Tudor Grange Academy Redditch Review 2026: A Young Academy Building Momentum in the Community

The bells have recently tolled a new chapter for this Worcestershire academy. Opening in April 2014 following the conversion of Kingsley College, Tudor Grange Academy Redditch has spent the past twelve years establishing itself as a community-focused institution serving younger adolescents from Year 9 through to Year 13. With around 400 students on roll in a smaller-than-average secondary environment, the school occupies a purpose-built site on Woodrow Drive that has been substantially developed to support its particular mission. Currently rated Good by Ofsted (January 2022), the academy is part of the broader Tudor Grange Academies Trust, a multi-academy confederation spanning the Midlands. Students here experience a compact, close-knit community where pastoral relationships run deep, and where leaders have explicitly committed to raising aspirations in a socially deprived area where over 70% of pupils receive pupil premium funding. This is not a high-attaining school by England standards, but it is one focused relentlessly on individual progress and on teaching students what the institution terms "The Tudor Way."

Stepping into Tudor Grange Academy Redditch reveals a school with an unmistakably purposeful, compassionate culture. The core values of Tolerance, Unity, Democracy, Opportunity, and Respect (abbreviated as TUDOR) permeate the building, referenced explicitly in school policies, behaviour frameworks, and daily routines. Staff describe serving here as a privilege. In an external assessment conducted for the Inclusive Quality Mark Award, inspectors noted that students encountered were "incredible ambassadors for the school, very positive about the way staff supported and engaged them in learning."

Principal Mrs. Marie McNamara has led the school since September 2022, having previously held roles as College Leader and Head of School within the organisation. Her arrival marked a notable moment of continuity and deepening commitment; she speaks of the school's journey with genuine passion, emphasising that the institution asks a fundamental question of itself: "What is best for children?" This clarity of purpose filters down through decision-making.

The sixth form particularly stands out as a strength. Unlike many secondary schools where post-16 is bolted on, here it operates as integral to the institution's identity. Sixth form students mentor younger pupils across Key Stage 3 and 4, act as subject support tutors, lead the Student Council, and direct charity initiatives. This creates a powerful vertical integration where leadership is modelled and expected to trickle downward. The school describes its sixth form vision with the hashtag #involved, emphasising that engagement across academic, enrichment, and service dimensions is non-negotiable. Beyond traditional A-levels, enrichment comprises everything from Young Enterprise to the Duke of Edinburgh Award, work experience placements, and extended project qualifications worth half an A-level. The programme is designed explicitly to support university applications and career planning, with dedicated guidance from careers advisors and mental health first aiders embedded in the sixth form team.

Behaviour is reported as calm and consistent. The Tudor Way framework operates on three mantras visible throughout the building: Considerate Corridors, Respectful Language, and 3-2-1 Ready to Listen. Staff have reported using this language consistently, and external inspectors confirmed students understand the rules as "easy to understand, relevant and straightforward." Exclusion rates have fallen substantially; permanent exclusions now stand at 0% compared to 2% in 2019. Persistent absence has also improved markedly, from 47% in 2021-22 to 39% more recently. When bullying occurs, staff intervene with documented effectiveness.

GCSE Performance

Results at this school sit below England averages, a fact that must be stated plainly. The Attainment 8 score of 30.2 is markedly below the England average of 46 (per FindMySchool data). Progress 8, which measures pupil growth from Key Stage 2 baseline compared to similar peers nationally, stands at -0.91. This negative figure indicates that students here, on average, make less progress than their English peers of similar prior attainment. The school ranks 3,761st in England for GCSE outcomes, placing it in the bottom 18% nationally (FindMySchool ranking). Locally in Redditch, it ranks 5th among secondary schools.

However, context matters. The school serves a highly disadvantaged population in a socially deprived area of Redditch. Over 70% of pupils are eligible for pupil premium funding. Many enter Year 9 having experienced significant disruption to their primary education. The school's own interpretation, stated in strategic documents, emphasises that every pupil deserves access to high-quality teaching regardless of prior attainment, and that raising aspirations is itself an achievement when pupils arrive with limited belief in their own potential. It is worth noting that whilst absolute attainment is low, the school's leadership and teaching team are judged by Ofsted to be ambitious, with inspectors praising leaders as "caring and compassionate" and noting that staff have "received appropriate training and know how to recognise pupils at risk of harm."

A-Level Performance

The sixth form operates in a more selective environment — only pupils meeting subject-specific and overall achievement criteria progress to Year 12. A-level results reflect this filtering. In 2024, 40% of grades achieved A*-B across all A-level entries. For context, the England average is 47%. The school offers a range of subjects including the traditional core (English, Mathematics, Sciences, History, Geography, Languages) alongside newer qualifications like Business, Media Studies, and Computing. Applied qualifications and BTECs are also available for pupils whose profile suggests alternative pathways are more appropriate.

