Walton Academy Review 2026: Oversubscribed Grantham Secondary with a Growing Post-16 Offer

Walton Academy sits in a pivotal moment in its story. Established in 1966 and now fully co-educational in Key Stage 3, it has moved from being known primarily as a girls’ school to positioning itself as a broad 11 to 18 option for the Grantham area.

Day-to-day expectations are framed by the academy’s values language and its character curriculum, which aims to build practical habits such as leadership, organisation, resilience, initiative and communication.

In performance terms, Walton’s most recent results sit below England averages on several headline indicators, and the school’s FindMySchool GCSE and A-level rankings place it in the lower half nationally. That is a meaningful data point for families prioritising exam outcomes, although the picture is more mixed when you factor in sixth form pathways and enrichment. (Rankings and performance figures referenced in this review are taken from the provided dataset.)

Admissions are competitive. With 330 applications for 157 offers in the most recent Year 7 entry cycle shown the oversubscription is real, even without a published “last distance offered” figure for context.

Walton’s identity is unusually clear for a large mainstream secondary, because it is communicated through repeated, consistent frameworks. The academy’s stated core values are “We empower, We respect, We care”, and these sit alongside a defined set of character attributes (the LORIC curriculum) intended to make personal development teachable rather than incidental.

The culture described in formal external evidence is calm and structured. The latest inspection noted an orderly environment, good behaviour, and a student view that bullying is not common and is dealt with quickly when it occurs. Pupils also reported that they know who to go to if they have concerns.

A distinctive element of Walton’s recent “feel” is that it has had to make co-education work in real time, rather than via a slow demographic drift. The first intake of boys into Year 7 arrived in September 2019, a step-change that typically affects everything from facilities and uniform norms through to sports offer and pastoral routines. Walton explicitly framed this as part of a planned transition to co-educational provision.

Leadership visibility also comes through. The school’s Principal is Jessica (Jess) Leonard, with Caroline Saxelby named as Executive Principal, reflecting a leadership model often used in multi-academy trusts where a local head is supported by a trust-wide senior leader.

Walton is a state-funded secondary with sixth form, so the most relevant performance picture spans GCSEs and A-levels.

GCSE outcomes

At GCSE level, the school’s average Attainment 8 score is 38.6, with an average Progress 8 score of -0.16. These figures suggest outcomes that are below the typical picture for England, and progress that is slightly below average from students’ starting points (a negative Progress 8 score indicates less progress than pupils with similar prior attainment nationally).

In FindMySchool’s GCSE ranking (based on official data), Walton is ranked 3,024th in England and 4th in Grantham for GCSE outcomes. This places it below England average overall, within the lower-performing portion of the national distribution.

EBacc indicators also point to a challenge: the dataset shows 9.7% of pupils achieving grades 5 or above across the EBacc measure, with an average EBacc APS of 3.51.

A-level outcomes

At A-level, the dataset shows:

• A*: 3.13%

• A: 9.38%

• B: 23.96%

• A* to B combined: 36.46%

Against the England averages provided the A* to B figure (36.46%) sits below the national benchmark (47.2%), suggesting that sixth form outcomes are an area where Walton remains in “build” mode rather than already operating at a high-performing sixth form standard.

In FindMySchool’s A-level ranking (based on official data), Walton is ranked 1,881st in England and 4th in Grantham for A-level outcomes, again indicating performance below the England midpoint nationally.

What this means in practice

For families, the implication is straightforward. Walton can suit students who respond well to structure, clear routines, and a strong enrichment menu, particularly where post-16 pathways include vocational or applied options. Families seeking consistently high exam outcomes relative to England averages may want to compare Walton carefully with other nearby providers using the FindMySchool Local Hub and Comparison Tool, so you can see GCSE and A-level outcomes side-by-side in context.

A useful way to understand Walton’s teaching approach is to look at curriculum organisation and classroom routines.

Curriculum intent and sequencing appear to be taken seriously. The latest inspection described a well-structured curriculum where new knowledge is taught in a logical order, with students building on what they already know. Classroom practice commonly uses retrieval tasks, questioning, low-stakes testing and other short-cycle checks to embed learning.

There is also a visible literacy strand. Leaders were described as quickly identifying pupils who have fallen behind in reading, supporting fluency, and encouraging reading for pleasure, including reading activity built into tutor time.

The “next step” for Walton, based on official improvement points, is consistency. Not all teaching was found to match work closely enough to pupils’ prior knowledge and ability in every lesson, and assessment did not always pick up misconceptions reliably. This matters because, in a mixed-ability setting, the gap between best and weakest implementation can be felt by students as either boredom (work too easy) or struggle (work pitched too high). Families who value strong classroom consistency should look for evidence of how Walton is standardising practice across departments.

Walton’s destination picture needs to be read with care, because there are two different, legitimate lenses.

Sixth form and Oxbridge

’s Oxbridge outcomes, Walton recorded 2 applications and 1 acceptance in the combined Oxford and Cambridge figures for the measurement period shown. This is not a mass pipeline, but it is evidence that the highest academic routes are achievable for a small number of students in the right subjects, with the right support and grades.

16 to 18 destinations

For the 2023/24 leavers cohort, the dataset indicates:

• 42% progressed to university

• 29% entered employment

• 5% began apprenticeships

• 2% moved into further education

That mix suggests Walton serves a genuinely broad intake, with a substantial minority taking direct-to-work routes as well as higher education progression.

Careers education and readiness

Careers work is a clear strength in formal evidence. Students were described as being well-informed about future education, training and employment opportunities, supported by a careers programme that prepares them for next steps.

For parents, the practical implication is that Walton is likely to suit students who want clear vocational and employment pathways as well as academic routes, and who benefit from structured careers guidance rather than assuming “university is the default”.

