Ormiston Sir Stanley Matthews Academy Review 2026: Sport-led ethos with broad support, in the Blurton community

This is a large, mixed 11 to 16 secondary serving the Blurton area of Stoke-on-Trent, with a strong identity rooted in community sport and practical personal development. The scale matters, it is designed for around 1,000 pupils, which typically brings breadth of peer group and staffing, plus the capacity to run a full timetable of clubs and interventions.

Leadership is currently under Principal Kelly Hassall, who took up the headteacher or principal role from 01 September 2023.

The most recent Ofsted inspection, carried out across late June and early July 2023, confirmed that the academy continues to be Good and that safeguarding arrangements are effective.

Academically, the latest available GCSE performance indicators point to outcomes that are below England average, with an Attainment 8 score of 40.9 (England average: 45.9) and a Progress 8 score of -0.65, suggesting pupils make less progress than similar pupils nationally from their starting points. The school’s wider story is therefore about how effectively families feel it supports learning habits, behaviour, and wellbeing, alongside a clear offer of enrichment and facilities.

The academy’s public-facing language is strongly values-led, with a set of core values presented as confidence, resilience, enthusiasm, empathy, challenge, and kindness, often shortened to an acronym used across school communications. In practice, that values framing shows up in two places that parents tend to notice quickly: the way behaviour expectations are explained to pupils, and the emphasis on participation beyond lessons.

A consistent theme in the latest inspection narrative is that pupils generally feel cared for and safe, and that there is a calm, purposeful feel around the site for most learners. The same official evidence is also clear that a smaller group of pupils repeat poor behaviours and do not always receive the right support quickly enough to stop patterns becoming entrenched. This matters because it tends to be the deciding factor for family fit: children who respond well to structured routines and clear consequences often do well in large academies; pupils who need especially bespoke, relational behaviour support may need parents to test the detail carefully at visit stage.

The Ormiston network context is also part of the atmosphere. Being part of a trust can mean shared training, curriculum development, and consistent safeguarding systems, and it often gives schools more access to cross-school expertise. Here, that trust membership is clearly signposted in governance and school identity.

The dataset provides a clear academic snapshot for GCSE outcomes and progress measures.

GCSE ranking and context (FindMySchool ranking based on official data)

Ranked 2,930th in England and 15th in Stoke-on-Trent for GCSE outcomes. This places performance below England average overall.

Attainment and progress indicators align with that picture:

• Attainment 8: 40.9 (England average: 45.9).

• Progress 8: -0.65, indicating pupils make less progress than similar pupils nationally from their starting points.

• EBacc APS: 3.61 (England average: 4.08).

• Pupils achieving grades 5 or above across EBacc subjects: 6.6% (as recorded).

For parents, the practical implication is that this is not currently a results-led outlier in the city. The more useful questions are about trajectory and consistency: how well the academy identifies gaps early, how strong reading and literacy routines are, and how well behaviour systems protect learning time for pupils who are ready to focus.

One relevant strength, supported by official evidence, is an explicit prioritisation of reading and structured classroom routines such as regular revisiting of taught content. Where those routines are implemented consistently, they create a clearer learning runway for pupils who may not have strong independent study habits yet.

Parents comparing options locally can use the FindMySchool Local Hub comparison tool to benchmark these GCSE indicators against nearby Stoke-on-Trent schools, particularly for Progress 8 and Attainment 8, which are often the clearest measures of how effectively a school moves pupils forward.

Daily structure is a notable feature. The published school day includes a morning registration block with DEAR time (Drop Everything and Read) built into the start of the day. That choice signals two things: a deliberate reading push, and a preference for predictable routines.

Curriculum breadth is positioned as broad and balanced, with an emphasis on sequencing and revisiting learning. Official evidence also indicates an intention to increase uptake of languages and the wider EBacc suite over time, which tends to matter for pupils who may want a more academic Key Stage 4 profile.

The key caveat in teaching quality is not framed as a whole-school weakness, but as inconsistency in practice. The most recent inspection evidence highlights that in some lessons teachers do not routinely check misconceptions or ensure pupils consolidate learning, which can leave some pupils repeating mistakes or finding work too easy. For parents, this becomes a “how is it monitored” question: ask how departments quality assure checking for understanding, and what support is offered to pupils who are coasting as well as those who are struggling.

As an 11 to 16 school, the main transition point is post-16. The most useful evidence here is about preparation rather than published destination percentages, since detailed leaver destinations are not available for this school.

The latest inspection evidence points to careers guidance that includes input on further education, employment, and training routes, plus tangible experiences such as employer-facing activity and mock interviews. That kind of practical preparation tends to suit pupils who need help turning interests into realistic next steps, especially in a city with a varied technical and college offer.

A sensible approach for families is to ask, early in Year 9, how Key Stage 4 options align with likely post-16 routes, for example whether the school steers pupils toward vocational pathways at college, or supports higher academic courses elsewhere. It is also worth asking how the academy supports pupils who change direction late in Year 11, since that group often needs fast, high-quality guidance.

