Emmanuel Christian School, Leicester Review 2026: A small all-through option with a clear Christian ethos

A capacity of 60 pupils makes this a deliberately small school, with an educational model that relies on close relationships, shared expectations, and consistent routines. Emmanuel Christian School, Leicester sits on the grounds of Braunstone Evangelical Free Church in Braunstone, serving pupils from Reception through Year 11, with no sixth form on site.

Leadership is clearly identified and stable in day-to-day practice. The head teacher is Mr Andy Harris, and the staff structure is organised across Lower, Middle and Upper School phases so that pupils experience continuity as they move up the age range.

For families weighing this school, the most important questions are usually practical rather than philosophical. Does a small setting suit your child’s temperament? Are you comfortable with a Christ-centred approach shaping curriculum and culture across subjects? Can the fee model work for your household over time, including the GCSE-stage surcharge? Those issues matter as much as results for a school of this size.

This is a school that describes itself as a community, with its stated purpose rooted in Christian belief and a desire to support parents in raising children “in God’s way”. That worldview is presented as the organising principle for teaching and daily life rather than a bolt-on faith layer. The school also states that it welcomes families of any or no religious affiliation, provided they accept that education is founded on the school’s doctrinal basis.

Small numbers shape the social experience. In settings like this, pupils tend to be known quickly, friendships can form across year groups, and staff oversight is naturally high. The trade-off is that peer groups are smaller, and social variety relies more on mixed-age interaction and the wider community beyond school. If your child thrives on being “one of many”, you will want to probe how the school builds breadth of social experience alongside its close-knit feel.

The school’s history narrative is unusually specific about its origins. It describes early parent demand in 2001, a steering committee formed in 2002, and the acceptance of premises on Didsbury Street in 2003, before opening on 28 August 2003 with 11 primary-age pupils. It later expanded into secondary provision and then Key Stage 4. That timeline matters because it explains why the school’s identity is so values-led, and why community involvement features prominently in how it presents itself.

For GCSE outcomes, the school is ranked 1,527th in England and 22nd in Leicester (FindMySchool ranking based on official data). This places performance broadly in line with the middle 35% of schools in England (25th to 60th percentile), rather than at an “elite” end of the distribution.

The available GCSE grade distribution shows 12.73% of entries at grades 9 to 8, 12.73% at grade 7, and 25.45% at grades 9 to 7 combined. These figures are best read as a snapshot of the top end of attainment rather than a full set of headline measures, because several common metrics are not available in the published dataset for this school.

At this size, year-to-year volatility is a real factor. Small cohorts can shift results materially with only a few pupils performing above or below their personal trajectory. The most useful way for parents to interrogate performance is usually to ask how the school tracks progress across a small intake, how quickly underperformance is identified, and what interventions look like in practice.

Parents comparing local options can use the FindMySchool Local Hub to view nearby schools side-by-side using the Comparison Tool, particularly helpful where cohort size makes single-year results harder to interpret.

The curriculum is described as explicitly aligned to biblical principles, with the school stating that it measures teaching against God’s word and applies it to everyday life. For families who want that coherence, the strength is clarity: children are not being asked to compartmentalise faith and learning. For families who would prefer a more neutral stance, this will feel like a decisive cultural choice rather than a minor preference.

By Upper School (Years 9 to 11), the school lists a defined GCSE offer: English Language, English Literature, Mathematics, Science, Business, Art, History, French, Food Preparation, PE, Media Studies and RE. The advantage is transparency, pupils and parents can see what the Key Stage 4 experience is likely to include. The constraint is breadth; smaller schools typically have fewer sets and fewer niche options, and that can matter for students with highly specific academic interests.

Formal structures around assessment and monitoring appear to be a priority. The latest inspection material highlights a clear framework for reviewing progress and using assessment information to identify underperformance and shape teaching. In a small setting, the practical implication is that gaps can be caught quickly, provided the tracking is consistent and staff capacity is protected.

There is no sixth form, so the default pathway at 16 is a move to a local sixth form or further education college. Families should treat this as a feature, not a flaw, if they want a clear post-16 reset with broader course choice, larger peer groups, or vocational routes alongside A-levels.

The school’s own history narrative indicates that students have moved on to colleges, universities and work, but it does not publish destination lists or destination percentages. That means parents should ask directly about the most common post-16 settings, how guidance is delivered in Year 10 and Year 11, and whether the school supports applications across both academic and technical routes.

Work experience and volunteering are explicitly referenced as part of preparation for life beyond school, and that can be valuable in a school without an in-house sixth form. The practical question to ask is how placements are sourced, whether students are supported to find opportunities that match interests, and how reflective learning is captured afterwards.

Admissions are handled directly by the school rather than via local authority coordination, and the school indicates that prospective families should make contact to arrange a visit and obtain application forms. This points to a more personalised admissions process than many larger independent schools, with less emphasis on fixed annual deadlines and more on fit and availability across year groups.

