Langho and Billington St Leonards Church of England Primary School Review 2026

This is a Reception to Year 6 school serving Langho, Billington and nearby villages, with a clear Church of England identity and an admissions model that rewards both proximity and, where families wish, evidence of church commitment. The school’s story is long-standing, it opened in 1873, and it marked 150 years in 2024.

Academic performance is a clear strength. In 2024, 92% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. The school’s FindMySchool ranking places it well above England average, in the top 10% of primaries in England.

Demand is high. For the main entry point, Reception, there were 134 applications for 45 offers, which is close to three applicants for every place.

A notable feature is the early years pathway: Little Lennie’s, the on-site nursery, opened in 2019 and is now an established part of the setting, which matters for families hoping for a smooth transition into Reception.

The tone is purposeful and values-led. Pupils are expected to live out a clear set of promises and values that sit on the school badge and run through daily routines. That values language shows up not just in worship but in how pupils are encouraged to treat each other, to take responsibility, and to step into leadership roles as they move up the school.

Personal development is an area where the school differentiates itself from many similar-sized primaries. There is a visible emphasis on horizons and service, including community links and charitable activity, alongside structured opportunities for pupils to lead. The school’s own published offer includes roles such as Playground Pals, play leaders, Online Ambassadors and Infant Librarians, alongside themed weeks and wider-participation sporting and academic events.

Faith is present but not one-dimensional. The school sits within the Diocese of Blackburn, and its Christian vision is woven into curriculum language, assemblies and wider life. For families who want a Church of England school where worship and values education have real weight, that aspect will feel coherent rather than tokenistic.

The 2024 Key Stage 2 results are strong across the board. In reading, writing and mathematics combined, 92% of pupils met the expected standard, compared with 62% across England. At the higher standard, 33.67% achieved greater depth, compared with 8% across England, which is a substantial gap in the measure that often best reflects stretch for high prior attainers.

Scaled scores reinforce that picture. Reading averaged 109, mathematics 108 and grammar, punctuation and spelling 111, all comfortably above typical national benchmarks for scaled scores. High scores were also common: 43% achieved a high score in reading, 45% in mathematics and 64% in grammar, punctuation and spelling.

Ranked 708th in England and 2nd in Blackburn for primary outcomes (FindMySchool ranking based on official data), performance sits well above England average (top 10%). Parents comparing nearby options can use the FindMySchool Local Hub comparison tool to view these measures side-by-side rather than relying on impressions or anecdote.

A final point for context: high results can sometimes come with an overly narrow test focus. Here, the balance looks more stable. Reading is positioned as central, and curriculum documentation and external review both emphasise remembered knowledge and structured sequencing rather than short-term exam drills.

Teaching is organised around an ambitious, carefully sequenced curriculum, with a particular emphasis on ensuring pupils can recall key information securely. Where this approach is clearest, it tends to support confident participation in lessons and steady accumulation of knowledge over time.

Reading is treated as a whole-school priority, not a single subject area. Early years and key stage 1 provision emphasise stories, songs and rhymes as well as phonics, and older pupils are explicitly encouraged towards a mix of classic and contemporary texts. The practical implication for families is that children who arrive with a love of books are likely to be well served, while children who need more structured support should find that intervention is normalised rather than stigmatised.

Curriculum overviews show attention to breadth. Year 6, for example, references specific class texts and structured blocks across the year, while subject policies indicate the use of published schemes in areas such as design and technology, including cooking and nutrition, mechanisms, textiles and digital systems at key stage 2. That blend usually suits mixed cohorts: it provides consistency for staff and clear progression for pupils.

For most families, the key transition is from Year 6 into local secondary provision across the Blackburn and Ribble Valley area. School documentation lists common onward destinations that include Ribblesdale High School, Bowland Academy, St Augustine’s RC High School, St Wilfrid’s CE Academy and Pleckgate High School, with some pupils also moving on to Clitheroe Royal Grammar School.

The implication is that this is not a school that sends pupils along a single, uniform route. Families considering both comprehensive and selective options are likely to find peers doing the same, particularly given the strength of Key Stage 2 outcomes. If selective routes are on your list, it is sensible to treat Year 5 as the planning year so that Year 6 does not become overloaded with competing priorities.

For children who need additional support, the school highlights structured identification of needs and support that enables pupils with special educational needs and or disabilities to access both the curriculum and wider school life. That matters at transition, where good records, clear strategies and consistent communication can reduce anxiety and avoid the Year 7 reset some families experience elsewhere.

