Colne Primet Academy Review 2026: A growing 11–16 academy with an improving culture, and a clear focus on behaviour, attendance and curriculum consistency

This review uses FindMySchool rankings for comparative performance positioning, and does not substitute external league tables.

GCSE ranking (FindMySchool)

Ranked 3,694th in England and 3rd in the Colne area for GCSE outcomes (FindMySchool ranking based on official data). With an England percentile of 0.8043, this sits below the England average, within the lower-performing portion of schools in England (roughly the bottom 40%).

The school’s Progress 8 score is -0.77, indicating that, on average, pupils make less progress than pupils nationally with similar starting points, on this official measure.

The results also reports an Attainment 8 score of 32.2, and an EBacc average point score of 2.86.

These figures set context, but families should interpret them alongside the on-the-ground improvement narrative: raised expectations, curriculum redesign in most subjects, and a developing approach to assessment and reading support.

What matters practically for parents is where the school is now, and what it is prioritising. The published assessment highlights three improvement levers that are highly relevant to outcomes: (1) consistent curriculum delivery and effective teaching choices across classrooms, (2) tighter use of assessment to prevent knowledge gaps from compounding, and (3) improved attendance so pupils are present for the learning that is planned.

If you are comparing local options, use the FindMySchool Local Hub to view results side-by-side and sense-check how each school performs for progress as well as attainment.

The school’s stated curriculum intent is shaped around leaving school “able to succeed in life”, with an emphasis on ambitious, inclusive curriculum design and reducing social inequality. That intent is supported by evidence of a broad offer, with pupils, including those with special educational needs and disabilities, typically studying a suitably wide curriculum.

The delivery story is mixed, which is important to state plainly. Staff subject knowledge is described as generally strong, with many teachers explaining content clearly and setting appropriate learning activities. At the same time, there is unevenness in how well lessons are designed to secure the specific knowledge that the curriculum sets out, and some staff are still building confidence in choosing the most effective approaches and in using assessment information well enough to address misconceptions quickly.

Reading is a particularly practical lens for families, because it affects access to every subject. The school identifies weaknesses in reading and provides additional support for pupils, especially in key stage 3, with well-trained staff supporting gains. The challenge is ensuring that older pupils who still need support benefit from the same level of effective intervention, because weaker reading can directly limit success across the wider curriculum.

Year 10 is positioned as a point where study becomes more individualised as GCSE pathways begin, which aligns with many mainstream 11–16 secondaries, but the key question remains consistency across subjects and the degree to which lessons routinely build secure knowledge over time.

Where Students Go Next

As an 11–16 school, the main destination point is post-16 progression into sixth form or college. The most helpful public evidence here is qualitative rather than numerical. Official reporting describes a well-connected set of opportunities that support students to make informed choices about education, employment or training, and notes that many pupils, including those who speak English as an additional language, go on to aspirational courses.

For parents, the practical takeaway is to ask targeted questions at open events or during transition:

• Which local sixth forms and colleges are most common destinations for Year 11 leavers?

• What proportion remain in the Trust family (if applicable) versus move to other providers?

• How is careers guidance delivered in Years 8–11, and how early do option choices connect to progression routes?

The school also states that it meets provider access legislation requirements, which should translate into meaningful encounters with technical and apprenticeship pathways, not only academic routes.

Demand is real. In the latest available admissions results, there were 568 applications for 153 offers, a ratio of 3.71 applications per place, and the school is recorded as oversubscribed. Entry remains the limiting factor for many families, even without a published “furthest distance at which a place was offered” figure.

For Year 7 entry in September 2026, the school states that applications are made through Lancashire County Council from 1 September 2025 to 31 October 2025, with offers released on the national offer day, Monday 2 March 2026.

If a place is refused, the school points families to an independent appeal route and publishes an appeals timetable. For the normal admissions round, the deadline shown is 16 April 2026, with hearings by 6 June 2026.

