Lister Community School Review 2026: A large Newham secondary with a clear push on culture, inclusion, and the performing arts

A big, mixed 11 to 16 secondary in Plaistow, Lister is built for families who want a structured school day, a consistent approach to behaviour, and a strong emphasis on personal development alongside GCSEs. Its most recent inspection describes a school that has recently tightened expectations and improved routines, with calm social times and reduced low-level disruption supporting learning.

Academically, Lister sits in the middle band of schools in England on FindMySchool’s GCSE measures, with an Attainment 8 score of 45 and an EBacc average point score of 4.02 (England average 4.08). A Progress 8 score of -0.31 indicates that, on average, outcomes are below what would be expected from students’ starting points, so families should look closely at how their child learns best and how the school supports consistency across subjects.

What distinguishes Lister most clearly is the breadth of enrichment described in official sources, particularly music and performing arts, plus leadership roles such as prefects, year group representatives, and anti-bullying ambassadors.

The school’s stated motto, “Always Aiming for Excellence”, sets the tone for an environment that expects students to work hard and take learning seriously, while also placing value on belonging and inclusion.

Leadership is clearly identified and visible in the public information the school publishes. Ms Alice Clay is named as Headteacher across the school’s official pages, and the wider trust structure is also set out in formal documentation.

In day-to-day culture, the most useful detail for parents is what has changed and why it matters. External evaluation describes recent shifts that have strengthened learning routines and behaviour, with students reporting that they feel safe and that learning time is not routinely lost to disruption. That combination matters because it reduces the hidden tax on learning, where capable students underperform simply because lessons do not stay focused.

The school also comes across as intentionally inclusive. The inspection report highlights strong specialist deaf support, with students benefiting from specialist staff while still accessing the full curriculum and being well integrated socially. For families where hearing impairment is part of the picture, this is an unusually concrete reassurance in a mainstream secondary context.

FindMySchool’s GCSE ranking places Lister at 2052nd in England and 19th in Newham for GCSE outcomes (FindMySchool ranking based on official data). This aligns with a position in line with the middle 35% of schools in England (25th to 60th percentile), rather than the very highest performing tier.

Looking at the underlying measures provided here:

• Attainment 8: 45

• Progress 8: -0.31

• EBacc average point score: 4.02 (England average: 4.08)

• Percentage achieving grade 5 or above in EBacc: 16

For parents, the key implication is that outcomes are not simply about entry profile. A negative Progress 8 score can indicate uneven quality across subjects, weaker exam readiness for some groups, or curriculum delivery that has not been consistently strong enough to convert potential into grades. The inspection evidence points to an improving trajectory in learning routines, which can be a leading indicator of better results over time, but families should still ask practical questions at open events about how the school is strengthening consistency in lessons and checking that students are keeping up.

A sensible way to use this information is comparative rather than absolute. If you are weighing several local secondaries, FindMySchool’s Local Hub comparison tools are a practical way to view GCSE measures side-by-side and understand whether Lister is the best fit academically and pastorally for your child.

The curriculum is described as carefully sequenced, with key knowledge mapped in a logical order to help students build understanding over time. Teaching practice is characterised by clear explanations and regular checks for understanding, which is often the difference between students “getting by” and actually retaining learning for exams.

The most important improvement point is also clear. There are occasions where tasks do not help students secure what has been taught, and engagement dips as a result. For families, this translates into a simple question: how does the school ensure that activities in lessons reliably deepen knowledge rather than merely fill time? In schools of Lister’s size, consistency is the game. The strongest classroom experiences can be undermined if weaker practice persists in pockets.

Support for students with special educational needs and disabilities is presented as a clear priority, with needs identified and guidance provided to teachers. The challenge, again, is consistency in how adaptations are made in classrooms. Families with children who need adjustments should explore how the school trains staff, checks that strategies are working, and communicates progress in a way that is concrete rather than generic.

Reading support is unusually specific for a secondary setting. The inspection report describes early identification for those who need it, plus phonics teaching for Year 7 and Year 8 students who are behind, supporting fluency and confidence. For students arriving from primary school with weaker literacy, this can be a significant protective factor across all GCSE subjects.

Lister is an 11 to 16 school, so every student transitions at the end of Year 11. The school’s own messaging frames this as preparation for strong post-16 destinations, with an emphasis on helping students take the next step into sixth forms, colleges, and longer-term pathways.

Because the dataset provided here does not include sixth form destinations, the most useful parent action is to treat Year 10 and Year 11 planning as a formal project. Ask how the school supports students to choose courses, complete applications, and prepare for interviews where relevant. Also ask how the school ensures that students who do not want a traditional A-level route get high-quality guidance on applied qualifications, apprenticeships, and employment-linked training.

