Westwood College Review 2026: A 13 to 18 comprehensive in a historic Leek setting, with a joint sixth form offer

A secondary school that starts at 13 changes the rhythm of family decision-making. For many Staffordshire families, the Year 9 transition is the main step, and this college is built around that model, educating students from Year 9 through Year 13. The setting is part of what makes it memorable. The school site sits within the grounds of Westwood Hall, described by the college as a Grade II listed Jacobean-style building constructed in the mid 19th century, with the wider site history stretching back further.

The current inspection headline is clear. The latest Ofsted inspection in May 2024 rated the school Requires Improvement overall, while judging sixth form provision as Good.

Westwood is part of The Talentum Learning Trust. Governance and leadership are organised at trust level, with the school website setting out an Executive Headteacher model across the two Leek high schools.

The most consistent thread in the school’s own materials is the language of values. The college highlights respect, resilience, ambition and pride as its core values, and those words also appear in the most recent inspection narrative as part of how pupils describe the school culture.

A sensible way to think about Westwood is as two overlapping experiences. The first is the day-to-day 13 to 16 provision, where routines, attendance, and classroom consistency matter most for outcomes. The second is the joint sixth form direction, where the offer broadens and the school places more emphasis on mentoring, leadership, and preparing for next steps. The inspection picture points to a school with purposeful lessons and generally calm social time, but also areas where expectations are not yet delivered consistently for every student, particularly around attendance and the way teachers check understanding.

Leadership is presented on the school website as a blend of trust-wide and school-based roles. The Senior Leadership Team listing names Miss Sue Atkinson as Executive Headteacher for Westwood College and Leek High School, and Mrs Rowena Jukes as Head of School and Deputy Designated Safeguarding Lead. A recent college brochure is signed by Rowena Jukes as Head of School, and it frames the relationship with the Executive Headteacher as a close partnership across the two schools.

Performance data should be read alongside the inspection context. The most recent graded inspection identified curriculum ambition and early improvements, but it also highlights that outcomes at the end of key stage 4 have not yet improved consistently.

GCSE outcomes (FindMySchool ranking)

Ranked 2008th in England and 1st in Leek for GCSE outcomes (FindMySchool ranking, based on official data). This places the school in line with the middle 35% of schools in England (25th to 60th percentile).

At GCSE level, the Attainment 8 score is 44.6 and Progress 8 is -0.13. The EBacc average point score is 3.9, and 19% of pupils achieved grades 5 or above across the EBacc suite. These indicators suggest outcomes that are close to typical overall, with progress slightly below the national midpoint.

A-level outcomes (FindMySchool ranking)

Ranked 2015th in England and 2nd in Leek for A-level outcomes (FindMySchool ranking, based on official data). This sits below England average, placing it in the bottom 40% of providers for A-level outcomes.

Grade distribution in the reported A-level measures is 3.83% at A*, 6.7% at A, 21.53% at B, and 32.06% across A* to B. England averages for the same measure set are higher, at 23.6% for A* to A and 47.2% for A* to B.

For families, the implication is practical. The school’s academic story is not currently one of headline results, it is one of an improving direction, with a sixth form judged more strongly than the overall 13 to 16 picture. If your child is highly academic and motivated primarily by top-end grades, it is sensible to ask directly how subject support, attendance follow-up, and in-class checking have been strengthened since the inspection.

Westwood presents itself as a specialist-led school, with subjects taught by specialists and a curriculum that runs continuously from Year 9 to Year 13. What stands out is the way departments describe enrichment and application beyond the classroom, often linked to external partners.

Mathematics describes weekly after-school clinics to support revision and homework, as well as participation in competitions including the UK Mathematics Trust challenges and other events. The implication for students is that support is framed as routine, not exceptional, with clinics and interventions available for those who engage early.

Languages leans into enrichment through exchange and travel links, including an exchange with Theodor-Heuss-Realschule in Walldorf for German students, plus curriculum trips to Spain, Berlin and Paris. Sixth formers can also participate in the Linguistic Olympiad, described as a club open to all sixth form students.

In sixth form, the academic structure is described as typically three subjects, with some taking four, and with vocational courses running alongside traditional subjects. Students are also offered an Extended Project option, and the sixth form includes weekly Core Sport sessions.

Westwood does not publish a Russell Group destination percentage in its publicly accessible materials, so the best indicator for destinations is the most recent cohort-level progression data.

In the 2023/24 leaver cohort of 112 students, 38% progressed to university, 11% started apprenticeships, 35% entered employment, and 4% moved into further education.

Academic stretch is present, but on a small scale in the latest Oxbridge measures. Over the same measurement period, 6 students applied to Oxford or Cambridge, 1 offer was recorded, and 1 student accepted a place (recorded in the Cambridge figures).

