, and next-step readiness, rather than leaving these decisions to the last minute in Year 11.

Applications are handled through the local authority’s coordinated process using the Common Application Form, rather than applying directly to the academy.

For the September 2026 Year 7 intake cycle, the local authority timetable states that online applications opened on 05 September 2025, with a closing date of 31 October 2025. National offer day for secondary transfer is 01 March 2026, with appeals heard May to July 2026. Some of these dates are now in the past, but the pattern is useful for families preparing for later cohorts, as secondary transfer timelines typically run early autumn to late autumn, with offers in early March.

Open evening information for the September 2026 intake cycle lists an event on Wednesday 10 September 2025, 5.00pm to 7.00pm, starting with a principal’s presentation. For later entry years, families should expect open evenings to cluster in September, and should confirm the current year’s dates via the local authority or the academy.

Because the dataset does not provide Year 7 application-to-place ratios for this academy, it is sensible to treat demand as uncertain from published demand metrics alone. The best practical step is to compare recent local authority allocation outcomes for your address and use FindMySchool’s Map Search tools to sense-check travel practicality and local alternatives.

The inspection evidence points to positive staff-pupil relationships and a support structure that includes learning managers, with pupils reporting that they value the support they receive. In practical terms, this suggests that pastoral systems are intended to be visible and accessible rather than reactive.

Safeguarding is also clearly addressed in the official evidence. The inspection confirms that safeguarding arrangements are effective, with regular staff training and clear systems to keep pupils safe.

A second wellbeing-related issue is also explicitly raised in the inspection evidence: in one year group, some pupils reported inappropriate homophobic language among groups of pupils, and that it was not always reported to staff. For parents, this is a prompt to ask how the academy reinforces respectful language, how reporting is encouraged, and how the personal development curriculum tackles protected characteristics in an age-appropriate way.

The academy presents enrichment as part of its broader “elective” offer, including after-school enrichment activities and student engagement programmes. The benefit of a defined enrichment structure is clarity, students know what is available and how to participate, and staff can link enrichment to wider recognition and rewards.

Several named programmes give a sense of how this is framed. Student Voice is described as a structured, election-based model with roles such as Prime Minister and Deputy Prime Minister, and representation from tutor groups. That kind of formal structure can suit students who respond well to responsibility and visible leadership pathways.

The Outwood Honours Programme is presented as an online badge-based platform recognising personal development, character development, talent development, and achievements. For families, this is best understood as a recognition framework that can encourage participation, sustain motivation, and provide students with tangible evidence of involvement, which can later support post-16 applications and interviews.

Academic support beyond lessons is also signposted through “extended learning” language, including online learning programmes and after-school academic support sessions. This matters most for Year 10 and Year 11 students, where the difference between grade boundaries often comes down to consistent recall practice and targeted gap-closing.

The published school day runs from 08:30 to 14:55, with a Personal Development and Growth slot from 08:30 to 09:00, followed by five lesson periods, a break, and a split lunch arrangement by year group. The academy states this amounts to 32.5 hours in a typical week.

Breakfast club is referenced in academy communications as running 07:45 to 08:15 and being free to students. Families should confirm current arrangements for the present academic year, but it is a useful indicator that early-day support has been offered.

Outwood Academy Redcar is in the Kirkleatham area of Redcar, with commuting patterns typically involving local bus travel, walking, or car drop-off depending on where families live. For travel planning, the most reliable approach is to check typical peak-time journey times from your address and to factor in winter conditions and daylight when considering independent travel for older students.

• Progress and outcomes. The Progress 8 figure is -1.02, which indicates that pupils are, on average, making less progress than peers with similar starting points across England. Families should ask how the academy is prioritising catch-up, subject consistency, and targeted intervention.

• Behaviour culture includes language expectations. The official evidence highlights concerns about inappropriate homophobic language in one year group and the need to encourage reporting. Parents should ask how expectations are reinforced, how incidents are logged and followed up, and what education sits behind the rules.

• No sixth form. Students transfer at 16, so the quality of guidance, subject selection advice, and application support in Year 10 and Year 11 matters. Ask early what the post-16 pathway planning looks like, and how the academy supports families who are unfamiliar with local college and training routes.

Outwood Academy Redcar is a state-funded 11–16 secondary where routines, personal development structures, and a clear emphasis on reading and recall are presented as core levers for improvement. The outcomes picture is currently below England average on the FindMySchool GCSE measure, so admission should be accompanied by careful questioning about progress, consistency across subjects, and how support is targeted.

Who it suits: families seeking a structured environment with clear expectations, defined personal development time, and formal student leadership pathways, especially where a coherent routine is a priority for their child. Securing the right fit depends on how well the academy’s improvement priorities align with your child’s needs at Key Stage 3 and Key Stage 4.