Ormiston NEW Academy Review 2026: Fordhouses secondary with sixth form and strong routines

A large, mixed secondary with sixth form in Fordhouses, this academy sits within Wolverhampton’s coordinated admissions system and runs to an admission number of 210 in Year 7. A clear set of values, Pride, Endeavour and Together, shows up repeatedly in the school’s public messaging and helps explain the emphasis on routines, punctuality, and consistency.

The most recent Ofsted inspection (February 2022) judged the academy Good across every headline area, including sixth form provision.

Expectations and structure are central here. Public-facing material focuses on discipline, practice, and consistent routines, and the wider Trust narrative positions the academy as part of a regional network that aims to strengthen outcomes over time.

Leadership is clearly signposted. Craig Cooling is named as Principal across the Trust profile and the academy’s own leadership pages, and the Principal’s welcome notes progress since starting in September 2019.

Cultural development is framed as part of the offer, rather than an optional extra. The academy highlights British values explicitly, and the curriculum narrative stresses reading, writing, oracy and mathematics as core threads.

At GCSE, outcomes sit below England average on the FindMySchool ranking. Ranked 3,417th in England and 22nd in Wolverhampton for GCSE outcomes (FindMySchool ranking based on official data), the numbers point to a school still building consistency across subjects. Attainment 8 is 38.1, and Progress 8 is -0.27, which indicates that, on average, pupils make slightly less progress than pupils with similar starting points nationally.

The EBacc profile is also worth noting for families who value languages and the full English Baccalaureate suite. Only 3.3% of pupils achieved grades 5 or above across the EBacc measure in the data provided, and the average EBacc APS is 3.04. For some students this will be a neutral issue, for others it may influence option choices and post-16 pathways.

Post-16 outcomes also sit below England average on the FindMySchool ranking. Ranked 2,307th in England and 19th in Wolverhampton for A-level outcomes (FindMySchool ranking based on official data), the grade profile shows 28.57% of entries at A* to B, compared with an England benchmark of 47.2% for A* to B. A grades stand at 3.57%, with A* at 0%. The implication is that the sixth form offer can suit students looking for a mixed programme (including applied routes), but families targeting a heavily A-level, high top-grade profile should examine subject-by-subject performance carefully when visiting.

Parents comparing local results can use the FindMySchool Local Hub to view these measures side by side with other Wolverhampton secondaries via the Comparison Tool, particularly helpful when weighing Progress 8 and post-16 grade profiles.

Reading is a prominent strand, and it is described as deliberate rather than incidental. The curriculum overview states that the Freedom to Read project is designed so that students will have read eight classic texts by the end of Year 11, alongside planned opportunities for extended writing and oracy.

External evidence points to teaching that is effective in many areas, with some inconsistency between subjects. The February 2022 inspection report describes an ambitious curriculum with well-planned sequencing in most subjects, while also identifying that, in a minority of subjects, the “small steps” needed for success are not always mapped clearly enough, and assessment is not consistently used to spot misconceptions early.

For pupils, the practical impact is simple: experiences can vary by subject. In stronger departments, pupils are more likely to receive tightly structured explanations, frequent checks for understanding, and timely intervention when gaps appear. Where curriculum sequencing and assessment are weaker, progress can be slower and pupils may need more independent consolidation at home. Families should therefore ask, during open events, how the academy quality-assures curriculum planning and assessment across all departments, not only the headline ones.

The academy serves an 11 to 19 age range, so “next steps” has two meanings: Year 11 destinations into sixth form or college, and Year 13 destinations into work, training, or higher education.

For the 2023 to 2024 leavers cohort (cohort size 50), 32% progressed to university, 4% to apprenticeships, 28% into employment, and 2% into further education. This mix suggests that post-18 pathways are varied, with a substantial share moving directly into work as well as a smaller, but meaningful, university route.

The academy’s published sixth form positioning supports this breadth. It describes a curriculum offer that includes A Levels and BTEC qualifications and highlights a football academy as a distinctive component within the post-16 experience.

Year 7 admission is coordinated through Wolverhampton’s local authority process. The academy states a Year 7 admission number of 210 and aligns oversubscription criteria to the local authority approach, with priority that includes looked-after children, specific medical or social need, siblings, and then distance measured as a straight line to the main entrance.

