Hans Price Academy Review 2026: A structured, pastoral secondary in Worle with a calm, high-expectations culture

A secondary intake of 11 to 16, a clear pastoral framework, and a straightforward message about what good learning looks like. Hans Price Academy organises students into four “colleges” and uses “learning families” to create smaller, consistent relationships within a larger school community.

Academically, results sit in the middle band nationally, but with some stronger signals in progress and local standing. In the FindMySchool GCSE outcomes ranking, it is ranked 2504th in England and 1st locally in Weston-super-Mare. Admissions demand is meaningful rather than extreme, with 389 applications for 203 places in the most recent Year 7 admissions dataset.

Leadership is clearly presented, with the current Principal named as Mr Adrian Esch.

The best clue to the school’s day-to-day feel is the language it repeats consistently. “Belonging” is positioned as central, with high expectations paired with warm relationships, and students described as known as individuals rather than processed in bulk. That framing matters because it explains why the pastoral model is so prominent.

The four-college structure, and the “learning families” within it, is not a cosmetic branding exercise. It is used to organise support, rewards and routines, and it creates a recognisable structure for students who might otherwise feel lost in a large secondary. Official review evidence links this model to students feeling safe and well cared for.

The culture leans towards order and consistency. The school describes a “ready to learn” policy as a foundation for its distinctive culture, and the formal review evidence emphasises a calm, orderly environment as non-negotiable. For families, the practical implication is simple: this is likely to suit students who do best with clear routines, predictable consequences, and adults who prioritise relationships without lowering standards.

Leadership is also presented with clarity. The school identifies Mr Adrian Esch as Principal, and governance documents record his appointment as permanent Principal from Term 4 in the academic year referenced.

Hans Price Academy’s most useful performance story is balance rather than headline dominance. In the FindMySchool GCSE outcomes ranking (based on official outcomes data), it is ranked 2504th in England and 1st locally in Weston-super-Mare, which places it in line with the middle 35% of schools in England (25th to 60th percentile).

The Attainment 8 score is 46. Progress 8 is +0.22, a positive figure that indicates students make above-average progress from their starting points. EBacc entry and outcomes are an area to watch: the percentage achieving grades 5 or above across the EBacc subjects is 6.1, and the average EBacc APS is 3.77.

What this means in practice is that the academic picture is credible and improving in parts, with progress a more encouraging indicator than raw attainment alone. For parents comparing nearby options, FindMySchool’s Local Hub and Comparison Tool can help place this profile against other local secondaries using the same underlying outcomes framework.

Teaching is described as rooted in a carefully designed curriculum, with deliberate revisiting of key knowledge rather than constant novelty. The most recent external review highlights subject expertise among teachers and the benefit of shared professional development across the wider trust, which typically matters when a school is aiming for consistency of approach across departments.

Where learning is strongest, the pattern is familiar to parents: clear sequencing, regular checking of understanding, and students able to explain how today’s lesson connects to what they learned previously. That kind of curriculum coherence tends to suit students who prefer clarity and incremental mastery over open-ended discovery.

The area identified for improvement is also specific, which is helpful. In some subjects, assessment is not consistently used to check that all students are ready for the next step; where understanding is not checked, some students, particularly disadvantaged students, can fall behind. The practical implication is that parents of students who need frequent feedback loops, or who are prone to masking confusion, should ask how checking for understanding works in the subjects their child finds hardest, and what support looks like when gaps appear.

Reading is given visible priority. Younger students have dedicated reading lessons alongside English so gaps can be identified early, and reading support is linked to effective identification of additional needs where relevant.

Where Students Go Next

There is no on-site sixth form provision, so post-16 planning is a core part of the experience rather than a late add-on. Students typically progress to a mix of sixth forms and further education providers across North Somerset and the wider area.

Careers and next-steps preparation is treated as a whole-school responsibility rather than a Year 11 scramble. Students have structured opportunities to meet employers, attend careers fairs and visit universities, and the careers programme is described as raising aspirations. For families, the practical question is not whether careers exists, but how early it begins and how it is personalised for students who are less sure of their direction.

For students who are motivated by a clear pathway, the combination of routine, careers access, and the school’s emphasis on responsibility can be a good match. For students who benefit from a strong in-house sixth form identity, it is worth factoring in the psychological shift of moving settings at 16.

