Unity College, Burnley Review 2026: A large 11 to 16 secondary with strong enrichment, and clear priorities for improvement

A large secondary serving families around the Towneley area, Unity College combines scale with a deliberately structured approach to routines, uniform, and day to day expectations. The current headteacher, Ms Jane Richardson, took up post in September 2022, a point that matters because much of the school’s current direction sits within that leadership timeframe.

The most recent inspection outcome was Requires Improvement, with the same judgement across each key area. Safeguarding is effective, and the report also paints a picture of students who value relationships and support, alongside inconsistency in behaviour practice and an urgent need to tighten curriculum sequencing and reading culture.

For parents, the decision often comes down to two questions. First, does your child do well with clear rules and a “routines first” culture? Second, are you comfortable backing a school that is implementing changes at pace, and still needs those changes to land consistently across classrooms?

Unity College describes its work as character development through a defined set of student routines and a behaviour curriculum, framed as “The Unity Way”. The intent is straightforward, create habits that keep the environment calm, respectful, and safe, and make expectations predictable for students and staff.

External evidence aligns with parts of that ambition. Students are described as experiencing a warm and welcoming environment, with trusted adults available when support is needed. That is an important anchor in a large school, particularly for Year 7s who are adjusting to multiple teachers, new peer groups, and a faster academic pace.

The same evidence base is candid about what still needs tightening. Behaviour expectations have been raised, but application is not consistent, and a minority of students disrupt learning and enjoyment for others. For families, this is not a minor detail. A behaviour system only works when every classroom feels the same, not when students can “shop around” for the least consistent adults. If your child is easily distracted, or anxious in noisy settings, it is worth probing how the school is supporting staff consistency and protecting learning time.

Unity College’s GCSE performance sits below the England average range. Ranked 2,766th in England and 2nd in Burnley for GCSE outcomes (FindMySchool ranking based on official data), the school sits in the lower performance band, which indicates results are below England average overall.

Looking at the headline measures, the Attainment 8 score is 39.8. The EBacc average point score is 3.51, and 13.3% of pupils achieved grades 5 or above across the English Baccalaureate subjects. Progress 8 is -0.21, which indicates students make below average progress from the end of primary school to GCSE compared with pupils with similar starting points.

These figures do not suggest a school lacking ambition. They do suggest that implementation, curriculum design, and day to day learning habits need to become more reliable to translate ambition into outcomes at scale.

There is a clear emphasis on breadth, with the English Baccalaureate suite described as central to the curriculum, and an ambition to provide a broad and balanced offer. The challenge is not the stated intent, it is the precision of curriculum design in individual subjects.

In several subjects, curriculum planning has been at an early stage of development, with key knowledge not always clearly identified or sequenced. The practical implication is familiar to parents, lessons can feel busy, but students do not always build secure knowledge over time because teachers lack shared clarity about what should be mastered first, and what should follow.

Reading is another strategic lever. Systems are in place to identify reading gaps in Year 7 and Year 8, with specialist support for some students, but the overall reading culture is still developing, particularly for older students. For parents, this is one of the simplest ways to add value at home. Regular reading, and deliberate vocabulary building, will support access to every subject, and becomes especially important if the school is still strengthening whole school reading practice.

As an 11 to 16 school, Unity College’s main “destination” work focuses on the transition to post 16 education, training, and employment routes. Careers guidance is described as a strength, with structured support to help students make informed choices about next steps.

The strongest approach for families is to treat Year 9 and Year 10 as decision shaping years, not just GCSE years. Ask early what guidance and experiences are available, for example encounters with colleges, apprenticeships providers, and technical pathways. Then map those opportunities against your child’s interests and strengths, rather than waiting until the final months of Year 11.

For September 2026 entry, applications are made through Lancashire’s coordinated secondary admissions process, rather than directly to the school. The published closing date for applications is 31 October 2025.

Lancashire’s timetable for secondary admissions states that applications open from 1 September 2025, offers are issued on 2 March 2026, and the deadline for requesting a place on waiting lists is 13 March 2026. The appeal deadline for Lancashire schools is 13 April 2026.

