Academy 360 Review 2026: An all-through academy where inclusion is a defining feature

This is an all-through academy serving Sunderland families from Reception through to Year 11, with a clear emphasis on rebuilding confidence, routines, and ambition across both phases. The most recent Ofsted inspection (10 and 11 May 2022, published 30 June 2022) judged the school Good overall and Good across each graded area, including Early Years.

A distinctive element is specialist inclusion. The academy has an additionally resourced provision known as the Hub, designed for pupils with moderate and severe learning difficulties, with capacity for up to 36 places noted in the inspection report. Alongside this, local SEND documentation also references a Curriculum Access Provision (CAP) at the academy for cognition and learning needs, reinforcing that specialist support is embedded in the mainstream offer rather than bolted on.

Results data paints a mixed picture across phases. At primary level, Key Stage 2 outcomes sit below England averages on several measures, and the school’s primary performance ranking places it below England average overall. At GCSE, Progress 8 is substantially negative, suggesting that outcomes are a priority area for ongoing improvement. What stands out is the combination of a comprehensive intake, high local need, and a deliberate focus on inclusion and stability, all within one organisation serving ages 4 to 16.

The tone set by the inspection evidence is one of a school that has worked hard to steady itself and establish consistent expectations. Routines are described as well established, and relationships between staff and pupils are framed as friendly and positive. The report also highlights a climate where pupils feel safe and know how to raise concerns, including via an online “Big Red Button” safeguarding route referenced in the inspection narrative.

Structurally, this is not a primary school and a secondary school operating as two separate worlds. The inspection evidence points to deliberate work to unify the phases, with primary and secondary staff working more closely as one team, and curriculum planning designed to support smoother transitions, including continuity across spelling and grammar from Years 5 to 8. For families, that matters because many all-through schools can feel like two institutions sharing a site. Here, the intent appears to be genuine through-line, particularly around literacy and behaviour routines.

Leadership context has also shifted since the 2022 inspection. Government establishment information identifies Mr David Amos as Headteacher/Principal, and recruitment materials from mid-2024 refer to him as the “new Principal,” indicating a leadership change after the inspection period. The trust context is important too. The inspection report states the academy “made a fresh start” when it joined Laidlaw Schools Trust in January 2018.

In early years, the inspection evidence is unusually specific and helpful. It describes an environment designed to stimulate language and communication, including practical examples of children engaging with “worm and snail hotels.” That kind of detail suggests early years practice is not treated as a simple childcare add-on, but as a foundation stage with purposeful adult interaction and a strong emphasis on speech, language, and early reading.

Primary outcomes (Key Stage 2)

In 2024, 52% of pupils met the expected standard in reading, writing and mathematics combined, compared to an England average of 62%. At the higher standard, 5.67% achieved the higher threshold in reading, writing and mathematics, compared to the England average of 8%. Reading, mathematics, and grammar, punctuation and spelling (GPS) scaled scores were 99, 101, and 104 respectively.

Rankings matter for parents because they provide a comparable benchmark. Ranked 13,674th in England and 43rd in Sunderland for primary outcomes (FindMySchool ranking), performance sits below England average overall, within the bottom 40% of schools in England.

Subject-level detail reinforces the overall pattern. Expected standard rates were 42% in reading and 56% in mathematics, while science expected standard was 63% against an England average of 82%. The implication is clear: primary progress and attainment are priority areas, and families should ask specifically how the school is strengthening core knowledge, reading fluency, and writing stamina across Key Stage 2.

GCSE outcomes (Key Stage 4)

At GCSE level, the dataset points to significant challenge. The school’s Progress 8 score is -1.31, which indicates students make substantially less progress than similar pupils nationally from their starting points. The Attainment 8 score is 29, and EBacc average point score is 2.37.

A ranking lens again provides context. Ranked 3,784th in England and 14th in Sunderland for GCSE outcomes (FindMySchool ranking), performance is below England average overall. This is the type of profile where the questions that matter are practical and immediate: how consistent is teaching day-to-day, how quickly gaps are identified, and how reliably intervention is delivered in English and mathematics for students who arrive behind.

A further nuance is curriculum breadth. The inspection evidence notes that EBacc entry had increased but remained below average at the time, and that not all Key Stage 3 subjects were studied for three full years, limiting depth for some students. Parents of academically confident children may want reassurance that subject access, sequencing, and three-year Key Stage 3 coverage are now secure, particularly in history, geography, languages, and science.

A consistent thread in the inspection evidence is careful curriculum sequencing and a focus on building knowledge across time, rather than treating learning as disconnected half-term topics. The curriculum is described as ambitious and structured across both phases, with teachers using recall techniques such as “memory joggers” in core subjects to revisit essential knowledge. For families, that matters because pupils who have experienced disruption or gaps benefit from repeated retrieval and clear routines.

Reading is positioned as a strategic priority. The inspection report describes a phonics programme delivered consistently from Reception, with staff expertise, strong resourcing, and additional sessions for pupils who fall behind. It also notes a bridge between phases where some primary teachers teach within the secondary phase, supporting continuity. This is a sensible model for an all-through school serving a community where early literacy may be uneven on entry.

Where the evidence points to improvement needs is consistency across the wider curriculum. Some subject areas were still developing the same retrieval and recap routines found in core subjects, and the result was weaker recall in those subjects. The best question to ask at open events is simple: which subjects are currently strongest in consistency and outcomes, and what has changed since the last full inspection to standardise teaching routines across departments?

As an all-through academy ending at 16, the most important transition is post-16. The inspection evidence states that careers education has a high profile, pupils meet employers and training providers, and the school meets the Baker Clause expectations around access to technical education and apprenticeship pathways (relevant even without an in-house sixth form).