The sixth form cohort size is small — around 80-100 students across Years 12 and 13 combined — which means results can fluctuate annually. The school is clear that it prioritises progression to meaningful destinations (higher education, apprenticeships, or sustained employment) over pure grade numbers. In the 2023-24 cohort, 44% of leavers progressed to university, 31% entered employment directly, and 6% began further education college programmes. These figures reflect the school's commitment to post-18 pathways that work for individual pupils rather than defaulting all students toward university study.

The curriculum follows the national framework but has been deliberately designed, as the school states, to "build deep subject expertise while nurturing character, critical thinking, and a love of learning." Sixth form students describe a knowledge-rich approach in which concepts are taught sequentially and with precision. Subject departments maintain specialist expertise; the sciences and mathematics departments are particularly noted by staff as strong. The school has invested in professional development through its membership of the Tudor Grange Academies Trust, which operates a Teaching School Hub and provides collaborative opportunities across its dozen-strong family of schools.

Classroom observation from the 2022 Ofsted inspection found that in most lessons, pupils behave well and are keen to learn. Inspectors did note that in some subjects, teachers do not check sufficiently whether pupils have understood what has been taught. This remains an area flagged for improvement; checking for understanding and responding to misconceptions remain priorities in the school's development plan. The school has responded by introducing structured assessment practices and by leveraging tools like Accelerated Reader (for literacy) and other formative assessment resources across the curriculum.

Curriculum enrichment runs alongside core teaching. Year 9 pupils participate in the TGAR Orbit programme, an astronomy-focused initiative that combines physics learning with hands-on stargazing and planetarium visits. The school has secured over £27,000 in funding from Active Herefordshire and Worcestershire Partnership to expand tennis and basketball provision, with community coaches now embedded on site. This directly addresses the school's vision of enriching both students and the wider Redditch community through sport and physical activity.

Pastoral care is described by Ofsted as a clear strength. The school operates a vertical house system (though not named explicitly in available documents), with staff assigned long-term to groups of students, fostering continuity and relationship. Tutors know pupils well, as noted by parents in Ofsted Parent View.

The school offers nightly homework clubs, providing a quiet space for students to complete independent work with staff nearby. This is particularly valuable for pupils from under-resourced households without reliable home study environments. A school counsellor visits weekly to provide additional emotional and mental health support for pupils identified as needing it. Mental health first aiders have been trained and are visible within the school community.

The Treetops specialist provision, serving 45 pupils from Year 7 upwards with an EHCP naming a primary need of complex social communication and interaction difficulties (including autism), is particularly strong. Staffed by specialists experienced in autism, Treetops operates semi-independently within the main building, with pupils accessing both specialist small-group teaching and, where appropriate, mainstream lessons alongside peers. The inclusion team works closely with the SENCO, mainstream curriculum staff, pastoral heads, and senior leadership to ensure consistent, positive approaches. Students identified as having SEN in mainstream classes access support coordinated through a dedicated learning support unit.

The school explicitly prioritises safeguarding. A designated safeguarding lead maintains oversight, with clear pathways to external agencies. Staff have received training in spotting signs of harm. When concerns arise, referral processes are documented and monitored.

Sports and Physical Activity

Sport is integral to the school's culture in ways extending far beyond curriculum PE lessons. The school's recent success in securing external funding for tennis and basketball has expanded its capacity in these areas. Students participate in intercollege team competitions within the academy and sports days that celebrate individual and collective achievement. The Sports Hall features five badminton court markings that can be converted for badminton, tennis, badminton, netball, and five-a-side football. A gymnasium complements this facility. Current clubs documented include basketball and handball, with seasonal competitions run by staff and sixth formers. The school's physical education department emphasises that sport builds cooperation, leadership, and moral development within team settings. Students in after-school clubs develop confidence to participate in activities outside school environments. The goal, stated explicitly, is lifelong active participation in physical wellbeing.

Drama and Theatre Provision

The school's heritage as Kingsley College (designated a Specialist Arts College for Performing Arts in 2003) continues to influence its offering. A professional theatre space with 195-seat tiered seating, projector, and PA system is housed on site. This venue hosts school productions, assemblies, and external performances. Drama is taught as a GCSE and A-level option, with students regularly participating in dramatic productions. External inspectors noted that drama clubs and drama-focused activities are well received by pupils.

