Ellesmere Port Church of England College Review 2026: A faith-led 11–19 academy focused on character and steady improvement

At GCSE, the school's outcomes sit below England averages on this results, and the headline indicators point to work still to do. The Progress 8 score is -0.51, which indicates students made less progress than similar pupils nationally from their starting points. Average Attainment 8 is 39. GCSE academic performance ranks 3,230th in England and 1st in Ellesmere Port on the local secondary ranking (FindMySchool ranking based on official data).

It is also worth treating subject-entry patterns as part of the picture. The proportion achieving grades 5 or above in EBacc subjects is 1.2%, and the EBacc average point score is 3.2. These measures suggest that EBacc pathways are not yet a dominant feature of the key stage 4 profile at this school.

Sixth form outcomes, as published are more challenging. A-level grades at A* to B stand at 10%. At the very top end, A* is 0%, and A is 0%. Sixth form academic performance ranks 2,518th in England and 3rd in Ellesmere Port on the local sixth form ranking (FindMySchool ranking based on official data).

None of this is the full story on its own, and parents should hold two ideas together. First, published outcomes are an important signal. Second, the most recent inspection described a broad and ambitious curriculum and noted that published key stage 5 outcomes for previous cohorts did not reflect more recent improvements in the sixth form curriculum. Families comparing local options can use FindMySchool’s Local Hub Comparison Tool to place these results alongside nearby schools, then drill into subject choices and support.

The school’s curriculum intent is presented as ambitious. Teaching is described, in external evidence, as organised around clear essential knowledge in most subjects, with staff training that supports strong subject knowledge and clearer explanations of new concepts. The practical implication for families is consistency. Where curriculum sequencing is explicit, pupils tend to experience fewer gaps when they move between units and year groups.

The inspection evidence is also specific about where leaders need to tighten practice. In a small number of subjects, the essential knowledge pupils should learn is not as clearly identified, and teachers do not always spot and address gaps in prior learning effectively enough. That is a concrete, curriculum-level improvement point, and it matters because it links directly to achievement, especially at key stage 4 and in post-16 courses.

Reading receives purposeful attention. Ofsted noted an established library and structured support for pupils who arrive with gaps in reading, alongside sixth form students acting as reading buddies. For many families, that focus can be a differentiator, particularly for pupils who need systematic literacy support to access the wider curriculum.

For the 2023/24 leaver cohort, 48% progressed to university and 32% entered employment, with 4% going into further education. The cohort size was 25, which is small enough that percentages can swing year to year.

What this means in practice is that the sixth form appears to support multiple routes rather than pushing a single destination model. The Ofsted report also highlights careers information, education, advice and guidance as a strength within the personal development offer, designed to help pupils and students make informed next-step decisions.

Year 7 entry is coordinated through Cheshire West and Chester Council. For September 2027 secondary transfer, the application process starts on 1 September 2026 and closes on 31 October 2026. Offers are issued on 1 March 2027, with appeals due by 31 March 2027.

Oversubscription criteria matter because they shape real chances of entry. The local authority booklet lists priority order for this school starting with looked-after and previously looked-after children, then children with qualifying exceptional medical or social circumstances, then siblings, then pupils attending named feeder primaries (Little Sutton Primary and Christchurch Primary), then children of staff, then distance as a tie-break. If you are trying to assess likelihood, use FindMySchoolMap Search to check your distance from the school and how it compares to recent allocation patterns, while remembering that distance cut-offs can change each year.

Demand data points to competition for places. The most recent figures available show 276 applications against 145 offers, a ratio of around 1.9 applications per place, with the intake was oversubscribed. This is not a guarantee of future competitiveness, but it is a useful signal that entry can be pressured, particularly outside feeder and sibling priority groups.

Pastoral systems at this school are closely linked to its personal development model, and external evidence points to a calm baseline. The Ofsted report describes pupils getting on well together, lessons that are mostly calm and purposeful, and a culture where bullying incidents are dealt with effectively.

The strongest safeguarding signal is the formal judgement itself. The March 2023 inspection confirmed that safeguarding arrangements are effective, and it highlights staff training, clear reporting systems, and work with external agencies where pupils and families need timely help.

Pastoral culture is also supported by structured incentives and routines. The inspection notes “Fantastic Fridays” as a celebratory feature that is popular with most pupils, and it frames sixth form students as positive role models who take on responsibility, including student leadership roles. For some pupils, that visible recognition and a clear ladder of responsibility can make secondary school feel more navigable.

The extracurricular story is most convincing when it is specific, and here the published inspection evidence is unusually detailed. Pupils are described as motivated to take advantage of wider experiences offered through a trust award scheme, and examples given include a murder mystery club and a rock climbing club. These are not generic afterthoughts, and they signal an enrichment offer that tries to appeal to different personalities, not only sport-first pupils.

Wider development is also connected to community and social action. The inspection notes participation in local initiatives, including support for a local food bank and awareness-raising about human trafficking through school events. The implication is a personal development model that tries to connect curriculum learning to the wider world, which can be especially relevant for older students shaping post-16 ambitions.

Trips and experiences are referenced as part of broadening horizons, including local and international visits, with a planned trip to Hong Kong noted in the inspection narrative. Families considering the school should ask how the school ensures access, for example through subsidy, staged payments, or alternatives for pupils who cannot travel.

This is a state school with no tuition fees. Families should still plan for the usual extras such as uniform, trips, and optional clubs.

For travel planning, Ellesmere Port railway station is on Whitby Road, and National Rail lists station facilities including parking provision. Many families will also find that bus routes into Ellesmere Port town centre are a practical option, especially for older pupils travelling independently.

The school advertises a free breakfast offer for pupils, served between 8:00am and 8:30am, which can be helpful for routines and punctuality.

• Academic outcomes remain a key improvement area. Progress 8 is -0.51 and A-level grades at A* to B are 10% in the published results. Families should ask how intervention, tutoring, and curriculum planning are targeted, particularly in subjects where pupils arrive with gaps.

• Sixth form scale can shape experience. The Ofsted report records 65 students in the sixth form at the time of inspection. A small cohort can mean closer support, but it can also affect breadth of peer group and the viability of niche subjects.

• Attendance is a stated priority. The inspection notes that some pupils do not attend as often as they should, with learning lost as a result. Parents who know attendance may be a challenge should ask what the school’s day-to-day attendance strategy looks like.

• Admission is not automatic. The school is oversubscribed on the most recent figures available, and priority criteria such as feeder primaries and siblings can matter materially. Families should get clear early on about where they sit against those criteria.

Ellesmere Port Church of England College presents as a settled, structured 11–19 academy with a clearly articulated ethos and a personal development programme that is more than posters on a wall. The latest inspection supports a picture of calm behaviour, positive pupil experience, and effective safeguarding, alongside clear priorities for curriculum refinement and attendance.

Best suited to families who value an inclusive Christian ethos, want a school that emphasises character and community contribution, and are ready to engage actively with learning support to help their child secure strong outcomes. The main trade-off is that published academic results remain below England averages, so families should probe how improvement work translates into day-to-day teaching and targeted support.