Rivington and Blackrod High School Review 2026: Large 11 to 18 comprehensive with a Church of England character and a clear sixth form pathway

A school with 450 plus years behind it can easily lean on tradition. Here, the more relevant story is momentum. The latest full inspection in June 2023 judged the school Good in every category, including sixth form, and the report describes subject curriculums that build understanding well over time, alongside consistent checking of what students know and remember.

Rivington and Blackrod High School sits within Leverhulme Academy Church of England and Community Trust and presents itself as a Christian school that also serves a broad local intake, with Year 7 admission open to students of all backgrounds and no selection by ability. For families considering Year 7, the published admission number for September 2026 entry is 300, and the oversubscription rules are detailed and specific, including priority for local town council areas and a defined faith allocation where needed.

The school positions its ethos through a Church of England lens while remaining a mainstream comprehensive, which matters for parents weighing how faith shows up day to day. The admissions policy confirms a Christian faith allocation only applies if places remain after higher priorities, and even then it is capped at 20% of places. That design tends to keep the overall intake mixed, rather than faith-defined, while still giving an avenue for families actively engaged in church life.

Pastoral structures are described as purposeful and organised. External evaluation points to a culture of respect and intellectual curiosity in classrooms, and leaders are described as attentive to staff wellbeing through a structured wellbeing committee. That sort of staff culture often shows up indirectly in calmer corridors, more consistent routines, and better follow-through on behaviour policies.

Leadership information is clearly published. The senior leadership team lists Mrs V Walmsley as Head of School, supported by deputies across pastoral care, quality of education, safeguarding and operations, and inclusion. A precise public start date for the head’s appointment is not clearly stated in the school’s published pages we reviewed, so it is best treated as a current leadership fact rather than a dated tenure claim.

For GCSE outcomes, the school’s performance sits in line with the middle 35% of schools in England (25th to 60th percentile) on the FindMySchool ranking based on official data. Ranked 1,965th in England and 12th in Bolton for GCSE outcomes (FindMySchool ranking), it is neither a high-selective outlier nor a low-performing outlier, and the best interpretation is consistency rather than extreme peaks.

The headline GCSE measures available here show:

• Attainment 8 score: 48.4

• Progress 8 score: 0.1 (a positive score indicates above-average progress from students’ starting points)

• EBacc average point score: 4.07 (close to the England average value shown)

• Percentage achieving grade 5 or above across EBacc subjects: 11.1%

For A-level, the picture is more challenging. Ranked 1,593rd in England and 7th in Bolton for A-level outcomes (FindMySchool ranking), the school sits below England average overall on this dataset. Grade distributions show 2.92% at A*, 14.62% at A, 25.15% at B, and 42.69% at A* to B, compared with an England average of 47.2% at A* to B.

A practical way to read this combination is that Key Stage 4 appears solid with above-average progress, while post-16 outcomes are an area families should probe closely, especially for students targeting the most competitive university courses.

The strongest teaching signal in the most recent official evaluation is curriculum intent and delivery. The June 2023 inspection report describes rich subject curriculums that deepen understanding over time, and teachers with strong subject knowledge who routinely check learning and address misconceptions quickly. That combination generally correlates with classrooms where students know what “good” looks like, and where assessment is used to shape teaching rather than just record it.

The school also publishes its curriculum framing. It states that Key Stage 3 follows the National Curriculum and is delivered as a three-year programme to maintain breadth and allow more informed Key Stage 4 choices. That longer Key Stage 3 can suit students who benefit from time to settle and sample disciplines before narrowing.

One clear development area in the inspection narrative is reading culture: leaders are described as having improved approaches to struggling readers, but strategies to build enjoyment of reading were noted as less effective than they could be at the time. Since then, the school has continued to publish reading initiatives and library access structures, which gives parents useful conversation starters when visiting.

Where Students Go Next

The school’s sixth form offer is designed as a bridge between GCSE and adult independence, with a common room, study spaces, and a programme framed around personal development and next-step readiness. It also publishes enrichment examples that go beyond generalities, including university visits (named examples include Manchester and Cambridge), a Royal College of Surgeons conference visit at Keele University for aspiring doctors, partnerships with external organisations, and structured support for competitive applications.

For destinations, the most recent published cohort data available here relates to 2023/24 leavers (cohort size 122). In that cohort, 41% progressed to university, 34% moved into employment, 8% started apprenticeships, and 1% entered further education. This spread suggests that the sixth form supports multiple routes, not only a university-only pathway, and that careers advice and employer engagement matter materially for outcomes.

Work experience is positioned as a core component of readiness. The school describes a five-day placement for Year 10 and a further week in Year 12, with students encouraged to source placements themselves to develop communication and initiative.

Year 7 entry for September 2026 has a published admission number of 300. If applications do not exceed 300, all applicants are offered a place. When oversubscribed, the criteria are detailed and ordered, starting with looked-after and previously looked-after children, then specific safeguarding-related priority, siblings, and a defined local area priority (Blackrod or Horwich Town Council areas). Additional priority includes children of staff (under defined conditions) and a named feeder primary (Lostock Primary School).

