Landau Forte Academy, Amington Review 2026: A values-led 11 to 16 academy serving Amington and Tamworth

Ambition is explicit here. So is the promise that students will be treated with kindness and expected to be brave when learning gets difficult. Those three values, Ambitious, Brave and Kind, are presented as the academy’s organising principles, rather than a slogan for display boards.

Leadership has been stable for several years. Andrew Deen has been principal since July 2019, a tenure that spans the academy’s improvement journey from a prior Requires Improvement judgement to its current Good status. The most recent routine inspection, in May 2022, judged the academy Good across all areas.

For families, the key question is fit: an 11 to 16 school with a broad curriculum and clear behavioural expectations, within a trust structure that provides onward progression routes after GCSE, but without an in-house sixth form.

The clearest insight into daily culture comes from the way values are described in practical terms. “Ambitious” is framed as high challenge for every student, “brave” as solving problems together, and “kind” as respecting others’ beliefs and individuality. This is more useful than generic virtues, because it signals what staff will praise and what they will correct.

A second, equally important theme is relationship-driven adult support. External review evidence describes students as proud of their school, with staff taking time to get to know them. The report also describes a consistent message from students that there are adults to help with both academic and personal worries. For parents weighing a move at age 11, that matters, because transition success often depends less on timetable mechanics and more on whether a child can quickly identify trusted adults.

The tone is purposeful rather than relaxed. Leaders are described as having high aspirations for every pupil, and the curriculum is characterised as broad and ambitious. Where this becomes tangible is in the expectation that students will handle a full five-lesson day, with tutor time and structured sessions that run through to mid-afternoon.

There is also a clear community-facing dimension. The academy sits within the Landau Forte Charitable Trust and presents itself as one member of a wider family of schools, which can bring shared approaches and shared professional development for staff. For families, the practical implication is that school identity is both local and trust-shaped, with policies and improvement priorities influenced by a wider organisation rather than a standalone governing body.

Landau Forte Academy, Amington is ranked 3,172nd in England and 6th in Tamworth for GCSE outcomes (FindMySchool ranking based on official data). This places performance below the England average, within the bottom 40% of schools in England.

The attainment picture sits alongside a challenging progress profile. The Progress 8 score is -0.58, which indicates that, on average, students make less progress than pupils nationally with similar starting points. For parents, this is an important contextual measure because it speaks to the learning journey, not only the final grades.

Other indicators reinforce a curriculum that is attempting to raise ambition, but with outcomes that still lag behind the strongest comparators. Attainment 8 is 37.4, while the average EBacc average point score is 3.33, and 9.7% of pupils achieve grades 5 or above across the EBacc elements.

How should families interpret this? First, it is compatible with a school that has improved its overall effectiveness, but still has work to do to translate curriculum intent into consistently strong exam outcomes. Second, it increases the importance of asking precise questions at open events about subject-level improvement, intervention at Key Stage 4, and how the academy identifies and closes gaps in knowledge as students move through Years 7 to 11.

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to benchmark the academy’s GCSE profile against nearby schools, while also checking whether travel time and transport are realistic for a five-day routine across the full secondary phase.

The curriculum is positioned as broad, with an explicit focus on ambition. External review evidence describes it as broad and ambitious, with the English Baccalaureate placed at the heart of the curriculum and take-up increasing. That does not mean every student is forced into the same pathway, but it does signal a preference for academic breadth and for keeping options open beyond age 16.

Teaching is also described in “how” terms, not only “what” terms. Inspectors describe consistent teaching approaches across the school, frequent use of questioning to deepen knowledge and check what pupils remember, and strong subject knowledge. These are useful indicators for parents, because consistency reduces the risk that a child’s experience depends on timetable luck.

The academy’s published teaching framework adds further clarity. It sets out a sequence that starts with checking understanding, moves through modelling and deliberate practice, and then expects feedback and review as routine. For students who learn best with clear structures and repeated practice, this approach can be an advantage, particularly in subjects like mathematics, science and languages where cumulative knowledge matters.

Literacy is treated as a whole-school responsibility. Evidence highlights planned opportunities for literacy across the curriculum, high expectations for spelling, punctuation and grammar, and targeted support for pupils who struggle with reading, including structured strategies such as pre-teaching key vocabulary and breaking learning into smaller chunks. The implication is straightforward: students who arrive with weaker reading fluency are not left to cope alone, but the school’s approach is likely to feel explicit and technique-driven rather than informal.

Because the academy serves students up to age 16, post-16 progression is an external transition rather than an internal step. Families should plan early for what comes after Year 11, especially if a student needs a particular vocational route, a specific A-level mix, or a setting with extensive pastoral support.

The trust structure does, however, make onward routes easier to understand. The academy prospectus points students towards Tamworth Sixth Form Academy as an option for further education within the wider Landau Forte family. For some families, that can provide continuity of approach and expectations, even if the site and staff are different.

For many students, the best next step will depend on GCSE outcomes, course availability, travel, and the student’s preferred learning style. A sixth form college can suit students who want broader subject choice and a more adult environment, while a school-based sixth form can suit those who benefit from smaller cohorts and tighter daily monitoring. The academy’s careers education is described as extensive, with students appreciative of guidance and support around next steps.

A practical parent action is to attend both Year 11 guidance sessions and post-16 open events early, then map realistic travel times. A good post-16 plan is one where the timetable works for the student’s energy and responsibilities, not only where the headline results look attractive.

Year 7 admissions are coordinated through Staffordshire County Council rather than handled directly by the academy. For September 2026 entry, the council application system opens on 1 September 2025 and closes on 31 October 2025, with outcomes issued on National Offer Day, 2 March 2026.

