Landau Forte Academy, QEMS Review 2026: Dual specialisms, clear routines, and ambitious expectations

There is a strong sense of structure at Landau Forte Academy, QEMS, from the published timings of the day to the four-house framework that underpins behaviour, identity and participation. The academy is part of the Landau Forte Charitable Trust and opened in September 2011, continuing the QEMS name that is well known locally.

Leadership is clearly defined, with Mrs Katie Adams listed as Principal, and appointed in July 2021. The latest Ofsted inspection (September 2022) judged the academy Good overall, with Good ratings across Quality of Education, Behaviour and Attitudes, Personal Development, and Leadership and Management.

The academy presents itself as a place that expects students to meet high standards and explains those standards openly. Official materials emphasise ambitious expectations and a calm, orderly culture, which is reinforced by a prominent pastoral framework built around houses. For families, this usually translates into fewer surprises: routines are explained, responsibilities are visible, and students know where to go for help, whether that is through a Head of House, a safeguarding lead, or senior staff.

The four-house model, Freville, Guy, Offa and Peel, is not just a badge system. The academy links it to leadership opportunities, assemblies, and an internal programme of events that can include performing arts showcases and subject challenges. That matters because it gives students “routes in” beyond lessons, especially those who build confidence through belonging to a smaller team within a larger secondary school.

A distinctive part of the academy’s identity is its stated dual specialism in music and mathematics. This is not the same as formal selection by academic ability, but it does signal a culture where performance, rehearsal and problem solving are part of the story the academy tells about itself. For parents, the practical implication is that students who enjoy structured practice, whether that is a musical instrument, performance rehearsal, or incremental improvement in maths, are likely to find plenty of reinforcement.

On FindMySchool’s GCSE outcomes ranking, Landau Forte Academy, QEMS is ranked 2,189th in England and 2nd in Tamworth for GCSE performance (FindMySchool ranking, based on official data).

The underlying attainment picture is broadly in line with the middle of schools in England. The academy’s Attainment 8 score is 46.9. Its Progress 8 score is 0.06, which indicates progress that is close to, and slightly above, the England benchmark.

For parents interpreting this: Progress 8 is often the more useful indicator of how effectively a school supports learning across a full ability range. A positive score, even a small one, can point to consistent teaching routines and curriculum sequencing that help students keep pace and recover when they fall behind.

There is, however, a weaker signal around entry to the English Baccalaureate suite. The proportion achieving grades 5 or above in the EBacc is 10.4, and the academy’s EBacc average point score is 3.91. For some families, this will not be a concern, especially if a child’s strengths lie in creative, technical or applied pathways. For others, particularly those seeking a strongly academic language and humanities pathway, it is worth asking how many students are entered for the full EBacc combination and how option guidance supports long term choices.

Parents comparing local schools can use the FindMySchool Local Hub and Comparison Tool to view these GCSE indicators side by side across Tamworth, then sense check the picture against curriculum plans and open event conversations.

The academy places a clear emphasis on curriculum planning and on students remembering key knowledge over time. Curriculum road maps are presented as a way of showing how content builds through year groups, and the accompanying explanation highlights revisiting and retrieval as a deliberate strategy for long term learning.

Alongside that is a stated assessment model designed to identify what students have learned, diagnose gaps, and guide improvement. For families, the most important question is how consistently this is implemented across departments. The best way to test that is to ask, at an open event or meeting, what feedback looks like in practice: how often students are assessed, how re-teaching is planned, and how students who fall behind are supported to catch up without losing confidence.

At GCSE, option pathways are shaped by the academy’s view of what is sustainable and ambitious for the cohort. Ofsted’s published report describes a broad curriculum offer with leaders being deliberate about which subjects are provided. A practical implication is that students are likely to experience a clear, planned sequence rather than a menu that changes rapidly year to year. That stability can support progress, particularly for students who need consistency.

Where Students Go Next

As an 11 to 16 academy, the main transition point is after Year 11. The academy’s prospectus states that the majority of students progress to study A levels at Tamworth Sixth Form Centre. This matters for parents because it suggests a relatively straightforward local route for students who want to continue into sixth form education, without necessarily changing community, travel patterns, or peer groups.

For students more interested in vocational or mixed programmes, the same prospectus frames careers guidance as a core entitlement, with a focus on securing a planned destination after Year 11. The academy also publishes careers and employability information that highlights support across post 16 and post 18 pathways, which typically includes further education, apprenticeships, and employment alongside sixth form.