Year 7 entry

Year 7 admissions follow the Lincolnshire co-ordinated process rather than direct entry via the academy.

For September 2026 entry, Walton’s published admissions timeline states:

• The application window closed on 31 October 2025

• National Offer Day is 02 March 2026

• The process reopens for late applications and changes on 03 March 2026, with submissions due by 23 March 2026

Demand is high. The most recent Year 7 entry data provided shows 330 applications for 157 offers, with the school described as oversubscribed, equivalent to about 2.1 applications per offered place.

Because the dataset does not include a “last distance offered” figure, families should not assume that living nearby automatically translates into realistic admission odds. If Walton is a priority, use FindMySchool Map Search to check your exact distance and to sense-check that against how local allocation patterns are moving year to year (Lincolnshire’s allocation patterns can vary materially as cohorts shift).

Open events and visiting

Walton’s open evening for September 2026 admissions has already taken place. For future cycles, the pattern strongly suggests open events typically run early in the autumn term, but families should rely on the academy’s published calendar for current dates.

Sixth form entry

Post-16 admissions are handled directly through Walton’s sixth form process.

Walton states an entry threshold of at least five GCSEs at grade 5 or above (including English and maths), plus grade 6 and above in chosen subjects. The published application deadline is Friday 13 February 2026.

Walton’s pastoral structure is intentionally layered. The academy describes a year-group model with Heads of Year supported by Pastoral Mentors, alongside Form Tutors who anchor daily tutor time. The tutor period is explicitly used for character curriculum activity, and it is framed as a moment for students to raise concerns and access support early.

Safeguarding roles are also visible to families. The pastoral information names a designated safeguarding lead (Mrs Kim Dolby) and emphasises a whole-school safeguarding culture, alongside online safety education.

In official inspection evidence, students reported that they know staff work hard to keep them safe and that there are many people they can turn to if they have concerns.

For parents, the implication is that Walton is likely to suit students who benefit from frequent, predictable touchpoints with adults, rather than a model where support is only reactive after issues escalate.

Walton’s enrichment offer is one of its clearest strengths, and it is unusually specific in the detail it publishes.

Performing arts and creative routes

Facilities support this pillar. Walton describes dance studios, visual arts spaces and a dedicated Post-16 Centre that includes a theatre with an auditorium and technical equipment, plus a photography studio with a purpose-built dark room.

Student voice on the sixth form pages reinforces that the theatre and photography facilities are meaningful drivers of engagement, including backstage technical work such as lighting and sound.

Clubs with named options

Walton’s published club list includes musical theatre, photography, maths problem-solving, board games, table tennis, badminton, writing, and the academy orchestra.

If you look at club timetables, you also see more distinctive options that can matter a lot to students deciding whether a school feels like “their place”, including Cipher Club, Pride Club, Witchcraft & Wizardry, and a Further Maths Club, alongside rehearsal clubs and sport.

STEM and wider experiences

The STEM offer is framed through external experiences as well as clubs, including planetarium visits, workshops with trainee astronauts, and engagement with the Royal Society Christmas Lectures. Walton also references the CREST Award and a High Flyers club.

This matters because it shows the enrichment strategy is not only “clubs on site”, it is also about raising horizons through exposure to specialist environments and speakers.

Leadership and service

Leadership opportunities are visible in formal evidence: students can join the school council and take ambassador roles including sports, kindness and eco responsibilities. In sixth form, volunteering and mentoring younger pupils is explicitly referenced as a common pathway.

Duke of Edinburgh and character development

Walton offers Bronze level Duke of Edinburgh’s Award. It positions this as a way to build life skills through volunteering, teamwork and leadership training.

The academy day runs 08:50 to 15:30, with students expected on site by 08:45. Published timings include tutor time first, a mid-morning break, lunch, then two afternoon periods before the end of day.

Transport is a significant practical factor for Walton, because it draws from Grantham and surrounding villages. The academy publishes guidance on school bus operators and a list of routes serving areas including Harlaxton, Denton, Croxton Kerrial, Colsterworth, Great Gonerby, and Sleaford via Grantham bus station.

Walton does not present itself as a wraparound-care provider in the way a primary school would. After-school time tends to be driven by clubs, sport, rehearsal, and intervention support rather than childcare-style provision. Where families need early drop-off or late collection options for younger siblings, it is sensible to confirm what is available directly.

• Results sit below England averages on key measures. The dataset’s GCSE and A-level indicators, and the school’s national ranking positions, suggest Walton is not currently a high-performing exam-results provider. Families prioritising academic outcomes should compare local alternatives and ask how Walton is improving classroom consistency.

• Teaching consistency is still a development point. External evidence highlighted that work is not always matched closely enough to pupils’ prior knowledge and ability, and that assessment does not always surface misconceptions. For some students this is manageable; for others it can be frustrating without strong intervention.

• Personal development sequencing has been an identified improvement area. The personal development programme was noted as not yet fully sequenced in every area, particularly around explicit teaching of British values and understanding of other faiths and cultures. If this matters to your family, ask what has changed since the last inspection cycle.

• Oversubscription without published distance context. The most recent admissions demand data indicates strong competition for Year 7 places, but without a published last-distance figure it is harder for families to estimate practical chances. Treat Walton as a serious preference only if you are comfortable with allocation uncertainty.

Walton Academy is best understood as a structured, values-led community secondary serving a wide range of pathways, rather than an exam-results specialist. Its strengths sit in clear routines, a strong enrichment menu (especially performing arts and creative routes), and visible pastoral scaffolding.

It suits students who engage with clubs, leadership roles, and character development opportunities, and who benefit from predictable support systems. Families whose top priority is high attainment relative to England averages should shortlist Walton only after careful comparison with other local providers, because current outcome indicators point to a school still working to raise results.