Lakelands Academy Review 2026: Small-town secondary with a strong house culture and clear routines

Academic outcomes sit in the broad middle of England’s picture, with some indicators that will prompt families to ask detailed questions about improvement strategy and support.

Ranked 2733rd in England and 1st in Ellesmere for GCSE outcomes (FindMySchool ranking based on official data), results reflect solid performance in line with the middle 35% of schools in England (25th to 60th percentile).

Attainment 8 is 38.3. Progress 8 is -0.63, which indicates that, on average, students’ GCSE outcomes are below what would be expected from their starting points. EBacc average points score is 3.51, compared with an England figure of 4.08. The percentage achieving grades 5 or above in the EBacc subjects is 17. These measures suggest that the school’s strongest story is not raw outcomes, but the structures around curriculum, reading and support that aim to lift consistency across subjects.

A key point for parents is that this is an 11 to 16 school. Post-16 outcomes sit with partner colleges and sixth forms rather than in-house, so GCSE preparation and guidance for next steps carry extra weight.

The curriculum intent is explicit about depth, breadth, adaptivity and regular revisiting of knowledge. In practice, the inspection evidence adds useful texture: subject leaders have worked to sequence learning so that knowledge builds and students remember more over time. That approach usually benefits students who need clarity and routine, including those who can lose confidence if topics feel disconnected.

Reading is a specific focus. The inspection report describes a strengthened reading curriculum, with careful choices about what pupils read and study, and an expectation that weaker readers develop their skills through regular reading. For families whose child needs structured literacy support in secondary, that is worth asking about on a tour, including how reading needs are identified at Year 7 intake and how interventions run alongside timetabled lessons.

Not everything is equally consistent, and it is helpful that the inspection narrative does not gloss over that. It highlights that curriculum planning in Key Stage 3 English was less developed at the time, with leadership turbulence and a need to map knowledge more clearly so that some pupils achieve as well as they could. Parents of children who find English challenging should ask what has changed since that point, how writing is taught across subjects, and how students are supported if they arrive below age-related expectations.

Where Students Go Next

Because Lakelands Academy finishes at Year 11, the “destination” story is largely about guidance, readiness and strong links with post-16 providers, rather than A-level pipelines.

The school’s personal development information sets out a careers programme embedded within personal, social and health education, plus work experience opportunities and a stated commitment to information about technical routes. For families who want apprenticeships, college-based courses or a mix of academic and vocational pathways to be treated as first-class options, this framework is important.

The post-16 open events material published by the school also points to active signposting, including dates and options at regional colleges and sixth forms. That suggests the school is not assuming a single destination route for all students, and is helping families make informed choices early enough to meet application windows.

Admissions to Year 7 are co-ordinated by Shropshire Council, with families asked to submit preferences in the autumn term of Year 6. The determined admissions arrangements for 2026 to 2027 set out a Published Admission Number of 116 for each Year 7 intake.

Deadlines are clear. The closing date for applications is 31 October, and allocations are published online on 1 March. For September 2026 entry, that means the deadline falls on 31 October 2025, with offers on 1 March 2026.

The oversubscription priorities follow the standard hierarchy families will recognise. After children with an Education, Health and Care Plan naming the school, priority is given to previously looked-after and looked-after children. Catchment area comes next, with sibling priority within catchment followed by other catchment children. Places then move to applicants outside catchment, again with sibling priority, followed by children who have attended a state-funded primary within the secondary catchment for more than a full academic year immediately prior to transfer, and then other out-of-catchment children. Where applications exceed places within a category, distance is measured by straight-line mapping, with the shortest distance prioritised.

A distinctive element at Lakelands is the specialist resource provision on site, the Kettlemere Centre, for students with communication and interaction needs. Admissions for this provision sit through the local authority SEND process rather than the standard Year 7 route, and it does not form part of the school’s published admission number. Families considering this pathway should treat it as a separate application conversation, typically through annual review and panel decision-making.