Admissions for Year 7 places are coordinated through North Somerset, with a defined on-time window. For September 2026 entry, applications open by 12 September 2025 and close at 11.59pm on 31 October 2025. Offers are issued on 2 March 2026, and the acceptance deadline is 16 March 2026.

Demand is real but not at the “lottery” extreme seen in some urban schools. In the most recent admissions dataset, there were 389 applications for 203 offers, which equates to 1.92 applications per place, and the ratio of first preferences to offers is 1.24. The school is therefore oversubscribed, and families should approach it as a competitive but plausible option rather than a guaranteed place.

Because no “last distance offered” figure is available here, the most sensible planning approach is to focus on published oversubscription criteria and the local authority’s coordinated process, then sanity-check realistic chances based on recent application volumes. If your decision depends heavily on proximity, FindMySchoolMap Search is the right tool to model likely competitiveness using your precise location.

Pastoral care is tightly linked to structure. “Learning families” are positioned as a core support mechanism, and the four-college model is used to organise identity, rewards and support. This matters for wellbeing because students are less reliant on a single relationship; support can be routed through a known system.

Behaviour systems are described as consistent, with an emphasis on reflection, response and maintaining an orderly learning environment. The school’s approach is explicitly inclusive in its intent, aiming to support students who struggle to meet expectations rather than simply exclude them from the community.

The safeguarding position is clear. The latest Ofsted inspection confirmed the academy continues to be Good, and safeguarding arrangements were judged effective. Bullying is described as rare, with students confident that staff will act when issues arise.

For parents, the useful questions at an open event are practical: how the school responds to repeated low-level disruption, how it supports attendance when students are anxious, and how information flows between home, pastoral staff and subject teachers when a student begins to wobble.

The enrichment offer is wide, but the more important point is that it is organised and incentivised through the college structure, with “enrichment points” and inter-college competitions used to sustain participation. This tends to work well for students who need a nudge to try something new, because the system rewards consistency.

The programme includes both mainstream sport and more distinctive options. Examples include the Duke of Edinburgh’s Award, Hero Club (positioned as a safe space for LGBTQIA+ students and allies), Eco Club, Film Club, School of Rock, Musical Theatre Club, Chess Club, and a careers support drop-in. On the physical activity side, there is a clear menu: futsal across year groups, football, touch rugby, hockey, netball, basketball, cheerleading, and strength and conditioning.

Facilities referenced in school materials include a sports hall, a fitness suite, and an astroturf area used for activities such as touch rugby. Wider site investment has also been part of the school’s story, with a major renovation project reported in 2014.

The implication for families is straightforward. Students who gain confidence through teams, performance, or structured clubs should find accessible routes in. Students who are reluctant joiners should be encouraged early, because the school’s rewards model is designed to build habits through repetition rather than one-off enthusiasm.

The academy day is published with clear timings. Students can arrive from 8.20am and are expected to be in by 8.35am; lessons run through to 3.00pm for most year groups, with an additional session for Year 11 running to 3.50pm. Breakfast club is also advertised within the enrichment timetable materials, giving students a structured start to the day.

For travel, families typically use a mix of walking, drop-off, and local bus services; public route maps for Weston-super-Mare and Worle are published by regional operators and are worth checking each term as patterns change.

• Oversubscription: Demand exceeds places, with 389 applications for 203 offers in the latest dataset. Families should plan on the basis that a place is not automatic, even if the school is your first preference.

• Moving settings at 16: With no on-site sixth form, students will transition again after GCSEs. For some, that fresh start is motivating; for others, it is an extra disruption to factor into planning.

• Department-to-department consistency: External review evidence identifies that in a small number of subjects, checking understanding before moving on is not consistently strong, which can affect outcomes for some students. Ask how this has been addressed and how parents are informed if a student begins to fall behind.

• EBacc entry remains low: The full EBacc suite is offered, but entry remains low according to the latest inspection evidence. If you value the EBacc pathway, it is worth asking what drives entry decisions and how languages and humanities are encouraged.

Hans Price Academy offers a large secondary experience with unusually clear internal structure. The college model, learning families, and consistent behavioural expectations create a predictable environment where many students can settle and improve. Academically, the profile is broadly in line with the middle band across England, with positive progress a key encouraging sign.

Who it suits: families looking for a well-organised, community-focused state secondary with strong routines, clear expectations, and a visible commitment to pastoral support, especially for students who benefit from structure and relationship-based accountability. Admission is the obstacle; the day-to-day offer is coherent once secured.