York High School Review 2026: Community Secondary with Structured Routines and Daily Enrichment

A clear sense of routine shapes daily life here, with tutor time, short “movement” slots between lessons, and a timetabled enrichment period built into the end of every day. This is a mainstream, mixed secondary for ages 11 to 16, serving Acomb and the wider west York area, with a published capacity of 991 pupils.

Leadership changed recently. Mr Gavin Kumar is named as Principal, and the school announced in May 2024 that he would take up the post in September 2024 following the retirement of Rod Sims.

Academically, the picture is challenging. Based on FindMySchool’s GCSE outcomes ranking (derived from official data), the school sits below England average, ranked 3,282nd in England and 22nd locally (York). Progress 8 is also negative, which signals that outcomes, on average, are lower than those achieved by pupils with similar starting points nationally. (FindMySchool data; rankings and exam metrics are not taken from web sources.)

Consistency is a defining feature. Expectations for behaviour and learning routines are deliberately taught from Year 7, and the school places visible emphasis on shared values, framed around Resilience, Aspiration and Success. The timetable structure reinforces that message, particularly the daily enrichment slot, which is positioned as a normal part of school life rather than an optional add-on.

Pastoral structures are presented in a way that many families will recognise, with a house model that gives pupils another layer of identity and support beyond tutor groups. House names include Ventus, Ignis, Terra and Aqua, each with a named lead. For some pupils, that extra anchor helps, especially during the jump from primary where social groups can shift quickly in the first term.

The school’s published messaging also shows a practical, supportive approach to wellbeing and safeguarding, with a dedicated “York High Cares” umbrella for guidance and signposting across health, relationships and online safety topics.

The GCSE outcomes profile in the FindMySchool dataset indicates performance below England average overall. The school ranks 3,282nd in England for GCSE outcomes (FindMySchool ranking), and 22nd among York secondaries in the same ranking set. It sits within the lower 40% of schools in England on this measure, based on its percentile banding. (FindMySchool data; rankings and exam metrics are not taken from web sources.)

The underlying metrics reinforce that picture. Attainment 8 is 35.2, and the Progress 8 score is -0.75. (FindMySchool data.) For parents, Progress 8 is the key indicator to watch because it compares pupils to others nationally with similar starting points. A negative score suggests pupils, on average, are not achieving as highly as comparable peers elsewhere.

One important implication is that support for study habits and consistent attendance matters more than ever. Where outcomes are under pressure, pupils who attend well, complete homework reliably, and engage with interventions tend to benefit most from the structure a school can offer.

Parents comparing options in York can use the FindMySchool Local Hub and Comparison Tool to view GCSE measures side by side, including how Progress 8 differs between nearby schools.

Curriculum design is described as ambitious, with subject teams mapping learning from Year 7 through Year 11 so that knowledge builds over time. The published Key Stage 3 curriculum list includes English, maths, science, geography, history, French, religious studies, physical education, computing, music, drama, art, food technology, design technology, plus personal development under the school’s RAS framework.

Reading is positioned as a priority, including daily reading and a coordinated approach to identifying weaker readers, with targeted support for those who need it. This is particularly relevant for families whose child arrives in Year 7 without strong reading fluency, since weaknesses here tend to affect most subjects by Year 9.

At Key Stage 4, the school describes a mix of traditional GCSEs alongside vocational or applied options such as Child Development, Health and Social Care, Sport and iMedia. For some pupils, these courses can be motivating because they connect learning to concrete career ideas. The trade-off is that families should pay close attention to option choices and how they align with post-16 plans.

This is an 11 to 16 school, so the key transition is post-16. The school highlights relationships with York College, Askham Bryan College, local sixth forms and apprenticeship providers, with the aim of guiding pupils towards an appropriate next step at the end of Year 11.

Because the school does not publish sixth-form outcome data in the FindMySchool dataset for this establishment, the most practical approach for families is to focus on process and support. Look for how careers guidance is delivered across the year groups, what employer encounters and workplace experiences are offered, and how option choices in Year 9 and Year 10 are linked to realistic pathways.

A useful implication for parents is to start post-16 conversations earlier than you might expect. If a pupil is unsure about sixth form versus college, or academic versus technical routes, the best outcomes usually come when choices are made with time to strengthen the relevant GCSE subjects.

York High School is its own admissions authority through Excel Learning Trust, but applications for Year 7 follow the City of York coordinated process. For September 2026 entry, City of York Council’s published timeline shows applications opening on 12 September 2025, with an on-time deadline of 31 October 2025 and offers issued on 1 March 2026 (or the next working day). The school prospectus repeats the 31 October deadline for the 2026 to 27 admissions round.

