The Westleigh School Review 2026: An inclusive 11 to 16 academy with a clear expectations culture

This is an 11 to 16 school, so the most useful measures for parents are GCSE phase indicators rather than A-level outcomes.

The school’s Attainment 8 score is 34.1, and its Progress 8 score is -0.81. A negative Progress 8 score indicates that, on average, pupils made less progress than similar pupils nationally from their starting points, so families should view this as a clear signal to ask how the school is tightening teaching sequences and intervention in key subjects.

On EBacc, the average EBacc APS is 2.89, against an England average of 4.08. 60% of pupils achieved grades 5 or above across the EBacc elements.

Ranked 3,677th in England and 2nd in Leigh for GCSE outcomes (FindMySchool ranking based on official data), this places performance below England average, within the lower 40% of secondary schools in England.

A practical way to use this data is to compare it side by side with nearby options, including schools that share similar intakes. FindMySchool’s Local Hub comparison tools are designed for exactly that type of shortlisting.

Curriculum design aims to be ambitious and inclusive, with careful attention to sequencing, meaning pupils build knowledge in a planned order rather than meeting topics as isolated units. In most subjects, that sequencing is well established, and teaching is described as effective at checking understanding and reteaching where pupils have not secured key knowledge.

Reading is treated as a whole school priority rather than something that “belongs” only to English. Form time includes structured reading activity, including use of Sparx Reader, paired reading in some cases, and targeted SoundsWrite intervention for pupils who need help securing phonics. The practical implication is that weaker readers are more likely to be identified early and supported systematically, which matters across every subject at secondary level.

Expectations around classroom focus are supported by routines. Lessons are described as calm, and pupils’ attitudes to learning are a stated strength. This is the kind of baseline that makes enrichment work better, because pupils are not spending their energy on low level disruption.

Because the school finishes at Year 11, parents often want two forward looking answers, what preparation looks like for post-16 pathways, and how well the school handles careers education earlier than Year 11.

Careers education is positioned as a structured programme, with activities that build presentation, leadership and self-awareness, for example “Why me” speeches for roles such as form representatives, and classroom activities that link interests to possible routes. The school also references encounters with higher education and skills events, including a trip connected to The University of Manchester via a gateway programme. For many pupils, these touchpoints can make post-16 options feel less abstract, particularly when paired with clear guidance on technical pathways as well as sixth form.

The inspection evidence also points to pupils receiving careers advice and guidance that is treated as high quality, alongside personal development education that is intended to prepare pupils for modern Britain.

Applications for Year 7 places are coordinated by Wigan Council, and for September 2026 entry the published timetable set an opening date of 12 September 2025 and a closing date of 31 October 2025.

Offer communications for that cycle were scheduled for 2 March 2026 because 1 March fell on a Sunday, with appeals to be lodged by 30 March 2026 and hearings typically in May to June.

For families assessing their likelihood of securing a place, the school’s published admission number is 210 for Year 7, and the oversubscription criteria place children with an Education, Health and Care Plan naming the school first, then looked after and previously looked after children, then siblings, then defined postcode priority areas, and finally distance. The postcode priorities explicitly reference the WN7 5 area and parts of Atherton (M46) before other Leigh postcodes, with distance measured as a straight line using a Geographical Information System.

Because distance measurements and boundary effects can be unintuitive, families often benefit from checking their precise position using a mapping tool. FindMySchoolMap Search is designed to help parents understand how far they are from a school compared with typical allocation patterns, while remembering that each year’s cohort distribution can change outcomes.

Open evenings in Wigan typically run in the Autumn term before the October deadline. For the September 2026 cycle, the council booklet listed an open evening for The Westleigh School on Thursday 9 October 2025. If you are researching for a future year, treat that as a strong indicator that open events usually sit in early October, and confirm the current schedule directly.