Year 7 places are coordinated by Stoke-on-Trent City Council rather than direct application to the academy. The council timetable for September 2026 entry is explicit:

• Applications open: 01 September 2025

• Closing date: 31 October 2025

• Offers made: 02 March 2026

The academy’s published admissions priorities follow a familiar hierarchy: looked after children, siblings, children of staff, then distance to the main entrance using a straight-line measurement calculated by the local authority.

Demand levels suggest real competition, though not necessarily at the extreme end of the market:

• 510 applications for 231 offers in the recorded primary entry-route demand data, a ratio of 2.21 applications per place.

• Oversubscription is recorded as Oversubscribed.

Because a last-distance figure is not available here, families should avoid making assumptions about how far offers typically extend. If you are trying to assess realistic chances, FindMySchoolMap Search is the most practical way to compare your distance to the school gate with any local authority distance information that becomes available during the cycle.

The academy’s open evening pattern is also clear. It states that the annual Year 6 open evening is typically held in September, with dates for the September 2026 event to be published on the website.

The most recent inspection evidence supports a generally safe environment, with a safeguarding culture described as effective and staff training and reporting systems operating as intended.

Beyond safeguarding basics, the school appears to use pupil leadership structures as part of the wellbeing approach. Examples referenced in official evidence include a student voice group and pupils acting as anti-bullying and wellbeing ambassadors. The practical benefit is that pupils who are hesitant to raise concerns directly with staff may still have structured peer routes into support.

Support for pupils with additional needs is also described as purposeful, including access to a dedicated support space referred to as a thrive centre, where pupils are taught strategies to manage their needs. For families, this is one of the most valuable areas to probe: ask how pupils are referred, what the criteria are, and how support is coordinated with classroom teaching.

This academy’s enrichment offer is unusually easy to evidence because it publishes both a broader enrichment statement and a detailed timetable.

From the published enrichment overview, there is an explicit expectation that pupils should experience clubs, debate, outdoor education, and cultural trips such as theatre or opera, as well as exposure to universities and careers events.

The 2025 to 2026 extra-curricular timetable adds the detail parents actually want. Examples include:

• SCFC Football for Years 7 to 9, plus SCFC Multi Sports, pointing to structured sport partnerships.

• Performing arts options such as Drama Club, Dance Club, and a production strand listed as High School Musical (cast only), alongside Choir and workshops including Guitar, Keyboard, and Band Workshops with ODM.

• Academic and support clubs such as Homework Club and a Games Club in the Learning Resource Centre.

• Inclusion and belonging activity signposted as Pride Club.

• A broad sport programme using the 3G and sports hall, with activities including football, badminton, netball, table tennis, volleyball, basketball, tennis, and use of a fitness suite.

A further practical point is that enrichment is offered across multiple time windows, including before school and lunchtime, not only after school. This often suits families managing transport and caring responsibilities, since after-school clubs can be hard to access without reliable pick-up.

The published school week is structured around a standard start and finish on most days, with an earlier finish on Wednesday. The timetable shows the school day ending at 15:25 on most days and 14:10 on Wednesday.

Breakfast provision is a standout practical offer. The academy states it provides a free breakfast to all students each school day, running 07:45 to 08:30 in the Bistro.

On facilities, the school prospectus describes a theatre with integrated sound and lighting, a large atrium and learning resource centre, a 3G synthetic football pitch, plus a sports hall, drama studio, mirrored dance studio, indoor fitness suite, and indoor cricket nets.

For transport, Blurton sits within the wider Stoke-on-Trent urban area, so many families rely on local bus routes and walking. If you are commuting from further afield, rail travel into the Stoke-on-Trent area typically means onward travel by bus or taxi to Blurton. Always check current public transport routes and timings before committing to a school-run plan.

• Academic outcomes are currently below England average. With an Attainment 8 score of 40.9 and a Progress 8 score of -0.65, families should ask how the academy is accelerating progress, particularly at Key Stage 4, and what support is available for pupils at risk of falling behind.

• Behaviour support is a key fit factor. The most recent inspection evidence is clear that most pupils meet expectations, but a smaller group repeat unwanted behaviours and the behaviour system does not yet work consistently for all. This can affect learning time in some classes, so ask how sanctions and interventions are balanced, and what happens after repeated incidents.

• Oversubscription means timing matters. Demand data indicates more than two applications per place in the recorded cycle. Families considering Year 7 entry should treat the 31 October deadline as non-negotiable, and use all available preferences strategically.

• No sixth form on site. Post-16 transition planning matters. If your child is likely to stay in full-time education, ask early about partner colleges, subject routes, and how the school supports applications and interviews.

Ormiston Sir Stanley Matthews Academy is a large, community-focused secondary with a clear sporting identity, strong facilities, and practical wellbeing structures that can work well for pupils who respond to routine and visible expectations. The free breakfast offer, the breadth of clubs, and the structured day, including dedicated reading time, are meaningful strengths.

This option suits families who want an 11 to 16 school with strong enrichment and facilities, plus a values-led culture that promotes participation. The main question is whether the academic progress picture and consistency of behaviour support align with what your child needs to thrive.