The Elizabethan Academy Review 2026, Retford secondary with sixth form and strong enrichment

A large, mixed 11 to 18 academy in Hallcroft, Retford, The Elizabethan Academy combines a broad curriculum with an unusually structured enrichment offer for a state school, including cadets, Duke of Edinburgh’s Award, and activities such as rock climbing and mountain biking. It is part of a single academy trust, with leadership refreshed recently, Tom Crowther became Principal on 01 September 2024.

Academically, the picture is mixed. GCSE outcomes, as captured in FindMySchool’s England-wide ranking, sit below England average overall, even though the academy ranks first within the Retford local area in that same dataset. The sixth form is also ranked below England average for A-level outcomes in the FindMySchool rankings. For many families, the decision comes down to fit, support, and the wider offer, rather than pure results, especially given the school’s emphasis on inclusive practice and personal development.

The academy presents itself as values-led and practical, with a clear emphasis on self-respect, respect for others, responsibility, and resilience. Those principles show up as more than branding, because they are positioned as the organising ideas for behaviour and daily routines on the school website, and they align with the most recent formal evaluation of standards and culture.

Leadership stability matters in a school of this size, and the transition from Christine Horrocks to Tom Crowther is an important recent change. The academy publicly framed the appointment as a handover that builds on existing foundations, with a renewed focus on outcomes alongside wider wellbeing and partnership with families. That is useful context for parents comparing historic exam trends with what might be expected under a newer leadership team.

Day-to-day culture is described in official reporting as calm and orderly, with pupils confident they can speak to staff if they have concerns. Bullying is described as uncommon, and pupils report feeling safe. This matters because it speaks directly to a common parental question, whether an 11 to 18 comprehensive setting can maintain consistency across a wide ability range and across adolescence.

FindMySchool’s GCSE ranking places the academy 3,310th in England, which corresponds to below England average performance overall, and 1st in the Retford local area. This is a helpful framing for parents, it indicates that, locally, the academy compares well, while nationally it is operating in a more challenging performance bracket.

At GCSE level, the academy’s Attainment 8 score is 37.6. The Progress 8 score is -0.46, which indicates that, on average, pupils made less progress than pupils with similar starting points across England. The EBacc average points score is 3.15.

At A-level, the FindMySchool ranking places the sixth form 2,334th in England, again below England average. Grade distribution shows 1.77% of entries at A*, 6.19% at A, 15.04% at B, and 23.01% achieving A* to B. England averages are 23.6% for A* and A combined, and 47.2% for A* to B, which provides a clear comparison point.

Two practical implications follow. First, families with very high academic expectations should look closely at subject-level strength and support structures, rather than relying on headline averages. Second, for many students, progress, confidence, and post-16 fit may be the more relevant measures, especially where the sixth form pathway is blended across A-level and applied options. Parents comparing multiple schools can use the FindMySchool Local Hub and Comparison Tool to place these ranks and measures alongside nearby alternatives, using the same methodology across all schools.

Curriculum design is described by the academy as knowledge-rich and deliberately challenging, with a focus on what students learn, when they learn it, and how understanding is checked over time. The intended model is structured rather than improvised, with consistent sequencing across subjects.

The most recent inspection commentary supports the core curriculum narrative, in particular, that subject plans are set out clearly and that most students progress through the curriculum as intended. It also highlights a specific improvement point that is very concrete for parents, consistency in checking spelling, punctuation, and grammar in written work. That sort of “small but repeated” quality control can make a measurable difference over time, especially for borderline grades at GCSE and for students whose confidence in extended writing is still developing.

For sixth formers, the website signals a mixed programme, students can choose a traditional three A-level route or blend A-levels with applied qualifications. The practical implication is flexibility, but also a need for careful guidance so that subject combinations keep doors open, particularly for competitive degrees and apprenticeships.

The academy does not publish a Russell Group percentage or an Oxbridge count in the sources reviewed, so the clearest quantitative picture comes from the official leaver destination dataset provided for 2023/24 leavers. For that cohort (45 students), 53% progressed to university, 11% began apprenticeships, and 20% moved into employment.

This mix will suit families who want a sixth form that treats multiple routes seriously, rather than one that is solely geared to university entry. It also makes the academy’s emphasis on careers education, work experience, and employer engagement more meaningful, because destinations appear genuinely varied.

For Year 11 families, the immediate question is often whether staying on is the right call. In a sixth form where destinations are mixed, the best approach is to evaluate the individual pathway: subject availability, expected grades for entry into specific courses, and the support offered for apprenticeships and employment applications as well as university.