Unity College also asks families to complete a supplementary information form alongside the local authority application. This is worth doing carefully and early, because incomplete paperwork is one of the most avoidable reasons for stress during allocations.

Parents comparing options can use the FindMySchool Map Search to understand travel practicality, and to sense check how realistic a daily journey is in winter months, not just in good weather.

The wellbeing picture is mixed but readable. Students are said to know there are adults to talk to, which supports a sense of safety. That is a foundation for effective pastoral care in any large school.

Attendance is flagged as an ongoing barrier for too many pupils, especially disadvantaged students. Attendance is not just a compliance issue, it is directly linked to learning gaps that compound over time. If your child is vulnerable to anxiety based absence, or has had disrupted schooling, you should ask how early the school intervenes, what support is available, and how families are involved.

Students with special educational needs and disabilities are identified quickly and the school liaises with external agencies, but the consistency of classroom adaptation varies. For families of children with SEND, the key question is operational, not philosophical. How does the school ensure every teacher adapts tasks, explanations, and checks for understanding in a way that is predictable for the student?

The extracurricular offer has several clear pillars that feel appropriate for a large Burnley secondary.

Sport and physical activity are prominent, including opportunities such as rock climbing, football, cricket, and cross country. The physical education enrichment programme also lists structured competitive pathways and activities, including climbing, badminton leading to Lancashire Games, tennis through the English Schools Cup, and cross country. The implication is positive for parents of energetic children, sport becomes both a confidence builder and a behavioural anchor, particularly for students who find long stretches of classroom learning demanding.

Arts provision is made more distinctive by a named venue. The Auditorium seats up to 258 and is equipped with professional grade sound and lighting, supporting events such as the annual musical, Christmas concert, and Stars in Their Eyes. That kind of facility matters because it moves performance from “club” to a genuine programme, with production values that motivate students who might not otherwise step forward.

There is also a clear enrichment thread through the Duke of Edinburgh’s Award, framed around teamwork, volunteering, and expedition activity. The practical payoff is that students accumulate experiences that strengthen post 16 applications, and develop resilience in non exam settings.

Published timings show the day begins with a pastoral period at 8.30am, with taught periods running through to a final period ending at 2.50pm. Families should confirm expectations for any after school sessions, clubs, or interventions, as these can vary by year group and time of year.

The setting on the Towneley Hall estate is an everyday practical advantage for some families, and it helps explain why travel planning matters. The school’s directions emphasise following tourist signage for Towneley Hall when approaching by car. For rail travel into Burnley, the town is served by Burnley Central and Burnley Manchester Road stations, which are the common arrival points for visitors. Bus services to Towneley Hall are also published by the estate, which can be useful context for older students travelling independently.

• Inspection trajectory. The most recent inspection outcome is Requires Improvement across all graded areas. Families should ask what has changed since February 2024, and how leaders are monitoring impact in classrooms, not just introducing new systems.

• Behaviour consistency. Expectations have been raised, but practice has not been consistent enough in all areas. If your child struggles in unsettled environments, probe how disruption is handled and how learning time is protected.

• Reading culture. Reading support systems are developing, but older students have not always been consistently encouraged to read widely. Home reading routines can be an important stabiliser, particularly for students who find GCSE language demands challenging.

• No sixth form. Students will move on at 16, so you will want clarity by Year 10 on post 16 pathways, travel options, and entry requirements for preferred colleges or training routes.

Unity College is a large local secondary with genuine strengths in enrichment, sport, and performance, and an explicit focus on routines and character development. It also remains in a phase where improvement priorities are clear, particularly around curriculum precision, reading habits, attendance, and consistency of behaviour practice.

Best suited to families who value structure and breadth of opportunity, and who want an 11 to 16 school with substantial facilities and a strong extracurricular spine. Admission is not the main challenge here, the key question is whether the current improvement work matches what your child needs to learn well every day.