The school is oversubscribed on the primary-to-secondary entry route in the FindMySchool dataset: 252 applications for 145 offers, a ratio of 1.74 applications per place offered. (FindMySchool data.) A first-preference pressure ratio of 1.1 suggests the school receives more first preferences than it can offer places. (FindMySchool data.)

When oversubscribed, the trust’s 2026 to 27 policy prioritises, in order: children who are looked after or previously looked after; then children in catchment with a sibling at the school; then children in catchment; then exceptional social or medical need; then siblings; then children of staff (in defined circumstances); then proximity using the nearest safe walking route, with tie-break rules if needed.

Parents should use the FindMySchoolMap Search to check their home address against the catchment and likely travel route. Even when a school has a catchment priority, it does not guarantee a place in an oversubscribed year, so it is sensible to use multiple preferences carefully.

Pastoral care is presented as multi-layered. Alongside tutor time, the house model provides another route for support and early intervention, and the school publishes a wellbeing and safeguarding hub under “York High Cares” with guidance across mental health, relationships and online safety.

The school has also been externally recognised for inclusion. In May 2025 it received the Inclusion Quality Mark and was named a Centre of Excellence for inclusion. For families of pupils with additional needs, this is a useful signpost to explore further in conversations with the SEN team, particularly around how classroom strategies and teaching assistant support are used across subjects.

Attendance is an area to treat seriously. External evaluation highlights sustained work to improve attendance and reduce absence, with progress described as developing but with further work needed. For parents, the practical implication is clear: routines at home and early communication with school matter, because missed learning time compounds quickly in secondary.

Enrichment is built into the timetable every day, and the school encourages pupils to take part regularly rather than leaving clubs to a small minority. This design has a concrete benefit for families who struggle with after-school logistics, because activities are part of the normal end-of-day rhythm.

The range is broader than purely sport. Recent published examples include Cake Club, Woodworking Club, Bandlab (music production), an Enterprise Business Club, Lego Engineering Club, and an Achieve Programme delivered with a former Olympian. There are also opportunities linked to local partners, including a York City Football option led by a coach, which can be motivating for pupils who connect best through sport and team identity.

Facilities support this activity culture. The prospectus describes a climbing wall, large sports hall, dance studio, outdoor tennis and netball courts, a fitness suite and an all-weather pitch. It also describes a performing arts area with music technology rooms, a drama studio and a recording studio, plus a central atrium that includes a Learning Resource Centre. The Learning Resource Centre is described as a library of over 7,000 titles alongside ICT resources, which matters for pupils who need a calm place to work before heading home.

The published school day runs from 8.40am to 3.30pm on weekdays, with enrichment scheduled at the end of the day. Term dates for the 2025 to 26 academic year are published on the school website, which is useful for planning childcare and travel.

York High School sits in Acomb, west York, and many families will choose walking, cycling, or public transport depending on their exact location. The admissions policy uses a “nearest available safe walking route” approach for distance-based tie-breaks, which is also a helpful mental model for day-to-day travel planning.

• GCSE outcomes are a pressure point. The FindMySchool dataset places the school below England average for GCSE outcomes, with negative Progress 8. This makes attendance, homework habits, and early use of support more important for many pupils. (FindMySchool data.)

• Oversubscription is real. The school is oversubscribed in the available admissions data, and the 2026 to 27 policy is detailed, including catchment, sibling and proximity rules. Families should plan preferences carefully and not rely on a single option.

• Enrichment is built-in, but it extends the day. The timetable includes a daily enrichment block through to 3.30pm. For some pupils this adds positive structure; for others it can feel long if they are tired or anxious after lessons.

• Attendance expectations need active support. External evaluation points to ongoing work to improve attendance, with persistent absence remaining an area to address. Families should ask how attendance support is delivered for pupils whose routines are harder to maintain.

York High School is a structured, community-facing secondary with a clear daily rhythm and a deliberate attempt to make enrichment part of normal school life. Leadership renewal since September 2024 provides an opportunity for momentum, and the school’s inclusion recognition is a constructive signpost for families who need that focus.

Who it suits: pupils who respond well to predictable routines, benefit from built-in after-school activity, and will engage with reading, homework and attendance expectations. The central challenge is improving academic outcomes, so families considering this option should look closely at support, intervention and how progress is tracked from Year 7 onwards.