Castleford Academy Review 2026: Ambitious, orderly, and strongly focused on personal development

Clear expectations shape daily life here. Pupils are expected to be “ready, respectful and safe”, and the tone is purposeful without feeling austere. The most recent inspection describes a calm site, mature attitudes to learning, and relationships that are generally positive.

Academically, the picture is steady rather than headline grabbing. In the FindMySchool GCSE dataset, the school sits in line with the middle 35% of schools in England (25th to 60th percentile). It ranks 1,802nd in England for GCSE outcomes (FindMySchool ranking based on official data), and 10th locally across Wakefield.

Leadership is stable. The headteacher is Mr Wesley Bush.

There is a strong “how we do things here” feel. Routines are well established, movement around site is described as calm, and pupils generally follow expectations. Bullying is described as rare and addressed quickly when it occurs. Pupils report feeling safe and knowing there are trusted adults to speak to, which matters to families weighing up confidence and consistency as much as outcomes.

The school is part of Castleford Academy Trust, with trust leadership and governance structures referenced as part of how the school is run. For parents, the practical implication is that strategic decisions, staffing development, and some policies may be shaped at trust level as well as within the school.

Inclusion is a visible strand. The school has a specially resourced provision for deaf pupils, the Resource Base for Deaf Children, and the inspection narrative points to swift identification and tailored support. Families considering mainstream with targeted specialist support may see this as a meaningful differentiator.

The FindMySchool GCSE dataset places the school in the middle 35% of schools in England (25th to 60th percentile). Ranked 1,802nd in England and 10th in Wakefield for GCSE outcomes (FindMySchool ranking based on official data), performance is broadly in line with many solid, large secondary schools.

On headline measures provided:

• Attainment 8 is 48.6.

• Progress 8 is +0.41.

• EBacc average point score is 4.16.

• 14.3% achieved grades 5 or above across the EBacc measure listed.

(These are the most recent figures available in the provided dataset and should be read as the current benchmark for published results.)

A useful nuance for parents is the inspection commentary that the proportion of pupils entering the English Baccalaureate has reduced and remains below the England average. In practice, this can signal a curriculum balance that keeps options open for a wider range of pathways, but families prioritising a strongly EBacc weighted route may want to ask how languages and humanities are timetabled and encouraged.

Parents comparing local schools can use the FindMySchool Local Hub page and the Comparison Tool to view these results alongside other Wakefield secondaries, using consistent measures rather than marketing claims.

Curriculum ambition is a clear theme. Teaching is described as underpinned by well thought through subject approaches and methods that help pupils “know more and remember more”. For families, the implication is a strong emphasis on sequencing, retrieval, and long term retention rather than short term exam tactics.

Subject knowledge is described as a strength, and checking pupils’ understanding is often effective. The improvement priority is also specific and practical, that at times work is not understood by pupils and misconceptions are not consistently addressed. If your child can be quiet in class while missing key steps, it is worth asking how teachers identify gaps quickly and what classroom routines exist for “checking for understanding” across subjects.

Reading is positioned as a whole school priority, with structured identification and support for weaker readers. This matters most for families whose children are entering Year 7 still building fluency and confidence, because secondary curriculum access rises and falls on reading stamina.

This is an 11 to 16 school, so the main transition point is post 16. Published destination percentages are not available in the supplied dataset, so the most useful way to assess pathways is to look at the school’s careers programme and its external links.

The inspection narrative highlights a careers programme embedded across the curriculum, with pupils able to talk confidently about plans. The school also lists a wide set of partner links spanning universities and colleges, including Wakefield College and other regional providers, which can support both academic and technical routes.

For parents, the right question is less “where does everyone go” and more “how well does the school support different routes”. Ask how pupils are guided towards sixth form study versus college courses, what employer encounters look like, and how the school supports applications for apprenticeships and training for pupils who prefer a more applied pathway.