For September 2026 entry, the admissions policy sets out that applications open on 01 September 2025 and the local authority application deadline is 31 October 2025, with offers issued on national offer day, typically 01 March (or the next working day).

Open events for this intake are clearly published. The academy lists an open evening on Tuesday 30 September 2025 (5pm to 8pm), plus appointment day tours on 07 October and 09 October 2025 with two tour windows.

Sixth form entry is handled differently. The 2026 admissions policy states that Year 12 applications for the 2026 academic year begin in December 2025 and close on 31 March 2026, with outcomes communicated following receipt of GCSE results.

Safeguarding is a non-negotiable baseline for any school, and the February 2022 inspection report confirmed that safeguarding arrangements are effective.

Beyond safeguarding, pastoral culture is closely linked to routines and attendance. The academy’s attendance policy sets out a clear start to the day, with students expected to be on site by 8:25am and in class at 8:35am, with registers marked by 8:50am. This clarity can be helpful for families who want firm boundaries and predictable standards, particularly for pupils who benefit from structure.

Support for pupils with additional needs is also referenced in formal commentary. The February 2022 inspection report describes leaders identifying needs quickly and providing interventions via an internal hub, while noting that not all staff consistently match work to pupils’ needs, which can affect outcomes for some pupils with SEND. For parents of pupils with additional needs, this is the right area to probe during visits: how the academy shares pupil profiles, trains staff, and checks that adaptations are consistent across subjects.

Enrichment is framed as a meaningful extension to the curriculum, with the academy explicitly linking it to broader experiences and personal development, and referencing the wider Trust “Charter” approach.

The most useful way to understand enrichment here is to look at named strands rather than generic lists. Duke of Edinburgh’s Award is specifically referenced as part of the enrichment picture. Student voice also has a defined route through the Student Council, described as a representative group that discusses school issues with senior staff and helps organise events.

Post-16 adds a distinctive sports pathway. The NEW Football Academy is positioned as a full-time football education programme alongside study for students aged 16 to 19, and is linked to an academy director with a professional football background. For students where sport is a serious commitment, this can be a strong fit because it aligns timetable, coaching, and qualification routes.

Reading enrichment also appears as a structured priority. The Freedom to Read project is presented as a coherent spine for literary exposure by the end of Year 11, supporting cultural literacy and essay-based subjects.

The attendance policy sets the start of the school day at 8:35am, with students expected on site by 8:25am. The academy also describes an hour at the end of the day that can be used for extracurricular activities and homework support, which will matter to families balancing independent study with after-school routines.

Travel-wise, this is a Fordhouses site on Marsh Lane, which generally suits families across the north of Wolverhampton and nearby areas, particularly where bus routes make commuting practical. Because the academy keeps students on site during the day, lunchtime travel is not part of the routine.

• GCSE outcomes remain a development area. The FindMySchool ranking places GCSE results below England average, with a Progress 8 score of -0.27. This can still be the right school for many pupils, but it is worth asking how subject leaders tackle inconsistency across departments.

• EBacc breadth may not suit every academic profile. With only 3.3% achieving grades 5 or above across the EBacc measure in the data provided, pupils who want a strongly language-led Key Stage 4 experience should ask how options are structured and supported.

• Post-16 top grades are limited in the reported profile. A-level A* is 0% and A is 3.57%, with 28.57% at A* to B, below the England benchmark given. Families should discuss which subjects are strongest and how the sixth form supports higher-attaining students to secure top grades.

• Sixth form timelines are early. Applications open in December 2025 and close 31 March 2026, so interested students should plan references, predicted grades, and course choices well ahead of spring deadlines.

Ormiston NEW Academy is a large, structured secondary with sixth form that puts routines, attendance, and personal development front and centre, and offers distinctive post-16 pathways such as the football academy. Outcomes at GCSE and A-level sit below England average on the FindMySchool rankings, so the academy’s best fit is often students and families who value firm expectations and a broad route into employment, training, and mixed post-16 study, while engaging actively with support to raise attainment. Entry remains the practical hurdle for some families; the open events and clear admissions calendar are the best starting point for judging fit.