The Burton Borough School Review 2026: Ambitious reset, clear pastoral structure, improving quality of education

FindMySchool’s results for this school contains GCSE phase outcomes but does not include an England rank position, and it is not flagged as ranked for GCSE outcomes. In other words, there is no FindMySchool England ranking headline available to anchor this review.

What is available is a set of GCSE performance indicators:

• Attainment 8 score: 40.7

• Progress 8 score: -0.59

• EBacc average point score: 3.4

• Percentage achieving grades 5 or above in the EBacc: 4.7

The Progress 8 figure is the most meaningful single line for many parents. A negative score indicates that, on average, pupils made less progress than pupils with similar starting points nationally. That does not mean individual pupils cannot do well, but it does raise a strategic question for families: how much does your child benefit from strong routines, careful explanation, and systematic checking for understanding, especially if they are not naturally self-organising.

This ties directly to the improvement priorities highlighted in the monitoring inspection. The 2023 letter is explicit that assessment practice was variable and that teachers did not always check understanding consistently or use assessment information to adapt teaching. For parents, the implication is straightforward: ask subject leaders how assessment is now used in lessons, how misconceptions are caught early, and what consistent routines exist across departments to avoid a lottery between classrooms.

For pupils with SEND, the improvement thread is even clearer. The monitoring inspection praises work to raise the profile of SEND and improve curriculum detail, while still requiring further action so teachers consistently use SEND information to meet pupils’ needs. If your child has additional needs, this is a crucial line of enquiry for visits and transition planning.

The curriculum intent is broad and balanced, and inspectors in 2021 noted that pupils study a broad curriculum and that teachers have good subject knowledge and provide engaging activities. That said, both the graded inspection and the later monitoring visit point to the same operational bottleneck: consistency.

A helpful way to interpret the school’s direction is to look at the 2023 monitoring inspection’s “levers for success”. It describes leaders improving the detail of curriculum plans and redesigning curriculum sequencing so that key knowledge is ordered sensibly. This matters because many schools labelled Requires Improvement are not short on ambition, they are short on repeatable classroom routines that ensure every pupil learns the intended knowledge, regardless of teacher or set.

You can also see a strand of structured literacy. In 2021, Key Stage 3 included a daily reading session, though the report noted that assessment of reading ability was still developing and not all pupils were getting the help they needed to improve reading. For parents of pupils entering Year 7, that prompts a practical question: what does reading support look like now, how are pupils assessed on entry, and how is targeted help delivered without stigma.

There is no sixth form in the school data for this review, so the main transitions are after Year 11. For most pupils, that means choosing between sixth form, further education, apprenticeships, or employment pathways in the wider area.

A sensible way to evaluate the school on destinations is to focus less on headline university narratives and more on careers guidance and preparation for post-16 choices. The 2021 inspection report states that pupils learn about careers through form time, enrichment activities, and assemblies, and that Year 11 pupils receive individual careers guidance, with almost all pupils moving on to suitable education or training.

For families, the implication is that you should ask for specifics: how careers guidance is scheduled, what employer encounters exist, how pupils are supported with applications and interviews, and how the school helps pupils who are uncertain or anxious about post-16 choices.

Year 7 entry is coordinated by the local authority. The school’s admissions page directs families to apply online through Telford and Wrekin’s admissions process.

For 2026 to 2027 secondary transfer, the local authority guide states an on-time application closing date of 31 October 2025, with National Offer Day on 2 March 2026 for applications received by the deadline. The school also hosts structured transition activity for incoming Year 7, including a published Year 6 to Year 7 transition programme for September 2026.

Because this school does not publish a single “pass mark” style threshold, the best preparation for families is procedural and practical:

• Use FindMySchool’s Map Search to check your location against the correct local authority processes and to sanity-check travel time at peak school-run hours.

• Treat open events as essential, not optional, especially during a period of change; questions about consistency, behaviour systems, SEND classroom practice, and assessment routines are best answered face to face.

Pastoral care is one of the more credible strengths here, based on the graded inspection narrative. In 2021, pupils were reported as feeling safe and valued, with staff aiming for pupils to be happy and confident. The small-school structure is designed to make relationships tighter and support more responsive.

Bullying is presented with nuance rather than denial. The 2021 report notes that pupils and parents said bullying does happen, but that staff deal with it well in most cases, while also highlighting concerns about discriminatory name-calling and bullying and the need for leaders to seek and act on pupil and parent views. For parents, this is a “show me the system” area: how reporting works, how patterns are tracked, and how outcomes are communicated back to families.

Safeguarding is a firm anchor. The 2021 inspection report states that safeguarding arrangements were effective, and it describes secure processes, staff training, and close work with external agencies.

The school’s co-curricular offer is not just generic. Performing arts is a genuine pillar.

The Burton Borough Big Band is a named flagship, described as regularly performing concerts and competing in national competitions such as the National Concert Band Festival, the Great North Jazz Festival, and Music for Youth. This type of sustained ensemble work usually creates a strong culture of practice, teamwork, and public performance, and it gives musically-inclined pupils a ready-made identity and peer group.

Drama is similarly concrete. The school describes two drama clubs, Key Stage 3 and Key Stage 4, rehearsing weekly and producing at least two performances each year. The implication is that pupils who gain confidence through performance, production roles, and collaborative projects will find a clear route to participate.

Beyond arts, the activities programme is structured by year group and phase, and the school publishes club timetables and lists, including items such as Homework Club and a Rainbow Room session, alongside a wider set of whole-school clubs. For parents, the practical question is consistency: whether clubs run reliably across the year, how pupils sign up, and how the school supports pupils who would benefit from a supervised homework routine.

The published school-day timings show a 08:50 start for Period 1 on most days, with a 15:05 end after Period 7. Wednesdays run earlier and include a dedicated extra-curricular slot.

As a secondary school, there is no wraparound care expectation in the primary sense, but supervised after-school provision through clubs is part of the weekly pattern, and Wednesday is explicitly framed around extra-curricular activity.

For travel, many families will be using bus routes that serve Newport and stop by the school, and local transport operators publish timetables that include a named stop for the school. For driving families, it is worth checking the drop-off pattern and parking constraints at open events, since large secondaries can have congested access roads at peak times.

• Academic outcomes need improvement. The available GCSE indicators include a Progress 8 score of -0.59. If your child needs consistently strong classroom checking for understanding, ask how assessment routines are now standardised across departments.

• SEND consistency is a known priority. Monitoring inspection findings highlighted that teachers did not always use SEND information consistently, and further work was required. Families should ask what training and lesson-planning expectations exist now, and how impact is checked.

• A period of change can feel unsettled for some pupils. A new principal in post since September 2024 can be a strong driver of improvement, but it can also mean behaviour systems, expectations, and communication norms are still being embedded.

• Open events matter more than usual. Use them to test the lived reality of behaviour, bullying follow-up, and learning consistency, not just the headline messaging.

This is a big community secondary with a clear pastoral structure and a performing arts identity that is unusually specific and sustained. The current challenge sits in learning consistency, particularly around assessment and SEND classroom practice, which has been explicitly identified in official monitoring.

Who it suits: families who want a local, state-funded secondary with strong pastoral intent, a meaningful music and drama culture, and leadership that is actively driving improvement. For pupils who thrive on predictable routines and need consistently strong teaching checks in every lesson, it is worth probing hard on how far that consistency has now been secured.