Farringdon Community Academy Review 2026: A changing 11–16 academy with new facilities and a clear push on routines

Farringdon Community Academy is a mixed 11–16 secondary in the Farringdon area of Sunderland, with a stated focus on outcomes and consistency. It sits in the middle of the England pack for GCSE outcomes, with a Progress 8 score that is slightly below average, so this is not a school where results alone tell a simple story. What is more distinctive is the direction of travel, a curriculum structure built around a three year Key Stage 3, a clearly defined personal development programme, and a behaviour approach that emphasises shared expectations and calm learning conditions.

The current Principal is Mr Jordan Bedford, who frames the school’s mission around students feeling safe, valued and respected, with learning and experiences treated as equally important outcomes.

Facilities are part of the narrative too. A major rebuilding project was announced with a new library, a main hall and dining space, specialist areas including engineering and design and technology, plus a swimming pool. The school has also promoted open events inviting families to see its “brand new facilities”.

There is an explicit emphasis on routines and predictability. Northern Education Trust’s model and language are visible across the school’s public materials, with “no excuses” and high expectations positioned as a route to calmer corridors and fewer distractions from learning. The tone is not permissive, and families who value clear rules, consistent classroom habits, and staff alignment will recognise the intent quickly.

Culture work is not presented as an abstract set of values. It is operationalised through systems: classroom expectations, a stepped approach to sanctions and support, and targeted inclusion structures for students who need something different to remain in mainstream education. The behaviour framework describes personalised plans for some students, and references specialist spaces such as Personalised Learning Centres and the Bridge Inclusion Centre, which signals that the school expects to manage complexity rather than pass it elsewhere.

The most recent inspection evidence supports a mixed but tangible picture. Students were described as feeling safe and confident that adults would take bullying seriously, while also noting that behaviour expectations were not consistently applied by all staff and that some lessons could be disrupted by a minority of students. This is a school that, by design, is trying to tighten consistency, and parents should weigh how well that is currently landing across different subjects and year groups.

On headline GCSE indicators, the outcomes sit close to the middle of the national distribution. The academy’s Attainment 8 score is 45.9, with an EBacc average point score of 4.05 and 18.4% of pupils achieving grades 5 or above across the EBacc entry. Progress 8 is -0.04, which indicates that, overall, students make slightly less progress than similar pupils nationally from their starting points.

FindMySchool’s proprietary ranking (based on official data) places the academy 1,864th in England for GCSE outcomes, and 6th within Sunderland. That positions it in line with the middle 35% of schools in England (25th to 60th percentile), rather than at either extreme.

For parents, the practical implication is that this is not a results outlier. The value proposition depends more on fit, routines, and the school’s improvement trajectory than on a single performance headline. Families deciding between local options should use the FindMySchool Local Hub Comparison Tool to view GCSE indicators side by side, including Progress 8 and the local ranking context.

The curriculum structure is unusually explicit. Key Stage 3 is designed as a full three year programme for Years 7 to 9, followed by a two year Key Stage 4, with a “3:2” model that signals a deliberate attempt to secure foundations before exam choices begin.

Curriculum intent is described as knowledge rich and ambitious, with an entitlement mindset rather than a narrow track. The published curriculum statement also explicitly supports EBacc study as an entitlement, which matters for families who want languages and humanities to remain part of the mainstream offer rather than an add on for a small set.

The most recent inspection report provides useful detail on how that plays out. Curriculum planning was judged to be stronger in some subjects than others, with variability in delivery, including uneven matching of activities to learning goals and inconsistent checking of understanding. At its best, teaching was described as clear, with effective questioning and retrieval activities helping students remember prior content.

A noteworthy practical example is the introduction of engineering as a Key Stage 4 option, presented as a link between curriculum and local labour market relevance. For some students, that kind of applied pathway can make school feel more purposeful in Years 10 and 11, especially when combined with strong literacy routines and clear revision structures.

Personal development is framed through the LIFE curriculum, covering areas such as relationships and sex education, careers education, and wider citizenship themes. This matters because schools with clear, planned PSHE and careers structures tend to be better placed to support students who need practical guidance about post 16 pathways.

As an 11–16 academy, the core transition point is post 16. The school’s inspection evidence indicates that Year 11 students value careers information and guidance, and that personal development content includes online safety and community safety.

What is not publicly evidenced in a quantified way is destination breakdown, for example proportions progressing to sixth form, college, apprenticeships, or training. In practice, families should treat post 16 planning as a Year 9 to Year 11 priority, and ask directly about:

• How the school supports choosing between sixth form routes and college routes

• How students access employer encounters and meaningful careers guidance

• What support is available for students who are undecided, or who are aiming for vocational pathways

A useful editorial lens is to judge the school’s post 16 readiness by process rather than by marketing language. Look for structured careers guidance, clear revision and attendance routines, and timely intervention for students at risk of falling behind.