The implication is that pathways are mixed, with a substantial proportion moving directly into work. For families considering sixth form, the right question is not only “university or not”, but how well supported each route is, including apprenticeships and local employer links. The careers programme is described in the inspection as comprehensive and well engaged with by pupils, which matters given the spread of destinations.

This is a Staffordshire three-tier context school, with normal age of entry at Year 9. Staffordshire County Council’s published arrangements set the Published Admission Number for Year 9 at 210 learners, and confirm that applications are coordinated through the local authority scheme.

The oversubscription criteria are detailed and slightly unusual compared with 11 to 16 schools. After looked-after children and siblings, the arrangements reserve a defined allocation of places for applicants outside the deemed catchment area, and then place significant weight on catchment and distance measurement to the main gate using the council’s GIS methodology.

For sixth form, admissions are handled directly by the school, with the local authority arrangements noting that applications should be made via the college and that the deadline is published by the school.

Parents trying to short-list sensibly should use the FindMySchool Map Search to check practical travel distance and likely routes, then compare nearby options on the Local Hub page using the Comparison Tool. For three-tier systems, travel time at 13 often becomes the daily deal-breaker.

Safeguarding is described as effective in the most recent inspection. Beyond that headline, the inspection and the school’s own curriculum materials point to a pastoral model that relies on clear routines, strong staff-student relationships, and structured personal development.

A key issue for parents to understand is attendance. The inspection highlights that absence is preventing a significant number of pupils from achieving their potential, and it flags the need for urgent engagement with pupils and parents. If your child is already a reluctant attender, ask what daily follow-up looks like, what the escalation route is, and how the school works with external agencies when needed.

Personal Development content is mapped in detail, including topics such as online safety, bullying, and relationships education, with additional learning routes referenced through events like Diversity Week and enrichment activities.

The school’s general extracurricular page is marked as awaiting content, so the best evidence comes from departmental and inspection references, which are often more specific.

Performing arts

Drama is explicitly supported through a drama club and through a history of school productions. The department also describes efforts to visit the theatre when possible, and it frames drama as building confidence, teamwork, and self-management. The practical implication is that students who prefer learning by doing can find a genuine outlet here, especially where performance and devised work suit their strengths.

STEM and environment

Science references an Eco School club, describing a seven-step framework aimed at student-led environmental action, with the intention to apply for Eco-Schools Green Flag accreditation. This is a clear route for students who want purpose-led activity tied to real-world change rather than a purely classroom focus.

Competitions and applied learning

Business Studies highlights Enterprise Challenge Days in Year 9, including a Dragon’s Den style event with visitors from local enterprises and education institutions. Older students are offered experiences such as company visits and participation in the CIPFA Management Team Games at Staffordshire University. These are tangible examples of a school that values employer-facing skills and applied projects.

Sport and leadership

Physical Education describes inter-house competition and representation in district, county and national competitions, alongside leadership roles where sixth formers support lower school lessons and the wider extracurricular programme.

Wider awards

The Duke of Edinburgh’s Award Scheme is referenced both in inspection narrative and in sixth form curriculum information, including opportunities to work towards Silver or Gold awards.

The published day structure begins with the bell at 08.35, followed by tutor time, five taught sessions, and an end time of 15.10.

As a Leek-based school serving a three-tier system, transport planning is a core part of admissions. Staffordshire’s published arrangements reference the council’s catchment and transport policies and the distance measurement approach used for allocation. Families should check the current transport entitlement rules and consider winter travel times, especially for students joining at 13 from a different middle school.

• Inspection trajectory. The May 2024 inspection outcome is Requires Improvement overall, with sixth form provision Good. Improvement work may be well underway, but parents should ask what has changed since the inspection, and how impact is being measured.

• Attendance expectations. The inspection identifies attendance as a barrier for a significant number of pupils. If your child needs strong structure to attend consistently, understand the school’s daily routines, monitoring, and family support processes before committing.

• Year 9 entry is a big transition. Starting at 13 can be a good reset for some students, particularly those ready for a fresh peer group. It also means your application timeline is different from the usual Year 7 pattern, so families need to be organised early in Year 8.

• Sixth form outcomes. The sixth form is judged more positively than the overall school, but A-level outcomes in the available measures sit below England averages. Students may do best when they are proactive about subject support and independent study.

Westwood College offers a distinctive 13 to 18 pathway in Leek, combining a historic setting with a practical, mixed set of routes through to university, apprenticeships, or employment. The sixth form is a clear strength relative to the wider inspection picture, and there is credible enrichment across departments, particularly in drama, enterprise, languages, and sustainability-linked activity. Best suited to families who value the Staffordshire three-tier model, want a comprehensive school with vocational as well as academic options, and are ready to work in partnership on attendance and learning consistency.