Open events for secondary admissions locally are typically scheduled in September and early October. Lancashire’s secondary admissions booklet for East Lancashire listed a planned open event for this school on Thursday 25 September 2025 (for the September 2026 intake). Even when dates move year to year, that timing gives families a useful planning cue.

Parents who are weighing proximity, travel time, and realistic alternatives should use the FindMySchool Map Search to understand day-to-day practicality, especially because demand data indicates more applicants than places.

Pastoral structure is explicit and daily. Students have a tutor group every day, and personal development is reinforced through tutor time and assemblies. The rewards system is tied to the PRIMET values, with positive points celebrated regularly, which can be effective in shaping norms when used consistently.

Safeguarding is described as a whole-school responsibility, with a defined safeguarding team structure and Trust-wide safeguarding policy framework, plus participation in Operation Encompass, which supports schools to respond quickly when police attend domestic abuse incidents involving children in the household.

Attendance is treated as a priority, with evidence that many pupils’ attendance has improved, but the remaining tail of persistent low attendance still matters because it directly reduces access to learning and to wider school life.

Extracurricular provision here is framed as inclusive and accessible, with the school stating that activities run before school, at lunchtime and after school, and are free to attend.

The most persuasive evidence is in the specificity of what is mentioned:

• Duke of Edinburgh is explicitly referenced as an opportunity for students, signalling a commitment to structured challenge and volunteering beyond day-to-day school life.

• Gardening club and library sessions appear as examples of routine provision, which is often a good indicator for students who prefer quieter, skill-based, or confidence-building clubs rather than competitive sport.

• Trips have included London to support history learning, visits to local colleges and universities, and visits to Whitehough activity centre, suggesting a blend of curriculum-linked enrichment and wider experience.

• The Trust-wide Pendle Education Trust Pledge provides a clear structure for personal development experiences, including examples such as Year 7 visits to Gawthorpe Hall connected to Shakespeare, and Year 10 geography fieldwork around Wycoller.

If your child is the sort who commits when there is a clear programme and a certificate to work towards, the pledge structure will suit. If motivation is more fragile, the low-barrier “turn up and have a go” approach to clubs can help students find something that sticks.

The published school-day timetable shows an 8.50am start (line-up with form tutors), and a 3.20pm finish, with five lessons plus breaks and lunch. The school also states a free breakfast offer via the National School Breakfast Programme, providing a bagel and drink each morning at 8.20am, which is a practical support for punctuality and readiness to learn.

In travel terms, the school is described in an official Lancashire document as located off Dent Street, around 1.5km west of Colne centre, south of the A56 Burnley Road, with access points including Dent Street and nearby streets. Families should still sanity-check the actual route their child will use and the viability of walking, cycling, or bus travel, because day-to-day logistics can make or break secondary school fit.

• Outcomes remain a weak point. The FindMySchool ranking places GCSE performance below the England average, and the Progress 8 score is negative. Families should ask how the curriculum and teaching improvements are translating into better outcomes for current cohorts.

• Attendance and attitude are still uneven. The school’s priorities include improving attendance and developing more consistently positive attitudes to learning among a minority of pupils. If your child is easily distracted, ask what classroom routines look like and how disruption is managed.

• Large-school experience. With capacity of 1,050 pupils and around the high hundreds on roll in official sources, this is a sizeable setting. That can be excellent for breadth of friendships and options, but it suits students who handle transitions and routines well.

• High demand for places. With more applicants than offers in the available data, admission is competitive. Treat it as a preference, not an assumption, and keep realistic alternatives in view.

Colne Primet Academy is a large community secondary that is actively working to improve consistency of teaching, secure stronger attendance, and embed a calmer, more productive learning culture. The wider offer, including Duke of Edinburgh, trips, and the Trust pledge programme, gives many students routes to confidence and belonging beyond lessons.

Best suited to families who want a structured 11–16 school with clear routines, accessible extracurricular opportunities, and a personal development programme that is more than a slogan. The main challenge is securing a place, and for academically driven families, the bigger question is whether current improvement work is translating quickly enough into stronger exam outcomes.