Because the academy does not publish a detailed numerical destination breakdown on its main pages, families should ask how destination planning is delivered in Year 10 and Year 11, how work experience is arranged, and how guidance supports realistic choices for both academic and technical learners.

Applications for Year 7 are made through local authority coordinated admissions, rather than directly to the academy. The academy’s admissions page is explicit that there are no tuition fees.

For September 2026 entry in Staffordshire, the standard application window ran from 01 September 2025 to 31 October 2025, and the local authority notes that late applications are possible after the closing date. Offers are issued at the beginning of March, and Staffordshire’s guidance for this cycle references 02 March 2026 for online offer notifications.

The academy’s published admissions policy also sets out the usual rhythm for open events in September and October, applications in October and November, and offers on 1 March. That is helpful because it allows families of younger pupils to plan ahead even when exact dates move slightly year to year.

A notable feature in the academy’s published arrangements is an aptitude route linked to Performing Arts or Football, referenced as part of the admissions criteria for certain intakes. Families interested in this should read the policy carefully and confirm what is assessed, when it is assessed, and how it interacts with the standard local authority preference process.

Pastoral care is structured and visible. The house system is positioned as a driver of wellbeing, identity and healthy competition, with staff Heads of House and student leadership roles supporting the approach. For many students, this model works well because it creates continuity across year groups: a student can be known within a smaller community even while moving through a larger secondary setting.

Safeguarding and student safety are framed as core priorities. Inspectors reported that pupils feel happy and safe at school and described a calm, orderly atmosphere. Parents should still do the practical diligence that matters anywhere: understand who the safeguarding leads are, how concerns are raised, and what support exists for anxiety, attendance issues, or peer conflict, especially in the move from primary into Year 7.

This is an academy that publishes specific enrichment options, which is usually a good sign of breadth and organisation. An extra curricular timetable highlights activities that go beyond the standard menu, including campanology (bell ringing) at St Editha’s Church, music theory sessions, choir, brass band, dance provision, and a KS3 science club.

Performing arts activity also shows up in enrichment materials, for example an Academy Theatre Group programme referenced through production rehearsals. For students who gain confidence through performance, this kind of provision can be a significant anchor, giving them a reason to attend, practise, and build friendships outside their usual class groupings.

Sport and physical activity are supported by on site facilities that are also marketed for community use. The academy describes an astro turf, netball court and grass pitches, alongside free car parking. Its Sports Centre is described as including a sports hall, dance studio and climbing wall, and was officially opened in 2013 by Mike Gatting and Sarah Taylor. Even if a child is not an elite athlete, access to varied facilities often improves participation because students can find a form of activity that fits, whether that is team sport, fitness, dance, or climbing.

The academy publishes start and finish times by year group. For Years 7 to 10, the standard day is shown as 08:30 to 15:00, with tutorials and five lesson periods mapped out in the published schedule.

Transport planning is also a practical consideration. Staffordshire publishes school transport timetable information for services linked to the academy, including named routes and operators. For families driving, the academy notes free parking for community use sessions, which can be relevant when attending performances, fixtures or meetings.

• Aptitude routes and criteria detail. The admissions policy references aptitude places linked to Performing Arts or Football for certain intakes. This can be a good fit for the right child, but families should understand exactly what is assessed, how places are allocated, and how it interacts with standard distance or priority rules.

• EBacc outcomes and pathway planning. The academy’s EBacc grade 5 plus outcome is relatively low, so parents who want a strongly academic language and humanities route should ask how EBacc entry is approached and how option guidance supports ambitious combinations.

• Strong routines can feel demanding. A structured culture supports many students, especially those who benefit from clarity and predictability. Some students prefer a more informal style, so it is worth exploring behaviour expectations, homework routines, and the approach to sanctions and restorative work.

• Post 16 is a transition point. As an 11 to 16 academy, every student will move on after GCSEs. The published prospectus indicates that most progress to Tamworth Sixth Form Centre, but families should still explore alternatives early and understand what support is provided for different destinations.

Landau Forte Academy, QEMS suits families who value clear routines, defined expectations, and a broad enrichment offer that includes distinctive strands such as bell ringing, performance, and structured music opportunities. Academic performance indicators are broadly in line with the middle of schools in England, with a slightly positive Progress 8 signal that suggests steady learning gains across the cohort. Best suited to students who respond well to structure and who will take advantage of the house system and enrichment programme, with the main decision point being the post 16 transition after Year 11.