Discovery Academy, Stoke-on-Trent Review 2026: Inclusive 11–16 secondary with raised expectations and a broad enrichment offer

A large, mixed secondary in Bentilee serving students aged 11 to 16, this is a school with a clear social mission and an increasingly structured approach to behaviour, routines, and learning. Since Jayne Schofield became principal in March 2023, leaders have put visible emphasis on consistency, reading, and a more ambitious curriculum in every subject.

It is also a highly practical choice for local families. Admissions are coordinated through Stoke-on-Trent City Council, and the academy’s own admissions guidance points families to the standard Year 7 timeline and deadlines.

For parents weighing it against other Stoke-on-Trent secondaries, the data picture is mixed. The most recent FindMySchool GCSE ranking places it in the lower 40% of schools in England, and the Progress 8 figure is negative, which matters for children who need strong academic momentum. At the same time, external evaluation describes a calm, inclusive environment where students feel safe, and highlights effective safeguarding alongside improving behaviour.

The headline impression is of a school that wants students to feel they belong, and to translate that belonging into better attendance, stronger routines, and higher aspirations. The language leaders use is direct, centred on high-quality teaching, equity, and removing the idea that postcode should dictate outcomes. The stated core values are Pride, Respect and Commitment, and they are presented as the framework for behaviour expectations and relationships.

The latest Ofsted inspection (16 and 17 April 2024) describes Discovery as a very inclusive school where pupils feel safe and trust staff to help when problems arise.

That inclusion is not just a slogan. The same report notes warm, respectful relationships between staff and students, and points to peer leadership roles such as mentoring and reading buddies. This is the kind of detail that usually signals a school trying to build a culture of responsibility rather than relying only on sanctions.

Context matters. Discovery is part of Alpha Academies Trust, with trust leadership and governance explicitly referenced in the inspection report. For families, this typically means school improvement work is not isolated to one leadership team, and support, training, and expectations are set across the trust as well as within the academy.

This is a school where the academic story is still a work in progress, and the published metrics support that interpretation.

On FindMySchool’s GCSE outcomes ranking (based on official data), Discovery is ranked 3,442nd in England and 20th in Stoke-on-Trent. This places it below England average, within the lower 40% of schools in England by this measure.

The Progress 8 score is -0.65, indicating that, on average, students made less progress than pupils nationally with similar starting points. For parents, that is a meaningful signal: it suggests outcomes are not yet matching potential across the cohort.

Attainment 8 is 36.3. In isolation, Attainment 8 can be hard to interpret, but paired with the negative Progress 8 figure it reinforces that many students are not yet securing the breadth and depth of grades needed to keep options open at 16.

The constructive counterpoint is that the improvement agenda is visible in the way the school structures support. The curriculum information published by the academy describes focused Year 11 days with subject input in English, mathematics and science, which is a practical way to tighten teaching and revision support in the run-up to examinations.

A school with rising expectations lives or dies on consistency, and Discovery’s own description of its model is strongly routine-led. Form time for Years 7 to 10 is used deliberately to build reading habits and engagement with current affairs, which is a sensible foundation for wider curriculum access.

External review reinforces that the curriculum intent is ambitious across subjects, but delivery is not yet even. This distinction is important for families: it suggests some departments are already operating with strong planning, assessment, and classroom practice, while others may still be embedding training and improving how feedback helps students close gaps.

Reading is a notable strength in the published evidence. The inspection report describes a well-designed reading programme, with students who need additional help identified quickly and supported effectively. For parents of children entering Year 7 with weaker literacy, this is a meaningful positive, because reading competence is the gateway to progress across the whole timetable.

Discovery is an 11–16 school, so all students make a post-16 transition at the end of Year 11. The quality of that transition work matters at least as much as the list of destinations, and the most recent inspection notes that careers education is planned from Year 7, including university visits, and that pupils value the guidance they receive on routes and providers.

The practical implication is straightforward: if your child is likely to want A-levels or a technical pathway, ask early how the school supports option choices, subject guidance, and post-16 applications, and how it builds habits for independent study. The presence of a structured Revision Hub and after-school subject sessions for Year 11 suggests the school is actively trying to build those habits before students leave at 16.