Academic Clubs and Enrichment

Beyond sports and drama, the school sustains a portfolio of academic and interest-led clubs. Astronomy is explicitly named in recent assessments as a popular club, reflecting the TGAR Orbit programme. Homework clubs operate nightly for all year groups. Subject-specific clubs exist alongside curriculum teaching. The extended project qualification (EPQ) for sixth formers represents a significant enrichment opportunity; students select a topic of personal interest and conduct a 5,000-word extended research project worth half an A-level. This develops independence, critical thinking, and information literacy.

Sixth Form Leadership

The Sixth Form Cabinet comprises elected representatives who lead student voice, organise half-termly charity events, and develop campaigns around PSHE topics. These students design and deliver resources to support younger pupils' understanding of topical wellbeing and citizenship issues. In addition, sixth formers serve as mentors and tutors to younger students, reversing the typical senior/junior dynamic and creating genuine leadership opportunities.

Young Enterprise and Careers Focus

Young Enterprise is explicitly offered to sixth formers as an enrichment option. This allows students to form micro-businesses, develop financial literacy, and experience entrepreneurial thinking. Work experience placements are coordinated across Year 12 and 13, with the school facilitating exposure to local employers and career sectors. The careers advisor maintains a dedicated provision and works closely with UCAS pathway students.

Admission to Year 9 follows the standard process coordinated by Worcestershire Local Authority. The school is non-selective; pupils are admitted in year order of application after looked-after children, pupils with EHCP statements naming the school, and siblings. In recent cycles, the school has not been oversubscribed, meaning demand for places has remained within capacity.

Entry to the Sixth Form requires GCSE attainment meeting specific thresholds. The school states that pupils must typically have achieved grades 5 or above in English and Mathematics, and grades 4 or above in other subjects, depending on the subject pathway chosen. This filtering explains why the sixth form cohort (80–100 students) is substantially smaller than Year 11 (approximately 100–120 students). For pupils choosing applied qualifications or BTECs instead of A-levels, entry requirements may be flexible, with discussion between student, parents, and staff on best fit.

The specialist Treetops provision has its own admissions pathway. All pupils require an EHCP naming the school or specifying complex social communication/autism need. Transition is gradual, sometimes spanning a full term, to support successful integration. Placement discussions involve the local authority's SEND panel.

The school day runs from 8:50am to 3:20pm. Transport to the school is available through the local authority's home-to-school transport service for pupils entitled to support; the academy itself coordinates school buses for key routes. The site is accessible by public transport, with the nearest bus stops on Woodrow Drive and connections to Redditch town centre. Car parking is available on site. The school has an on-site dining facility serving hot and cold meals daily.

For pupils entering at Year 9, uniform is compulsory. Details of uniform requirements and suppliers are available on the school website. Music lessons, trips, sports clubs, and other extras incur charges; the school works with families on free school meals support to ensure costs do not become a barrier to participation.

Below-England-average GCSE results. Families expecting their child to achieve top grades and high Attainment 8 scores should be candid with themselves about whether this environment is appropriate. The school's absolute attainment is low, and that reflects the disadvantage and starting points of its cohort. Progress 8 of -0.91 means pupils are not making up ground relative to national peers. Over time, this matters for competitive university entry and for future earnings potential.

Socially deprived context and pupil premium concentration. Over 70% of pupils attract pupil premium. The school serves a community with significant challenges. While the school's pastoral response is strong, families moving to the area for the school should understand the socioeconomic profile. This is not a problem in itself, but it means resources are stretched, community facilities may be limited, and some families may require additional support services.

Sixth form entry is selective but small. The sixth form is not open access; progression requires GCSE attainment. This is entirely appropriate and allows the school to maintain focus on advanced-level teaching. However, families should note that Year 11 pupils not meeting entry thresholds will need to seek progression elsewhere, typically to a local sixth form college or neighbouring school. The cohort size (80–100 students) means subject choice is narrower than at larger sixth forms, and peer social groups are small.

Autism provision is exceptional; other SEND may need wider assessment. Treetops is outstanding for pupils with diagnosed autism. The school's mainstream learning support is also effective. However, families with pupils having other SEND profiles (severe dyslexia, significant speech and language disorder, or emotional/behavioural difficulty) should visit and discuss whether provision meets needs, as the school's specialism is narrow.

Tudor Grange Academy Redditch is a young school operating with genuine authenticity in a deprived area. It is not a high-attaining institution, and families should not come expecting top grades or easy university entry. What it does exceptionally well is foster a sense of belonging, embed pastoral care, and teach pupils that effort and character matter. The atmosphere is calm, staff are warm and committed, and sixth form students emerge with strong work ethic and life skills. The school is best suited to families in the Redditch area seeking a secure community where their child will be known well, treated fairly, and supported to progress from their starting point. For families prioritising absolute academic attainment or competitive university pathways, independent selective schools or higher-performing state comprehensives elsewhere in Worcestershire may be better fits.