For Year 7, applications in the normal admissions round are handled through the local authority coordinated process, with the academy’s website stating that applications must be made by 31 October, with allocation notifications sent in early March. For families planning ahead, treat 31 October as the anchor each year, it is the key deadline in Year 6 for September entry.

Demand appears high in the latest available admissions figures provided, with 557 applications and 224 offers, which is about 2.49 applications for every place offered. This supports the academy’s own description that it is oversubscribed. The practical implication is straightforward, families should not assume a place is automatic, even in a non-selective setting.

The oversubscription criteria include a performing arts route. The academy states it can offer up to 10% of places within a specific oversubscription category for applicants with a talent in the performing arts, and it also describes itself as an ArtsMark school. For families where arts are central to a child’s strengths, it is worth reading the published admissions policy closely and understanding how the audition process fits alongside standard criteria.

For in-year transfers, the academy presents itself as its own admissions authority, with a stated aim of speeding up mid-year transfers. It also explains that students offered an in-year place are asked to attend for a morning of core-subject testing to support teaching-group placement. This is a relatively transparent approach and can help students settle quickly, but it also means families should be prepared for an early baseline assessment.

Families can also use FindMySchool’s Map Search to understand how location and admissions criteria interact for local schools, especially when considering multiple realistic options alongside a first preference.

The academy positions wellbeing and safeguarding prominently on its website, and official reporting describes students as knowing who to speak to if they have worries, with staff perceived as fair when dealing with behaviour issues. In practical terms, that suggests a culture where concerns can be raised early, which is particularly important at transition points such as Year 7 entry and the start of GCSE courses.

In a secondary setting serving a mainly rural catchment, transport and day structure also affect wellbeing. The academy is explicit that it keeps a longer lunch period than some schools, partly because lunch is a key window for clubs and because bus schedules shape the end of day routine. That kind of operational detail can sound minor, but for students who rely on transport and for families balancing after-school commitments, it contributes to consistency and lower daily friction.

The latest Ofsted inspection (06 February 2024) confirmed the school as Good overall and noted that safeguarding culture supports pupils to feel safe, including online safety.

The enrichment offer is a defining feature and is described as timetabled rather than optional add-on. Official reporting states that students have a weekly enrichment lesson and gives concrete examples, rock climbing, mountain biking, art, and baking. The implication is breadth, students who do not identify as “sporty” still have genuine alternatives that build confidence and social connection.

On top of enrichment, the academy lists a mix of lunchtime and after-school activities. Examples drawn from the curriculum and activities information include The Fandom Zone, Art Club, Lunchtime Homework Club, School Production, Young Voices, Dance Club, Keyboard Skills, and access to a climbing wall. This range matters because it speaks to two different needs at once, structured academic support for students who benefit from a supervised study environment, and identity-building activities for those who connect through arts, performance, or communities of interest.

Some opportunities stand out for a state secondary, especially the Combined Cadet Force and Duke of Edinburgh’s Award, both highlighted in official reporting and the academy’s own published materials. These are commitment-heavy activities, and they tend to reward the students who are ready to take on responsibility, show up consistently, and work in teams with mixed age groups. For parents, that signals a school that takes “character” seriously in a practical way, not only as a slogan.

The school day structure is clearly published. Students can arrive from 8.00am, with breakfast available from the kitchens. School finishes at 3.15pm on most days, and 2.30pm on Wednesdays, and buses collect from the bus park outside the school.

For transport, the academy states that most buses are organised by Nottinghamshire County Council. That is relevant for families across a wider rural area, where travel time, winter conditions, and the reliability of bus routes can affect attendance and after-school participation.

• Academic progress measures. A Progress 8 score of -0.46 indicates below average progress from starting points across England. Families should ask how teaching groups are supported, especially for students who need structured help with literacy and exam technique.

• Competitive entry in a non-selective setting. With 557 applications for 224 offers in the latest available admissions figures, admission pressure is real. Families should still plan a realistic set of preferences.

• Enrichment is a strength, but it requires buy-in. Cadets, Duke of Edinburgh, productions, and a weekly enrichment model work best for students who are willing to commit regularly. Those who are reluctant to participate may not benefit as much from what makes the school distinctive.

The Elizabethan Academy suits families who want a mainstream 11 to 18 school with an explicit emphasis on personal development and a structured enrichment programme, alongside a broad curriculum and multiple post-16 routes. It is best suited to students who will take advantage of clubs, practical opportunities, and the wider life of the school, and who benefit from clear routines and a consistent behaviour culture. The main trade-off is that headline academic indicators in the available dataset sit below England average, so families aiming for highly academic pathways should focus on subject-level fit and support, not only overall averages.