Year 7 admissions are coordinated through the London Borough of Newham, using the Pan-London coordinated scheme, even if a child attends primary school outside the borough. For September 2026 entry, the published closing date for on-time applications is 31 October 2025 at 11.59pm, and results are issued on national offer day, Monday 2 March 2026.

For many families, the practical challenge is not understanding the rules but timing and evidence. The Newham guidance is explicit that late applications are processed after on-time applications, which reduces the chance of receiving a preferred school where demand is high.

Open events are also published by the local authority for the Year 6 transfer cycle. For the September 2026 entry round, Newham’s schedule listed an open evening and open mornings in October 2025. Since those dates are now in the past, the safe assumption is that the pattern repeats annually in early autumn, with exact dates published each year by the school and the local authority.

For families trying to shortlist realistically, FindMySchool’s Map Search is useful for checking your precise home-to-school distance against the way admissions are prioritised locally. Distance rules can be sensitive to small variations, particularly in dense boroughs like Newham, and a street-by-street check is more reliable than intuition.

Pastoral systems matter most when students struggle, either academically or socially. Lister’s inspection report points to a school that has improved behaviour systems and is actively reducing high suspension and exclusion levels historically seen in the school, with a student support unit used to help individuals who find behaviour management more difficult. This combination can work well when it is tightly run, because it keeps mainstream lessons calm while still supporting students who need more targeted help.

Personal development is described as well planned, including relationship education and online safety, plus a range of leadership roles for students. The benefit here is not box-ticking, it is giving adolescents structured responsibilities and a sense of agency that can improve attendance, engagement, and belonging.

Lister’s enrichment offer is at its strongest when it is tied to identifiable programmes rather than generic after-school lists. Two strands stand out clearly in official sources.

Music and performing arts

Music is repeatedly referenced as a priority area, including orchestra activity and performance work. A recent official inspection report describes an orchestra rehearsal, and school recruitment material describes a busy music department, with Year 7 and Year 8 students learning orchestral instruments in classroom music lessons, supported by dedicated music spaces, practice rooms, and a wider programme that includes choir, orchestra, a samba group, and student-led bands and ensembles.

The implication for families is simple. A school that puts this much structured time into performance and ensemble work often builds student confidence quickly, particularly for children who are quieter in academic settings but thrive when given a role that is visible and valued.

Student leadership and enrichment clubs

Beyond arts, the inspection report describes a breadth of student roles and club opportunities, including prefects, year group representatives, anti-bullying ambassadors, and clubs referenced in humanities and mathematics. When leadership roles are well supported, they can become a genuine development pathway rather than a badge, with students learning to present, organise, and represent peers.

The school also publishes an extracurricular programme for 2025 to 2026, which is a useful reference point for the kinds of clubs offered across year groups and how opportunities are structured.

The school day is clearly set out. Students must be on site by 8.25am, lessons begin at 8.30am, and the day ends at 3.00pm Monday to Thursday, with an earlier finish of 2.30pm on Friday.

As an 11 to 16 secondary, wraparound care is not typically offered in the way it is for primary schools. Families who need structured after-school supervision should ask what is available through clubs, study support, and any supervised spaces after 3.00pm, since these can function as a practical alternative for working parents.

• Outcomes versus potential: A Progress 8 score of -0.31 indicates results below expectation from students’ starting points. This makes it particularly important to understand how the school is improving consistency in lesson quality and exam readiness across departments.

• SEND consistency: The inspection evidence is positive about identification of need, but it also flags inconsistency in how teachers adapt learning for students with SEND. Families should explore how support plans are implemented day-to-day and how impact is tracked.

• Teaching quality can vary by task design: There are occasions where learning activities do not secure the intended knowledge and engagement dips. Ask how leaders ensure that classroom activities reliably build understanding, especially in exam years.

• Post-16 transition is a major step: With no sixth form, every family needs a Year 11 plan. The best experience tends to come when students and parents engage early with guidance, deadlines, and course choices rather than leaving decisions to the spring term.

Lister Community School is best understood as a large, improving Newham secondary where expectations around behaviour and learning have been tightened, and where inclusion and personal development are treated as core, not peripheral. The school will suit families who value clear routines, structured student leadership, and strong music and performing arts opportunities, alongside a GCSE programme that is currently mid-range on England benchmarks. The most important due diligence is understanding how the school is strengthening consistency in teaching and outcomes, particularly for students who need adaptations or who benefit from very explicit exam preparation.