Longley Park Sixth Form Academy Review 2026: A large post-16 provider with structured support and strong enrichment

A sixth form of this size can feel anonymous unless systems are tight. Here, the defining feature is structure: every student is anchored by an Academic Tutor and a tutorial programme designed to build study habits, career planning, and employability skills. The setting is purpose-built (opened September 2004) and the day runs on a clear rhythm, with students on site between 8am and 4pm during term time.

Leadership is stable. Jamie Davies is the Executive Principal, having joined in September 2021. The latest Ofsted short inspection (inspection dates 2 and 3 October 2024; published 11 November 2024) confirmed the provider continues to be Good, and safeguarding arrangements are effective.

The atmosphere is shaped by two realities of post-16 education: students want independence, and they still need scaffolding. The design and the support model try to do both. There is a deliberate “university-style” study offer via the Independent Learning Centre, with silent study, group spaces, bookable seminar rooms, and access to online journals and databases. That works best for students who can make productive use of free periods, and it matters in a sixth form where independent study is the difference between steady progress and last-minute panic.

Diversity is part of daily life rather than a strapline. A practical example is the Multi-Faith Room, open for daily prayers and set up with male and female sections; weekly Friday prayers are held in a larger hall and a monthly prayer timetable is published. For students of faith and for those of none, the signal is that difference is expected and accommodated, not treated as an exception.

The social side is similarly intentional. A plaza-style central social space includes a café serving hot and cold food with vegetarian and halal options, plus a canteen and smaller café elsewhere in the building. The tone is adult. Students are preparing for work, university, and apprenticeships, so the day is set up to mirror that transition, with clear expectations around attendance and engagement.

Longley Park is a 16–19 provider, so the most relevant published comparison is A-level and Level 3 performance. In the FindMySchool ranking for A-level outcomes, it is ranked 2,319th in England and 22nd in Sheffield, placing it below England average and within the bottom 40% of providers (FindMySchool ranking based on official data).

At A-level, the most recent grade distribution shows: A* at 1.77%, A at 6.78%, B at 15.34%, and A*–B at 23.89%. Against the England benchmark A*–B outcomes sit below the England average (A*–B England average: 47.2%).

This profile tends to suit students who do best with high-touch guidance, consistent routines, and a clear study plan, especially where GCSE resits or step-up pathways are part of the picture.

The curriculum is designed for breadth of pathway rather than a single “one size fits all” route. The public description is explicit about spanning pre-entry through to Level 3, including GCSE and vocational routes alongside A-levels, and the admissions policy frames Level 3 as the main aim, with foundation study at Level 2 or entry qualifications where needed.

Course entry requirements vary by programme, which is exactly what parents would expect in a large sixth form: some Level 2 routes describe minimum GCSE thresholds at grade 3 including English and maths, while Level 3 routes typically require multiple grade 4 passes, with higher grade requirements for particular subjects. A practical operational detail also matters: students without at least grade 4 in English or maths are required to study these GCSEs alongside other subjects, which has a direct impact on timetable load and the day-to-day experience.

The other “teaching” lever is tutorial. Academic Tutors support progress tracking, learning plans, UCAS and apprenticeship applications, and employability skills such as CV writing and interview preparation. In a post-16 setting, that can be a decisive difference for students who have ambition but need help translating it into weekly habits.

The school’s destinations story is best understood as a mixed-route pipeline rather than a single university track. In the 2023/24 leaver cohort, 46% progressed to university, 17% entered employment, 3% started apprenticeships, and 3% went into further education.

In practice, the support around next steps is layered. Careers guidance is delivered through tutorial and through the Pathways Centre, positioned centrally in the building’s plaza. The wider programme includes university trips (including visits labelled as “Oxbridge visits”), and the model also explicitly recognises apprenticeships and employment as mainstream destinations rather than fallback options.

For students aiming for competitive higher education routes, the most useful cue is not a headline statistic but the sustained exposure to application literacy: personal statements, course choice, interview practice, and experiences that build credible evidence for an application.

