Preston School Academy Review 2026: Enterprise-led curriculum with improving outcomes in Yeovil

A school that puts “enterprise” at the centre of how pupils learn, not as an add-on but as a theme running through curriculum and wider life. The routines matter here, including a named behaviour approach and tutor time that frames the day, and the culture is deliberately structured rather than informal. Since September 2025, leadership has been under a new headteacher, Matthew Doble, following several years of internal senior leadership experience at the school.

Academically, the headline indicators in the latest results dataset sit above England averages on Attainment 8 and Progress 8, with a local performance profile that looks strong relative to nearby options. In admissions, demand exceeds places, and families should treat entry as competitive even without published distance information.

The dominant impression is of a school that prefers clarity over improvisation. Routines, tutor time, and consistent expectations are positioned as part of learning, not merely behaviour management. That matters for pupils who benefit from predictable structures, especially in the jump from Year 6 into a larger secondary setting.

A second defining element is inclusion delivered through practical design rather than slogans. The Albert Einstein Preston Centre functions as an on-site autism resource base for students with Education, Health and Care Plans and a primary diagnosis of autism, with breakout teaching spaces and a sensory room as part of the offer. The aim is not separation from mainstream life, but supported access to it, with staff accompanying pupils to lessons where appropriate and using the centre as a calm base when needed.

The school’s stated vision emphasises high expectations and ambition for every pupil, with explicit attention to belonging and consistency. In practice, that tends to translate into a culture where pupils are expected to take learning seriously from Year 7, while still having plenty of structured opportunities to build confidence through clubs, responsibility roles, and group activities.

This is a state school, so the most useful lens is how outcomes compare across England and what they imply for day-to-day learning.

On GCSE performance indicators the Attainment 8 score is 53.9, above the England average of 45.9. The Progress 8 score is +0.23, which indicates pupils make above-average progress from their starting points. The average EBacc point score is 4.6, above the England average of 4.08. For families tracking the EBacc specifically, 12.6% of pupils achieved grades 5 or above across the EBacc measure.

Rankings add useful context. For GCSE outcomes, the school is ranked 1,387th in England (FindMySchool ranking based on official data), and 1st locally in Yeovil. The England percentile sits within the middle group of schools, which for parents usually signals solid performance rather than an extreme outlier, while the local rank suggests it compares well within its immediate area. Families comparing options can use the FindMySchool Local Hub comparison tool to view local schools side by side on Attainment 8, Progress 8, and EBacc indicators.

Curriculum planning is presented as deliberate and sequenced, with an “enterprise” theme intended to connect learning to real-world application. That is most meaningful when it shows up in subject planning, careers education, and practical tasks that make abstract learning feel purposeful, particularly for pupils who thrive when they understand the “why” behind work.

Reading is positioned as an explicit priority rather than an assumption, with structured support for pupils who need to catch up, and an expectation that reading is part of learning across subjects. The strongest version of this approach is when pupils read frequently, discuss texts confidently, and build vocabulary systematically. For pupils who arrive with weaker literacy, the implications are significant, since curriculum access in secondary school is often limited by reading fluency rather than ability.

A note for parents who focus on the EBacc: the school’s curriculum breadth is described as wide, but EBacc uptake has historically been below government ambition, even if it is reportedly increasing. In practice, that means families may want to ask how languages and humanities are positioned at Key Stage 4, and how option guidance balances aspiration with pupil fit.

As an 11 to 16 school, the key transition is post-16 rather than sixth form within the same institution. The practical implication is that Year 11 is both an exam year and a “next step” year, where guidance, careers education, and application support matter a great deal.

Careers education is treated as a core strength in the most recent external review, with employer links and work experience described as high quality. For pupils, that usually means earlier exposure to routes beyond A-levels, including apprenticeships and technical qualifications, plus a clearer understanding of employability skills.

For families, the question is how well the school supports different pathways, not just academic sixth form. A well-run Year 10 to Year 11 programme should include impartial guidance, structured encounters with providers, and well-timed support for college applications. It is also sensible to ask how the school supports pupils who are undecided in Year 10, and how it prevents “default decisions” based on peer choices rather than fit.

Year 7 admissions are coordinated through Somerset Council rather than directly through the school. For the September 2026 intake, the published closing date for on-time applications was 31 October 2025, and outcome emails were scheduled for 2 March 2026. These dates illustrate the general rhythm of secondary admissions in Somerset, with applications in early autumn and offers in early March.