Capacity is an active operational issue. The school’s registered capacity is 60, and the most recent inspection documentation notes that the school requested a material change to increase capacity from 60 to 75 pupils, with a recommendation that the material change be approved. For parents, this has two implications. First, spaces may be limited at present, particularly in popular year groups. Second, if expansion proceeds, families should ask what changes would be made to staffing, rooms, and breaktime supervision to preserve the small-school experience that attracted them in the first place.

Because fixed entry deadlines are not published in the school’s public admissions pages, families considering 2026 entry should assume a rolling rhythm and check availability early, especially for mid-year transfers or entry into examination years.

Parents who are trying to evaluate travel time and feasibility often find it helpful to use FindMySchool Map Search tools to check real-world journey times and compare them against daily routines, especially where before and after-school care arrangements are uncertain.

A small school can often move quickly when a child is struggling, but only if systems are disciplined. The leadership and management commentary in the latest inspection material emphasises safeguarding training, clear escalation routes, and oversight by governors, alongside suitable internet filtering and monitoring. It also indicates that pupils know how to raise concerns and feel confident approaching staff.

The pupil profile includes a meaningful proportion of additional needs and language diversity for a 60-place setting. The latest inspection material records nine pupils identified with special educational needs and/or disabilities, four pupils with an education, health and care plan, and 32 pupils for whom English is an additional language. In practical terms, parents should ask how learning support assistants are deployed, how EAL support is integrated into mainstream lessons, and how staff ensure that academic expectations remain high for pupils who need scaffolding.

The uniform and personal presentation expectations are detailed and relatively traditional, including clear standards around hair, jewellery and make-up, with explicit recognition of Afro-textured hair as part of cultural and religious identity. That level of specificity tends to reduce ambiguity for pupils, though families should consider whether a tightly defined presentation code suits their child’s personality and sense of autonomy.

Extracurricular information is not presented as a term-by-term clubs list, but enrichment and personal development show up in several concrete ways.

First, community-facing activity is a visible thread. The school describes local community engagement such as Christmas visits to local care homes, alongside wider community service events. In a small school, these activities can have a strong impact because pupils are more likely to be directly involved rather than simply hearing about them second-hand. The implication for families is that character education is expressed through action, not only through assemblies or policies.

Second, preparation for adult life is framed through careers education, work experience and volunteering. The latest inspection material indicates that pupils experience careers education and work experiences, intended to prepare them for life in British society. For students approaching GCSEs, the practical benefit is that learning is connected to real choices and responsibilities; for parents, the key question is how structured this programme is and whether it includes guidance that is tailored to different post-16 routes.

Third, physical education is treated as a normal part of school routines, with kit guidance that includes indoor PE, outdoor PE and swimming requirements. If swimming is a regular expectation, families may want to confirm where sessions take place, how transport is managed, and how ability differences are handled in a mixed group.

Fees for 2025 to 2026 are published as annual totals payable by monthly direct debit. For the first child, the annual total is £4,896 (£408 per month), with reduced totals for subsequent children and no fees listed for the fourth child and beyond. The school states that these fees are inclusive of VAT.

A means-tested fee reduction system is in place and families can apply, with applications considered by a fee reduction committee. For households considering the school on affordability grounds, the key practical step is to request clarity on how the means test operates (evidence required, review points, and whether assistance can change mid-year).

Families with students in Years 9 to 11 should also note that the school adds a £35 per month levy to reflect additional GCSE-related costs. This is not unusual in small settings that operate close to cost, but it should be included in any realistic budgeting for Key Stage 4 years.

The published school day expects pupils to arrive between 8:30am and 8:45am, with an official start time of 8:50am and an official finish time of 3:15pm. Term dates for 2025/26 are published in detail, which helps families plan childcare and work patterns.

Wraparound care arrangements (breakfast provision and after-school provision) are not set out in the publicly available pages reviewed, so families should confirm directly whether any before-school supervision or after-school care is offered, and whether it varies by age group.

For travel, Leicester railway station is the city’s main rail hub for commuters. Parking is described as limited immediately outside the school, with visitors typically using nearby residential streets and walking in, so daily drop-off and pick-up logistics deserve careful thought.

• Very small scale. A capacity of 60 can be a major strength for pastoral oversight and continuity, but it also means smaller peer groups and fewer “spare” friendship options if social dynamics become difficult.

• Curriculum breadth at GCSE. The school lists a defined GCSE suite, which offers clarity, but students with niche interests should confirm whether additional options, private candidate entries, or partnerships are possible.

• Costs at Key Stage 4. Fees are published clearly, and financial assistance exists, but Years 9 to 11 also attract a £35 per month GCSE levy that should be factored into affordability.

• Practical logistics. Parking is limited outside the site and wraparound care information is not published in the pages reviewed, so working families should verify daily feasibility early.

Emmanuel Christian School, Leicester will suit families who actively want a Christ-centred education delivered in a small, relationship-led setting, and who value clarity of ethos over a large-school breadth of options. The school’s published fee model and means-tested reduction process provide some flexibility, although the Key Stage 4 levy and the realities of small-scale provision should be budgeted for carefully. The best fit is typically a child who responds well to close adult oversight, clear behavioural expectations and a consistent community culture, and who will benefit from the stability of an all-through model up to Year 11.