Pastoral structure is anchored by belonging, routine and targeted support. The house system gives each student an identity beyond year group and tutor group, and it is used as a mechanism for participation, reward and shared expectations.

The inspection narrative also provides a balanced picture on day-to-day safety and behaviour. Most pupils reported feeling safe and supported, and bullying was described as dealt with quickly and effectively, while also noting that a minority of pupils found it difficult to talk to adults about concerns and that some derogatory language had been heard on occasion, usually challenged. This combination suggests a school that is not complacent, and that recognises the difference between having policies and securing consistent confidence across all students.

Support for special educational needs and disabilities is described as a strength, with staff well informed about pupils’ needs and trained to identify difficulties and plan appropriate support. There is also evidence of pastoral interventions designed around mental health and social needs, including tailored activities. Parents of students who need calm, predictable support should ask how needs are reviewed through the year and how communication between staff and families is managed.

Extracurricular life is presented as purposeful rather than performative, with clubs and activities linked to student interests, inclusion and skill-building.

The school’s published prospectus points to lunchtime clubs that can be unusually appealing for students who do not see themselves as “sporty”, including Crochet, Chess and Minecraft, plus a daily after-school homework club that provides access to IT facilities and staff support. For some families, that homework club can be the difference between a calm evening routine and a daily struggle, particularly where home space or equipment is limited.

There is also an enrichment offer that extends beyond clubs into awards and trips. The school explicitly references Duke of Edinburgh Bronze and Silver, along with visits such as museums, city trips and university trips. For students who benefit from structured challenge and a sense of achievement outside exams, these pathways can build resilience and confidence through real commitments, not only through school day compliance.

Subject-specific enrichment appears in curriculum documentation as well. The science curriculum overview references science enrichment after school, competition days and even a Warhammer club. That mix matters because it suggests the school is thinking about engagement in multiple ways, using both academic extension and hobby-led participation to keep students connected to learning communities.

Facilities and spaces also play a role. The school references the Craig Colley Library, and local materials indicate it is used as a platform for reading promotion and wider study habits. For families with children who need a quiet, structured study base, the quality and accessibility of this space is worth exploring during an open event.

The published school day runs from an 8.55am opening, with the compulsory day ending at 3.30pm. Students are expected to be on site by 8.50am ready for the first bell.

For travel, the school references a dedicated coach service used for home to school transport, with routes serving Oswestry, Whittington, St Martin’s and surrounding villages. Families who are planning transport should also note that the site information highlights good parking, which can matter for drop-off logistics on busy mornings.

Open events have typically been scheduled in September, with tours led by student leaders and opportunities to see subject areas in action. Dates change annually, so families should check the school’s open days information for the current cycle.

• 11 to 16 only. There is no sixth form, so post-16 planning starts earlier and carries more weight. Families should ask how GCSE option choices align with the local sixth form and college landscape, and what application support looks like in Year 11.

• Progress measures need attention. A Progress 8 score of -0.63 indicates outcomes below expected progress from starting points. Parents should ask what the improvement strategy is, how consistency across classrooms is monitored, and what targeted support exists for students at risk of underachievement.

• Behaviour consistency is a watchpoint. The inspection narrative describes generally good behaviour, alongside inconsistency in some lessons and a need for clearer, more consistent systems. Families should explore how behaviour routines work day to day, how staff apply sanctions and rewards, and what happens when a student is struggling.

• Specialist provision is separate. The Kettlemere Centre is a distinct pathway for communication and interaction needs, with admissions through the local authority panel. Mainstream admissions and specialist placement should be treated as different processes with different timelines.

Lakelands Academy suits families who want a local, comprehensible secondary with clear routines, a strong belonging structure through houses, and a credible personal development and careers offer for an 11 to 16 setting. It is also a school where parents should take time to understand improvement work, particularly around progress and classroom consistency, and to ask direct questions about how support is targeted for their child. Best suited to students who respond well to structure, enjoy being part of a house identity, and will benefit from guided pathways into post-16 options.