Admissions are designed to feel accessible. The school sets out a clear five-step journey: attend an open event; apply online (including via Sheffield Progress); attend an interview; attend a transition day (“Next Step”); then enrol in person with confirmed results. Interviews for applicants are stated as starting at the end of January 2026.

For September 2026 entry, the school calendar published on its own site includes open events and key operational dates. Open events listed include an open evening on 16 October 2025, an open day on 22 November 2025, and an open evening on 15 January 2026, plus an online open event on 4 February 2026. Enrolment for applicants is shown as starting 24 August 2026, following GCSE results day on 20 August 2026.

If demand exceeds places on a particular programme, the admissions policy allows for oversubscription controls at course level. It also sets out priority for waiting lists that starts with students from Brigantia Learning Trust schools (including Yewlands Academy and Hinde House 2-16 Academy), then partner schools including Firth Park Academy, Fir Vale Academy, Parkwood Academy, and Chaucer School.

Pastoral support is more explicit than in many sixth forms, which matters for a 16–19 setting in an area that includes widening participation goals. The dedicated Wellbeing Space is positioned as a practical, day-to-day support route: drop-in access, one-to-one sessions, and referral onwards to a specialist counsellor where needed. The wellbeing team also works with external services including Sheffield Young Carers, Door 43, SAYiT and The Corner.

This model suits students who want independence but still value visible, easy-to-access support, especially during the first half term when attendance habits and workload management are being set. It is also relevant for students returning after a break in education, where confidence and routine are as important as subject choices.

The enrichment offer is branded as Project You, and the key point is that it is framed as part of the wider experience rather than an optional extra for a small group. Students are encouraged to use it to build employability skills and strengthen progression applications.

Specific activities named in the school’s own material include Book club, Chess Club, LGBTQ Society, Debating Society, Car Maintenance, Guitar Lessons, Clubbercise, and a STEM Club. That mix is helpful because it caters for different “types” of student: those who want academic societies, those who want practical skills, and those who want community and identity groups. The calendar also references events such as a Freshers Fair for signing up to opportunities across the year.

Facilities support this breadth. Alongside the Independent Learning Centre, the site includes an on-site gym with cardio and resistance machines and a free weights area, plus sport options such as table tennis, badminton and a sixth form football team; the gym is supervised and offers male-only and female-only sessions. Trips are also part of the offer, with examples including Berlin and London, which can add cultural and personal development value beyond qualifications.

Students can be on site between 8am and 4pm during term time. For post-16, there is no wraparound care model in the primary sense, but the practical rhythm is shaped by independent study time, tutorial commitments, and enrichment.

Financially, this is a state sixth form with no tuition fees. The school publishes a structured bursary and support offer, including help with travel passes, educational visits linked to study programmes, application costs, protective clothing for placements, DBS checks where required, and resit exam costs, subject to eligibility and attendance expectations.

• Results profile: The A-level outcomes and England ranking place the provider below England average. For some students, the support model will be the deciding factor; for others, families may want to compare a small number of local alternatives using FindMySchool’s Local Hub comparison tools before committing.

• Attendance expectations are firm: The admissions policy is explicit that extended term-time holidays are not accepted, and extended absence can lead to withdrawal. This is sensible for post-16 funding rules, but families need to treat it as a real constraint.

• Oversubscription can be course-specific: Even where a sixth form is broadly accessible, popular programmes can fill. Priority rules can apply through the waiting list process, particularly linked to trust and partner schools.

• Consistency is a stated improvement focus: The 2024 Ofsted short inspection identified further work to ensure consistently very high quality through curriculum implementation. Families should ask how this is being addressed within the subjects their child is considering.

Longley Park Sixth Form Academy is best understood as a large, structured post-16 environment that takes support seriously: Academic Tutors, a clearly described careers model, and a visible wellbeing offer are central rather than peripheral. It suits students who want a genuine step up in independence, but who still benefit from routines, regular tracking, and a wide menu of enrichment to build confidence and future options. The key judgement for families is fit: the support model is a strength; the published outcomes profile suggests progress is most likely where students engage consistently and use the scaffolding available.