Demand looks meaningful. In the latest available admissions figures for entry, there were 353 applications for 165 offers, which is about 2.14 applications per place, and the school is recorded as oversubscribed. In a system like this, prioritisation rules matter, and families should read Somerset’s secondary admissions guide alongside the school’s admissions arrangements. If you are close to the school and trying to understand likely competitiveness, use the FindMySchool Map Search to check distance precisely, then compare to any published local authority distance data where available.

Open events are typically used as the first filter for fit. The school has previously run open day activity in the September to October window for the following year’s intake. Families should check the current events calendar for the latest details and booking arrangements.

Wellbeing appears to be handled through structures rather than a purely reactive model. Routine, clear expectations, and consistent adult oversight are positioned as part of safeguarding and learning culture, which tends to work well for pupils who benefit from predictability.

The Albert Einstein Preston Centre is an important part of the pastoral and inclusion story. For pupils with autism who have an Education, Health and Care Plan naming the provision, an on-site resource base can reduce overwhelm, provide planned regulation support, and create a safe “reset” option without excluding pupils from mainstream peers and lessons.

A balanced view is important. A structured approach is usually helpful, but it also places a premium on consistent staff follow-through, active monitoring, and swift correction when expectations slip. Parents should ask how derogatory language and low-level disruption are handled day to day, and how staff are supported to keep practice consistent across departments.

The co-curricular offer is unusually specific and well signposted, which is useful for families who want more than generic statements about “clubs.” There is a clear mix of academic reinforcement and enrichment for its own sake.

On the academic side, clubs such as Aiming for a 9 provide targeted stretch for pupils who are pushing for the highest grades, while subject-specific study sessions support Year 11 at predictable points in the week. These structures matter because they reduce the need for families to build a private support system outside school, particularly where pupils work best in teacher-led revision rather than independent study at home.

For enrichment and belonging, clubs like Coding Club lean into practical computing, including micro:bit work and game-making, while DnD Club provides a social route into creativity, problem solving, and peer connection for pupils who may not identify with sport-first options. Eco Club is framed around a sustainability programme and school-wide projects, which often suits pupils who want a cause and a role, not just an activity. There is also a visible offer in music, including Choir, which is positioned as a regular weekly commitment rather than an occasional event.

The most effective extracurricular programmes do two things. They widen pupils’ peer groups beyond tutor sets, and they give pupils legitimate “identities” inside school, such as coder, performer, organiser, mentor, or campaigner. That kind of identity-building often improves attendance, confidence, and engagement, especially for pupils who need one strong area to anchor the rest of school life.

The published school day starts with morning tutor time at 08.30, with five one-hour lessons and tutor time in the afternoon. The timetable indicates structured after-school clubs running to 16.00, which can work as a practical extension of the day for families who need supervised enrichment after lessons.

As with most Yeovil schools, many families will weigh commute time carefully. For day-to-day planning, ask about transport expectations for clubs, how late buses align with after-school sessions, and how the school communicates last-minute changes for fixtures, rehearsals, or revision support.

• Competitive entry. Demand exceeds places in the latest admissions figures, with 353 applications for 165 offers. Families should treat admission as a meaningful hurdle and plan applications early.

• No sixth form on site. Year 11 involves a genuine transition to post-16 providers elsewhere. This suits pupils who want a fresh start, but it also means families should engage with careers guidance and application timelines well before spring of Year 11.

• Consistency is the hinge. The behaviour model relies on routines and predictable adult follow-through. Where staff miss issues such as derogatory language, culture can drift. Ask how staff training and monitoring keep standards consistent across subjects.

• EBacc pathway questions. Curriculum breadth is a stated strength, but EBacc uptake has been noted as below government ambition, even if increasing. Families who prioritise languages and humanities should ask how options are guided and how ambition is balanced with pupil fit.

Preston School Academy offers a structured secondary experience with a clear enterprise thread, improving performance indicators, and a notably practical inclusion model through its on-site autism resource base. The best fit is a pupil who benefits from routines, wants clear expectations, and will use the co-curricular programme as part of their identity and motivation at school. Entry is competitive, and the post-16 transition requires proactive planning, but for families who align with that structure, the offer is coherent and purposeful.