Year 7 entry is planned at 210 places, and admissions are coordinated through Sunderland City Council’s normal secondary application process.

The academy’s own admissions information is unusually direct about a common pitfall: families must name the academy as a preference within the defined window, because there is no guarantee of a place if a different preference is unsuccessful. This is not unique to this school, but it is helpful that it is stated plainly.

For the September 2026 intake cycle, the academy lists these milestones: applications opening on 8 September 2025, a closing date of 31 October 2025, National Offer Day on 2 March 2026, and an appeal request deadline of 3 April 2026 (with appeal hearings expected across May to July 2026).

Open events also tend to run early in the autumn term. The local authority’s secondary admissions booklet for 2026–2027 lists an open evening date in early October for prospective Year 7 families. The academy also promoted an open evening in October 2024 with a Principal’s presentation and an invitation to explore the site’s newer facilities.

Demand is evidenced in local authority allocation data. For September 2024 entry, the local authority’s published statistics show 230 applications against a published admission number of 210, with a final allocation distance of 2.914 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

In year moves are handled via the local authority, and the academy notes that it does not normally enrol students after the beginning of Year 10, which is a practical consideration for families relocating mid GCSE course.

Parents considering the academy because of distance should use the FindMySchool Map Search to understand how their home compares with past cut offs, and then treat that as context, not certainty.

Safeguarding is a critical baseline, and the most recent inspection confirmed safeguarding arrangements were effective.

Pastoral work is described through both day to day practices and targeted inclusion. The behaviour and inclusion framework explicitly references tailored support plans, SEND adjustments, and designated inclusion spaces intended to keep students in mainstream education where possible.

The inspection evidence also indicates the academy has a specially resourced provision for students with autism spectrum disorder, with a designed curriculum and preparation for next steps. That can be important for families seeking a mainstream setting with additional structure, but it is still essential to discuss individual needs, staffing, and day to day integration with the school.

A practical support that affects wellbeing is breakfast. The academy offers a free breakfast provision from 8am until the start of school, using the National School Breakfast Programme. For some families, especially those managing early work patterns or tight morning routines, this can improve punctuality and help students start the day regulated and ready to learn.

The academy positions co curriculum as part of culture, not as an optional extra. In curriculum documentation, enrichment is described as a complement to subject knowledge, intended to broaden experience and build attitudes to learning.

One concrete academic enrichment mechanism is the “Need to Know Book” approach for Years 7 to 9. The academy describes these books as a tool for essential knowledge and independent study across subjects, with an expectation that students carry them daily and use them for revision at home. This is a very specific model of practice, and it will suit students who do well with memorisation and structured routines.

Facilities also shape enrichment potential. A major rebuild project described specialist rooms for engineering and design and technology, plus a large library facility and a swimming pool. The school has promoted open events inviting families to explore newer facilities, which suggests that the physical environment is intended to support both academic learning and wider participation.

It is worth being candid about participation. The most recent inspection evidence states that there are extra curricular opportunities available, but many pupils did not take advantage, with disadvantaged pupils especially less likely to engage. For families, the implication is that you should ask what the school is doing to shift participation, for example targeted invitations, transport support, or built in enrichment time rather than relying on after school take up.

This is a state funded academy with no tuition fees.

The academy publishes a daily timetable structure in its Academy Day information. Families should check that page for the most current start and finish times. Breakfast provision runs from 8am until the start of school, which can ease morning logistics.

For admissions logistics, Sunderland’s secondary admissions booklet is a useful reference point for open evening patterns and the city wide application process, and the academy’s own admissions page provides the key dates for the current cycle.

• Ofsted grade context. The most recent published inspection (January 2023) judged the academy Requires Improvement across all areas, and the report highlights inconsistency in curriculum delivery and behaviour expectations between staff.

• Progress is slightly below average. Progress 8 at -0.04 suggests some students may not make quite the same gains as similar pupils nationally. Families should ask what has changed since the last set of published data, and how progress is tracked by subject.

• Participation beyond lessons. Extra curricular opportunities exist, but the inspection evidence suggests take up has not been universal, particularly for disadvantaged students. Ask how enrichment is built into the week, not just offered after school.

• Admissions realism. For September 2024 entry, local authority statistics show the final allocation distance at 2.914 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Parents should treat past cut offs as context only.

Farringdon Community Academy is best understood as a school in transition, with sharper routines, a clearly structured curriculum model, and significant investment in facilities. Results sit around the England middle, with progress slightly below average, so the best fit is for families who prioritise structure, explicit expectations, and a school that is actively working to improve consistency rather than promising a finished product. It suits students who respond well to clear routines and who will use academic structures like the Need to Know Book model to build confidence over time.