Year 7 applications are made through Stoke-on-Trent City Council rather than directly to the academy. The academy’s admissions page states that applications must be submitted by 31 October in the year prior to starting secondary school, with allocations communicated on 1 March the following year.

Local context is useful here. Stoke-on-Trent’s admissions guidance states that secondary schools in the city are comprehensive, and also notes that no secondary school in Stoke-on-Trent uses a catchment area as part of admissions criteria.

From the demand data available, the academy is oversubscribed on the Year 7 route. In the most recent published cycle there were 346 applications for 283 offers, which equates to around 1.22 applications per place. This is competitive, but not in the “few places for many applicants” territory seen at the most oversubscribed urban schools.

For families trying to be precise, use the FindMySchool Map Search tool to understand travel implications and realistic commuting time, then keep an eye on the local authority’s published admissions guidance each autumn, as criteria and timelines are updated annually.

Pastoral culture appears to be a core priority. The inspection report describes students as confident that staff will help, and notes calm classrooms with respectful relationships. That kind of atmosphere often correlates with consistent routines and staff follow-through, which matters for children who struggle with anxiety or need predictable expectations.

Safeguarding is a key non-negotiable, and formal evaluation states that safeguarding arrangements are effective.

The school also puts peer support structures front and centre. Published curriculum information references prefects, Anti Bully Ambassadors, and Peer Mediators, which indicates a model where students are expected to contribute to the culture, not just receive it.

The extracurricular offer is unusually specific and well-documented, which makes it easier for families to judge fit. The academy publishes an activities timetable that includes both academic support and interest-led clubs.

For students who benefit from structure, the Revision Hub and Homework Club run repeatedly across the week, alongside Year 11 subject sessions. The implication is that independent study is supported rather than assumed, which can be important in a school where academic outcomes are still improving.

For social confidence and belonging, there are clearly defined interest communities. Examples include Book Club (with separate groups listed for Year 7 and Year 8), Minecraft Club, and Harry Potter Club. These are the kinds of clubs that often help quieter students form friendships quickly because the shared activity provides the conversation starter.

Sport and performance are also visible pillars. The timetable lists Football, Girls Football, Basketball, Netball Club, Table Tennis Club, American Football, and a multi-sports session aimed at girls. Performing arts is supported through opportunities such as Show Choir, and the curriculum information also references annual shows and other performances, alongside external weekly instrumental tuition for students who want it.

This is a state school with no tuition fees.

The published school day begins with form time at 8:30am and finishes at 3:00pm for most year groups. Year 11 has an additional Period 6 ending at 3:45pm, which aligns with the school’s emphasis on examination preparation and extra support.

Wraparound care is not typically a standard feature of secondary schools, and the academy does not prominently publish a before-school or after-school childcare offer in the same way a primary might. For families who need supervised provision outside normal hours, it is sensible to check what is available via clubs, intervention sessions, or local providers.

• Academic outcomes are still catching up. A Progress 8 score of -0.65 and a FindMySchool GCSE rank in the lower 40% of schools in England indicate that many students are not yet making the progress families would ideally want, especially if your child is aiming for a high-attainment pathway.

• Inconsistency between subjects. External evaluation points to an ambitious curriculum, but delivery that is stronger in some areas than others. If your child has a clear subject passion, ask how that department is staffed and supported.

• No sixth form, so transition planning matters. All students move on at 16. Strong careers education is referenced in formal evaluation, but parents should still look closely at how Year 9 options and Year 11 guidance are handled to support the next step.

• Competition for places exists, even without a catchment. The available applications-to-offers ratio indicates oversubscription. Families should follow the council timeline carefully and list sensible alternatives on the application.

Discovery Academy is a large, inclusive 11–16 school with a clearly articulated improvement agenda and a well-documented enrichment programme that includes both academic support and interest-led clubs. The current academic metrics indicate that outcomes are not yet where they need to be, but the evidence also points to stronger routines, calmer classrooms, effective safeguarding, and a reading strategy that can make a real difference for students who arrive behind.

Best suited to families seeking a comprehensive local secondary with strong pastoral signals and a structured enrichment timetable, especially where a child benefits from routine and supported study. The key decision is whether the current trajectory and support structures feel sufficient for your child’s academic ambitions.