Reception admission is highly competitive. The most recent admissions data available here shows 134 applications for 45 offers, indicating demand at close to three applicants per place. A smaller detail that still matters is that first-preference demand is also strong, the ratio of first preferences to first-preference offers sits above 1, which suggests many applicants are actively targeting the school rather than naming it as a speculative backup.

Applications for September 2026 entry follow Lancashire’s coordinated process. The published timetable states that applications open on 01 September 2025 and close on 15 January 2026, with offers issued on 16 April 2026. The school’s published admission number for Reception is 45.

As a Church of England voluntary aided school, faith-based criteria can apply if the school is oversubscribed, but they are not automatic. Families who want their application considered against faith criteria must complete a supplementary information form, and the published arrangements are clear that failing to submit it means the application is considered under lower priority criteria because the governors have no evidence on which to assess worship attendance. This is one of those practical details that can change outcomes for otherwise well-prepared families.

For families trying to gauge realistic chances, the right approach is to treat admission as a process, not a hope. Read the determined arrangements in full, then use the FindMySchool Map Search to check your likely straight-line distance and to sense-check how that might sit alongside other criteria in a heavily subscribed year.

Pastoral care is built around clear expectations, predictable routines and a culture of responsibility. Pupils are expected to understand the rules, but also to recover when they feel overwhelmed, which is an important distinction for younger children who need help regulating emotions rather than simply being sanctioned for them.

Support structures appear to be practical rather than performative. Published special educational needs information describes supervision across the day and access to a learning mentor at playtimes if required. This kind of provision matters most for children who cope well academically but find unstructured times challenging, and it often determines whether a child feels secure at school.

Safeguarding is treated as a whole-staff responsibility with a named team structure, and the most recent published inspection states that safeguarding arrangements are effective. Families should still ask the usual questions at tour stage, but the baseline position is reassuring.

Leadership roles are a genuine pillar. School Council is positioned as a representative body, with pupils elected by peers and expected to raise issues that affect school life. For children who enjoy responsibility, that kind of structure can be a strong motivator and a confidence builder, especially when it is supported by staff who treat pupil voice as meaningful rather than symbolic.

Environmental and community action is another identifiable strand. Eco Club is explicitly framed around making the school greener, and the school also runs a recycled uniform route through a pupil-led club called Guardians of the Planet. That combination suggests sustainability is not confined to assemblies but is reflected in practical projects that pupils can own.

Enrichment also has specific texture. The school references Forest Schools and a School Dog Mentor called Evie as part of its wider offer, alongside planned experiences and inter-school events such as Mathletes and chess competitions. Languages enrichment appears regularly too, including Welsh activities around St David’s Day and a Spanish club. For children who learn best through variety, these named opportunities often make the difference between a school that is simply effective and one that feels engaging week to week.

The school day begins at 8.55am and finishes at 3.30pm, with pupils welcomed in from 8.45am. Published information also sets out break and lunch timings by phase, which is helpful for families managing younger children’s stamina and routines.

Wraparound care is available via an associated before and after school provision. Published session times show a morning session from 7.30am to 9.00am and an afternoon session from 3.30pm to 6.00pm during term time, but families should confirm current timings and booking arrangements directly because the published page reflects an earlier schedule.

For transport, the school sits on Whalley Road in Langho, and Langho railway station provides a rail option within the village for families commuting from Blackburn or further up the Ribble Valley line. Driving families should expect typical school-run congestion at drop-off and pick-up, and it is sensible to ask about parking routines when arranging a tour.

• Competition for Reception places. With 134 applications for 45 offers in the latest available data, entry pressure is real. If you are planning a move, treat admissions as a key workstream, not an afterthought.

• Faith paperwork can be decisive. If you want faith-based criteria to apply, the published arrangements require a supplementary information form by 15 January 2026; without it, the application is considered under lower priority criteria in an oversubscribed year.

• Curriculum clarity in a small number of areas. External review highlights that a small number of subjects and aspects of the nursery curriculum need clearer definition so teaching consistently supports learning as effectively as it could. Parents of children who thrive on tight structure may want to ask how this is being addressed.

• Accessibility constraints. The school site spans several levels, and published inclusion information notes that wheelchair access is somewhat limited, even though key entrances have been adapted. Families with mobility needs should discuss day-to-day practicality early.

This is a high-performing Church of England primary where academic outcomes and personal development both carry real weight. The curriculum is ambitious, reading is treated as central, and there are meaningful leadership and enrichment routes that suit children who like responsibility and variety.

Who it suits: families seeking a values-led primary with strong results, a clear faith character, and an established early years pathway through Little Lennie’s. The limiting factor is admission pressure, so the strongest shortlists are the ones built early, with criteria, distance and paperwork treated as non-negotiables.