The pastoral picture is grounded in relationships and clarity. Pupils report that staff care about them, and that concerns such as bullying are addressed quickly. For parents, the implication is that problems are less likely to linger unchallenged, although it is still sensible to ask how the school tracks repeat incidents and how pupils can report issues discreetly.

Safeguarding processes are described as effective, with staff kept up to date on risks, and concerns recorded and acted on promptly, including support for pupils and families where needed.

Support for pupils with special educational needs and or disabilities is positioned as proactive, with needs identified early and staff expected to know how to help pupils succeed through the same curriculum. Families with a child on SEN Support or with an EHCP should ask about how learning plans translate into everyday classroom adaptations, and how the school balances support with independence as pupils move into Key Stage 4.

A distinctive feature is the Westleigh Pledge, a commitment to making sure pupils can access enrichment experiences. Inspectors noted this guarantee explicitly, and it matters because a pledge implies tracking and delivery, not just a menu of clubs that pupils may or may not be able to join.

Specific examples help bring this to life. The Ofsted report references an angling club and a GLOW group, alongside inclusive opportunities in sport, music and drama performance. Those examples signal breadth, and also a willingness to provide spaces where pupils can belong, particularly pupils who may not see themselves in the most traditional “after school clubs” offer.

Practical, skills-based enrichment also appears in the school’s own communications. Cookery Club has been run as a structured weekly activity in the technology block, with pupils cooking healthy meals from scratch and learning portioning and basic household skills. This kind of club can be especially valuable for pupils who learn best by doing, and it links naturally to personal development aims around independence.

Reading culture has visible touchpoints too. A Readaholic Book Club has participated in a local book quiz event, with pupils preparing by reading a set of books and then competing as a team. For families concerned about secondary reading drop-off, that sort of club is a tangible sign that reading is treated as social and enjoyable, not only assessed.

Sport and physical activity appear to include options such as gymnastics and trampolining within extracurricular clubs, and dance within the taught programme. For some pupils, that mix is the difference between participating consistently and drifting away from physical activity in Key Stage 3.

The formal school day includes registration and tutorial from 8.30am to 9.00am, with five teaching periods and the final period ending at 3.00pm. The gates are opened from 8.10am, and pupils are expected to be on site and in registration by 8.30am.

This is a state school with no tuition fees. Families should still plan for the usual associated costs, such as uniform, travel, and optional trips or enrichment activities.

For travel, admissions criteria include postcode priority areas and then distance, so daily practicalities will often reflect where a family lives within Leigh and nearby areas. If you are balancing more than one possible school, model the journey at the time your child would actually travel, and check what “late” looks like in practice when buses run behind schedule.

• Progress measures. The Progress 8 score of -0.81 indicates below-average progress for pupils with similar starting points. Families should ask what has changed since the last published results, especially around curriculum sequencing and targeted intervention.

• Admissions priority areas. Postcode priority is a material factor in allocation, with WN7 5 and parts of M46 explicitly prioritised ahead of other Leigh postcodes, before distance is applied. If you are outside the priority areas, ask for realistic guidance on how places have historically allocated.

• A busy SEN profile. With around a quarter of pupils identified as having special educational needs and or disabilities, the school’s inclusion model is central. For some families this will be a reason to choose the school; others may want to understand class sizes, staffing, and how support is delivered without slowing pace for the whole group.

• No sixth form. Planning for post-16 starts earlier because pupils move on after Year 11. Parents should ask how the school supports applications to colleges, apprenticeships, and school sixth forms, and when those conversations begin.

The Westleigh School offers a clear, inclusion-led culture with calm learning routines, a strong emphasis on reading, and a purposeful enrichment offer anchored by the Westleigh Pledge. The performance picture is mixed, and the below-average Progress 8 score means parents should probe improvement actions and subject-level support, especially for pupils who need to catch up in Key Stage 3. Best suited to families who value a structured expectations culture and inclusive practice, and who are prepared to engage early with post-16 planning because the school finishes at Year 11.