For some pupils, the pathway includes alternative provision placements. At the time of inspection, the report notes nine pupils were placed full time across four registered providers, named as Evolve Sports, The Link School, Beacon of Light, and Consilium Evolve. That detail is valuable because it signals a willingness to use structured, regulated placements for a small number of young people who need a different route, rather than relying on exclusion or unmanaged part-time timetables.

Because the school does not run a sixth form, parents should ask practical questions early in Key Stage 4: what does careers guidance look like in Years 9 to 11, how are college applications supported, and how does the school help students select vocational, apprenticeship, or academic pathways that match their attainment profile and interests?

Admissions routes differ depending on entry point.

Reception and primary entry is coordinated through Sunderland’s local authority process. For September 2026 entry, Sunderland sets the application period from 29 September 2025 to 15 January 2026, with National Offer Day on 16 April 2026.

Year 7 entry is also coordinated through Sunderland. For September 2026 entry, the application period runs from 8 September 2025 to 31 October 2025, with National Offer Day on 2 March 2026.

Demand indicators suggest the school is oversubscribed in both routes. For the most recent dataset year provided, primary entry shows 44 applications for 34 offers, and Year 7 shows 113 applications for 94 offers, with both marked as oversubscribed. This is not the extreme competition profile seen in some high-demand schools, but it does mean families should not assume availability. Where distance data is not published here, the practical step is to understand Sunderland’s oversubscription criteria and how they apply to your child.

Parents considering the all-through model should also think about continuity. Many families value avoiding the Year 6 to Year 7 jump entirely; others prefer a different secondary setting even if primary experience is positive. Either way, it is worth using FindMySchool’s Saved Schools shortlist feature so you can compare options across both phases without losing track of deadlines.

Inspection evidence supports a picture of a school that puts significant energy into stability, safety, and support. Pupils are described as feeling safe and able to seek help if anxious, and routines are framed as established and calming. The report also highlights that some bullying happens occasionally, but that pupils trust staff to resolve issues and staff work tenaciously to manage conflicts.

Safeguarding processes are referenced as accessible to pupils. The inspection narrative highlights that pupils can raise concerns via an online “red button” route, and that older pupils understood a range of safety risks, including consent and substance misuse.

Inclusion is also central to pastoral culture here. The school involves parents in co-writing support plans for children with special educational needs and disabilities, and staff are supported to implement those plans consistently. For families with children who need structured, responsive support, this is a practical marker of a school that treats parent partnership as part of the system, not an optional extra.

The clearest evidence-based point is that enrichment and extracurricular activity had re-started and trips and sports events had resumed by the time of the 2022 inspection. Families should view that as a baseline rather than a full list, because the inspection report does not catalogue clubs in detail.

Two named programmes provide more concrete anchors:

• Duke of Edinburgh’s Award sits within the wider enrichment offer, referenced explicitly in a Department for Work and Pensions hosted Teaching Vacancies listing for the academy, which notes departmental oversight of the programme. For students, that can be a useful structure for developing sustained commitment, teamwork, and confidence outside the classroom, particularly in Years 9 to 11 where motivation can dip.

• For pupils who need different pathways, the school has used registered external providers for a small number of full-time placements, including Evolve Sports and Beacon of Light, as noted in the inspection report. While not “clubs” in the traditional sense, these placements are part of the broader picture of how the school builds engagement and progression routes for students whose needs are not met by a standard timetable.

The practical advice for parents is to ask for the current enrichment timetable at the point of application. Programmes in schools like this often change termly based on staffing and pupil demand. What you want to hear is that enrichment is planned, consistent, and inclusive, rather than reliant on a small number of enthusiasts.

Academy 360 is a state-funded school, so there are no tuition fees. Families should budget for the usual state-school extras such as uniform, trips, and optional enrichment activities.

School day start and finish times, and any wraparound childcare arrangements, are not consistently published in the accessible official sources used for this review. Parents should request current timings directly from the school, including breakfast provision, after-school supervision, and holiday support if required.

Because this is an all-through setting, practical routines can matter more than in single-phase schools, particularly for families with children in both primary and secondary. Ask about separate entrances or drop-off arrangements by phase, and how safeguarding is handled at busy transition times.

• Primary attainment is below England average. In 2024, 52% reached the expected standard in reading, writing and mathematics combined, compared with 62% across England. This matters most for families prioritising strong Key Stage 2 outcomes and secondary readiness.

• Secondary progress measures are a concern. A Progress 8 score of -1.31 indicates students, on average, make substantially less progress than similar pupils nationally. Families should ask what has changed since the published data, and how intervention is targeted in English and mathematics.

• Curriculum breadth and depth in Key Stage 3 has been an improvement point. The inspection evidence notes that some subjects were not studied for three full years at that time. Parents of academically confident children should ask how Key Stage 3 is now structured and whether all subjects receive sufficient depth.

• Oversubscription exists at both Reception and Year 7 entry points. Demand exceeds offers for both routes, so families should apply on time and understand Sunderland’s allocation rules rather than assuming places will be available.

Academy 360 is best understood as an all-through academy where inclusion and stability are central, supported by specialist provision through the Hub and wider SEND pathways. The evidence points to a school that has worked deliberately on routines, safety, and reading, with clear intent to unify primary and secondary practice.

Who it suits: families seeking a single setting from ages 4 to 16, particularly where a child benefits from structured support, a consistent pastoral approach, and a school experienced in meeting a wide range of needs. The main caveat is outcomes, especially at GCSE and Key Stage 2, where the published data suggests academic improvement remains a priority.