Faith-based allocation is handled in a specific way. If places remain after priorities 1 to 7, 20% of remaining places can be allocated on the basis of commitment to the Christian faith, evidenced by a supplementary form and monthly worship over the year before the closing date. For September 2026 entry, the supplementary form references the secondary application closing date of 31 October 2025.

Distance is used after the stated priorities, measured as a straight-line distance to the main gate of the Upper School site using the local authority’s measuring system, with random allocation as a tie-break if distances are identical at the final place boundary. The school also maintains a waiting list until 31 December 2026 for Year 7 entry.

Open events matter because the school operates across more than one site for student life and routines. The published open evening example for prospective families was scheduled in late September, with additional daytime visits to meet the Year 7 team around late September and early October, with advance booking required. For families applying for future years, treat this as a typical seasonal pattern and confirm the current cycle directly with the school.

For sixth form, the school indicates that applications can be made throughout the year, with applicants invited to an appointment to discuss requirements and course choices. It also states that applications for September 2026 are open via its online form.

Safeguarding structures are clearly signposted, including named safeguarding leads and year-group pastoral contacts, which helps students and parents know who to approach early. The school’s safeguarding information emphasises working with parents and external agencies when concerns arise, aligned to Department for Education guidance.

The June 2023 inspection report describes a broad set of opportunities linked to careers readiness, including work experience and exposure to visiting speakers and university trips, and it presents governance and trust oversight as active. It also notes that the school provides before- and after-school care, which is helpful for working families, even though the precise operating details are best confirmed directly as they can change year to year.

There is also evidence of targeted inclusion work, including a specially resourced provision for students with autism spectrum disorder and speech, language and communication needs, as referenced in the inspection report. Families exploring support should ask how this interacts with mainstream classes, and what access looks like for students whose needs sit outside that defined remit.

A reliable indicator of school culture is whether extracurricular life is structured and accessible. The school states that clubs are free to attend and that students can turn up and join in, with registration and recognition for attendance. That low-barrier model typically increases participation, especially for students who may not have a strong home-to-club routine yet.

Named options are published, which makes this more than a generic “lots of clubs” claim. Examples include Art and Crafts Club, Karate Club, Drama Club, Book Club, Filmmaking Club, Geography Club, Band Club, Badminton Club, and dance opportunities, alongside team sport training.

The Duke of Edinburgh’s Award is a standout pillar. The school states that each year over 100 pupils take part across Bronze, Silver and Gold. It also references local expedition training and map-reading, cookery and camping preparation as part of delivery. That scale means it is embedded, not a niche add-on.

Reading enrichment is supported with practical infrastructure. The library is open at break, lunch, and after school on most days, with specific Year 7 access on Mondays, and it is explicitly used for reading clubs and special events. The school also publishes Key Stage 3 reading initiatives, including structured reading programmes and author engagement activity.

Sixth form enrichment is unusually detailed for a state comprehensive, including sport in a colleges league, drama and music productions, residential and international experiences, Parliament visits, and a Direct Entry Gold Duke of Edinburgh opportunity. Parents should still verify what is running in the year of entry, but the published list indicates a culture that expects students to build a portfolio beyond grades.

The published school day runs from 8.40am to 3.10pm.

After-school activities are described as starting at 3.30pm and finishing around 4.30pm for many clubs, which can be useful for planning travel and pick-up arrangements.

Transport is a meaningful consideration because bus provision changes. The school publishes dedicated school bus services for the 2025/26 year including routes such as the 811, 913, 914 and 915, and it notes that timetables and routes vary annually, so families should confirm the current pattern rather than rely on last year’s list.

Parents comparing options locally can use the FindMySchool Comparison Tool on the Local Hub page to view GCSE and A-level indicators side-by-side, then sense-check what matters most for their child, progress measures, sixth form outcomes, or enrichment breadth.

• Sixth form outcomes need scrutiny. A-level performance sits below England average, with 42.69% of entries at A* to B compared with an England average of 47.2%. Students aiming for the most competitive courses should ask what support looks like for high-tariff applications, subject by subject.

• Admissions criteria are specific and may shape chances. Priority for Blackrod or Horwich Town Council areas, a defined faith allocation, and distance-based tie-break rules mean that families should read the oversubscription rules carefully and not assume that “nearby” is the only determinant.

• Two-site routines can affect logistics. Many activities are hosted at the Upper School site and clubs often start at 3.30pm, so families should confirm site expectations for their year group and transport options early, especially if relying on buses.

• Reading culture was flagged for improvement in 2023. The inspection described progress on supporting struggling readers, while also identifying that approaches to building enjoyment of reading were not yet as effective as they could be. Families for whom reading confidence is central should ask what has changed since then.

Rivington and Blackrod High School offers a large, structured 11 to 18 experience with a clearly articulated ethos, a broad enrichment programme, and a Good inspection profile across all areas. Best suited to families who want a mainstream comprehensive with defined admissions rules, an embedded Duke of Edinburgh culture, and a sixth form that emphasises personal development and varied next steps. The key decision point is fit at post-16, particularly for students targeting top-grade A-level outcomes and highly selective routes.