Year 7 admissions are coordinated through Wakefield Council rather than directly through the school, with the council’s portal opening on 01 September 2025 for September 2026 entry. The on time closing date is 31 October 2025, and families can view offers from 02 March 2026 via the portal.

The school publishes a PAN of 300 for 2026 to 2027. Families should still read the oversubscription criteria carefully and check how distance, siblings, and any priority categories are applied in Wakefield’s coordinated scheme.

If you are judging realistic chances, be cautious about relying on anecdotal “it is easy to get in” or “it is impossible”. Use the FindMySchoolMap Search to check your exact home to school distance and keep an eye on any updated local authority guidance for the relevant year group.

Pastoral strength shows up most clearly in culture and safety. The inspection narrative describes pupils feeling safe, bullying being rare and handled quickly, and pupils knowing trusted adults to speak to.

Personal development is a stated standout area in the most recent inspection, and it is described through concrete examples: appreciation of difference, understanding of fundamental British values, and many routes to widen talents. For families, that translates into a school that takes citizenship, respect, and enrichment seriously rather than treating them as add ons.

Attendance is flagged as an area where strategies have been introduced but impact was still emerging at the time of inspection. Parents whose children have had patchy attendance in primary should ask what early intervention looks like, and how the school balances support with expectations.

The report confirms safeguarding arrangements are effective.

Enrichment is described as broad and actively encouraged for all pupils, not only the confident joiners. The inspection report gives specific examples that go beyond sport and generic clubs, including a soul band, eco club, trampolining, Book Worms, and British Sign Language clubs.

There is also evidence of subject linked and interest driven options. School documentation references clubs such as a Minecraft Club and a Computer Games Development Club, which can be particularly appealing for pupils who connect best through digital creativity and structured projects.

Creative and community facing activities feature too. The inspection narrative mentions involvement in a school production of Matilda, alongside musical instrument learning. Pupils also take on leadership roles, with examples including organising a charity colour run and helping decide which causes to support.

The practical implication is that pupils who need a reason to feel they belong usually have multiple routes to find it, through music, leadership, identity based support such as British Sign Language activity, or interest led clubs.

The school day runs from 8:45 to 15:00, with optional enrichment or booster sessions from 15:00 to 16:00. This can suit families who value a structured extension offer after the formal day, but it also raises a practical question about travel home and late buses if your child plans to stay for enrichment.

Term dates for 2025 to 2026 and inset days are published by the school, which is helpful for planning childcare and work commitments.

On travel, local school services operate in the area, including routes that explicitly reference Castleford Academy as a destination in published public transport material. Families should confirm the most current routes and stops for their address and year group, particularly if relying on public transport in winter months.

• Inspection framework change and expectations. The school previously held an Outstanding grade, but the latest inspection (January 2025) uses the newer approach without an overall effectiveness judgement. Parents should focus on the current strand judgements and priorities rather than older labels.

• EBacc route may be less central for some pupils. External review notes EBacc entry has reduced and sits below the England average. If you want a strongly language and humanities weighted pathway for your child, ask how EBacc subjects are promoted and timetabled.

• Consistency of checking understanding. The improvement point is specific, occasional lessons do not ensure pupils understand the work and misconceptions can persist. Pupils who struggle silently may need proactive support.

• A large school experience. Capacity is 1,500, and roll is reported at around 1,477 at the time of the January 2025 inspection. This scale suits some pupils well, but others may prefer a smaller setting with fewer transitions each day.

Castleford Academy presents as a large, orderly secondary with high expectations and an unusually strong emphasis on personal development. Academic outcomes in the FindMySchool dataset sit broadly in the mainstream of England performance, with a positive Progress 8 signal, while day to day culture is described as calm and safe.

Who it suits: families who want a structured environment, clear routines, a broad enrichment offer, and a school that takes character education and leadership seriously. The key due diligence is to probe subject level consistency and how the school supports pupils who need misconceptions corrected quickly to keep pace.