The academy publishes a simple rule of thumb on timing, apply from early September and expect a late October deadline, with offers usually in early March. In practice, families should treat the council timetable as the definitive calendar and use the academy website for school-specific documents and guidance.

Oversubscription criteria are where the detail sits. Published arrangements set out priority order and use distance to the school gate as the tie-breaker when applications exceed places, measured in a straight line by the local authority. The council’s published materials also make clear that admission arrangements can change over time following consultation, so families should read the arrangements for the relevant entry year rather than relying on older copies.

Open events are a sensible first step for most families. The academy scheduled an open evening in early September in the last admissions cycle, which signals a typical pattern of open events at the start of the school year. Parents should check the academy’s website for the next published date and any booking instructions, and then follow up with precise questions about behaviour systems, reading support, and Key Stage 4 pathways.

Parents thinking about catchment and distance should use the FindMySchool Map Search to understand how far they are from the school gate, then cross-check with Staffordshire’s allocation guidance. Distance criteria can be decisive, and the practical detail is always in the published arrangements for that year.

Pastoral credibility depends on whether students feel safe and know where to turn. Evidence from the most recent inspection is strong on this point: students report that there are adults to help them, and most say they feel safe at school. They also describe bullying as something that can happen, but with confidence that adults will listen and take action.

Safeguarding is a clear priority, with the inspection explicitly stating that safeguarding arrangements are effective and describing a strong safeguarding culture in which staff know pupils and families well, understand local risks, and work with external agencies. This matters in Tamworth as elsewhere, because local risks are not abstract. The report references work to educate students about risks such as knife crime, which suggests a realistic, protective approach rather than a purely compliance-led one.

Behaviour has improved, but with an important caveat. The same evidence base notes that behaviour has improved significantly since the prior inspection, while also stating that learning can occasionally be disrupted when behaviour strategies are not implemented consistently. For parents, this is a useful question prompt: ask how consistency is maintained across staff teams, what happens in classrooms where disruption occurs, and how quickly issues are escalated and resolved.

Finally, the presence of counselling support is a meaningful indicator of wellbeing intent. The inspection evidence notes access to a school counsellor, which is not universal in state secondary schools and can be helpful for students navigating anxiety, friendship challenges, or exam pressure.

Extracurricular is where a school’s culture becomes personal. Landau Forte Academy, Amington has published structured after-school provision with named clubs rather than generic categories. Examples include Musical Theatre, Duke of Edinburgh, Chess, Debate Club, Music Tech, Fashion Club, Gardening, and year-group basketball in the sports hall.

The value of this list is not the volume, it is the breadth. Musical Theatre and Orchestra-style provision signal performance opportunities and teamwork; debate develops structured speaking and confidence; Music Tech aligns with modern creative pathways; Duke of Edinburgh builds endurance, organisation and social contribution; gardening can be grounding for students who prefer practical, calm activities.

Equally important is accessibility. The published programme is described as open to all students, which suggests that participation is not restricted to elite teams or invitation-only groups. Parents should still ask about any capacity limits, especially for high-demand clubs, and how students sign up.

For students, the best extracurricular choice is usually one that complements learning needs. A student who struggles with routine may gain from a club with a weekly rhythm and clear expectations. A student who lacks confidence may benefit from a structured public-speaking or performance environment where progress is incremental and visible.

The academy day is structured and predictable. Tutor time runs from 08:40 to 09:10, followed by five sessions that take the day through to a 15:10 finish. The academy also describes a standard pattern of five hour-long lessons per day alongside tutor time.

Breaks and lunchtimes are on site, with food available from the restaurant and the academy stating that students are not allowed to leave the site during breaks. That policy tends to suit parents who want clear boundaries, and it simplifies safeguarding and punctuality.

Wraparound care is not usually a defining feature for secondary schools. Details of any before-school supervision or after-school care beyond clubs are not clearly set out in the published day-structure information, so families with specific childcare constraints should confirm arrangements directly with the academy.

For travel, most families will base decisions on realistic daily routines rather than aspirational maps. A five-session day means that travel time and reliability matter. If a route depends on multiple connections, it can affect punctuality, homework routines, and willingness to attend after-school clubs.

• Progress profile. A Progress 8 score of -0.58 indicates below-average progress from similar starting points. Families should ask what has changed since the last cohort and how Key Stage 4 intervention is targeted.

• Behaviour consistency. Behaviour is described as significantly improved, but occasional disruption is noted where strategies are not applied consistently. This is worth exploring, especially for students who need calm classrooms to learn well.

• No sixth form on site. Post-16 progression requires a move. For some students this is a positive fresh start; for others it means an additional transition at a high-stakes moment.

• Competitive admissions. Published arrangements rely on oversubscription criteria and distance tie-breaks when demand exceeds places. Families should read the arrangements for the intended entry year and avoid assumptions based on older policies.

Landau Forte Academy, Amington offers a structured 11 to 16 experience shaped by clear values, a broad curriculum ambition, and a pastoral stance that students recognise in practice. The current Good judgement provides reassurance on overall effectiveness and safeguarding, while published evidence also highlights the ongoing work needed to secure stronger consistency in outcomes and classroom behaviour.

Best suited to families in and around Amington and Tamworth who want a values-driven, well-organised school day, clear adult support, and a curriculum that aims to keep options open through Key Stage 4. Families should weigh the current progress and attainment profile carefully, and plan early for the post-16 transition. Those shortlisting the academy can use the Saved Schools feature to keep notes from open events and compare like-for-like against nearby alternatives.