Tarleton Academy Review 2026: Rebuilt facilities and steady progress

A school rebuild can change the day-to-day feel of secondary education, especially in practical subjects, sport, and performance. Tarleton Academy has leaned into that opportunity, pairing modernised spaces with a clear set of values and routines that are designed to keep learning calm and purposeful. The latest Ofsted inspection (12 to 13 July 2023, published 21 September 2023) confirmed the school continues to be Good.

Leadership has also shifted recently. Mr Scott Parker was appointed headteacher and took up post after the Easter holidays in 2024 (recorded as 15 April 2024 in governance documentation).

For families weighing options in the Tarleton area, the headline is a mainstream, mixed 11 to 16 academy with a published admission number of 150 into Year 7 and a structured school day that begins formally at 08:45 and ends at 15:15, with a supervised breakfast provision beforehand.

The school’s own language centres on a values-led culture. The current vision statement, Igniting Excellence and Empowering Individuality, sits alongside five stated core values: Individuality, Transformation, Belonging, Togetherness, and People-Centredness. In practice, this reads as an attempt to balance high expectations with inclusion, particularly for pupils who need consistency and predictable routines.

External evidence supports the idea of a generally settled climate. Pupils report feeling safe, staff know pupils well, and bullying is dealt with effectively. Behaviour expectations are high, with a consistent approach when pupils fall short, which matters most in corridor moments and lesson transitions, where weaker systems can unravel quickly.

The recent facilities upgrade is also part of the school’s identity. Pupils referenced pride in the new building and facilities, linking it to greater enjoyment of learning, especially in practical activities. That combination, better spaces plus a clearer daily rhythm, tends to be meaningful for students who learn best by doing and for those who benefit from a structured environment.

As a community school in the broad sense, the site is used beyond the student day, with evening and weekend activity through community lettings. This can be a positive signal: well-used facilities often help normalise school as a local hub, and they can increase opportunities for sport, fitness, and the performing arts in a way that does not rely solely on school budgets.

Tarleton Academy’s GCSE performance profile sits around the middle of the national distribution. Based on the FindMySchool ranking methodology (derived from official outcomes data), Tarleton Academy is ranked 1,994th in England for GCSE outcomes and 11th in Preston. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

On headline measures, the average Attainment 8 score is 47.4. Progress 8 is +0.28, which indicates students, on average, make above-average progress from their starting points across eight qualifications. (A positive Progress 8 score is generally good news for families, because it suggests the school is adding value beyond prior attainment.)

EBacc indicators are more mixed. The average EBacc APS is 4.11. The proportion achieving grades 5 or above in the EBacc is 12%. For families for whom EBacc breadth is a priority, this is a sensible discussion point at an open event: it may reflect entry patterns, option choices, cohort preferences, or curriculum strategy.

A practical way to use these figures is comparative rather than absolute. Parents shortlisting several schools can use the FindMySchool Local Hub page and Comparison Tool to benchmark Progress 8, Attainment 8, and the school’s ranking alongside nearby alternatives on a like-for-like basis.

A broad and balanced curriculum is a stated strength, with many subjects structured to give pupils a secure foundation for Key Stage 4. A growing number of pupils are choosing to study the English Baccalaureate suite of subjects, indicating active encouragement for academic breadth.

In most subjects, curriculum sequencing has been designed to build knowledge over time, and staff training is described as subject-specific and regular. The practical implication for families is consistency: when curriculum intent is clear and teachers share common approaches, pupils are less likely to experience gaps between classes and year groups, which helps students who need predictability.

There are also development areas that matter. A small number of subject curricula were described as being at an earlier stage of development, with leaders still defining essential knowledge, and this can sometimes hinder teachers when designing learning that builds directly on what pupils already know. For families, this is worth probing in subjects your child is most likely to pursue at GCSE, because the impact is not uniform across departments.

Reading is treated as a whole-school priority, including an initiative for regular reading with teachers and selected books intended to broaden topics and develop vocabulary. For pupils entering Year 7 with weaker literacy, the report indicates identification and support are in place so pupils can catch up quickly.

Where Students Go Next

As an 11 to 16 school, Tarleton Academy’s destination story is mainly about preparation for post-16 pathways rather than an in-house sixth form experience. The school emphasises careers education and raises aspirations from an early stage, including external speakers and experiences designed to connect learning to next steps. The practical implication is that students should have structured exposure to options such as further education, sixth form colleges, and apprenticeships before they make Key Stage 4 choices and begin Year 11 planning.

For parents, the key question is how personal this guidance feels. Good careers provision is more than assemblies. It is timely, well-targeted advice, exposure to providers, and support with application mechanics. Tarleton’s framework appears to be in place, and families with specific ambitions, for example technical routes or competitive college pathways, should ask how students are guided, how employers or colleges are engaged, and how individual mentoring is delivered as Year 11 progresses.

Tarleton Academy is a state-funded academy, so there are no tuition fees. Admission into Year 7 is coordinated through Lancashire County Council, with the Endeavour Learning Trust acting as the admissions authority for the academy.

For 2026 to 2027 entry, the published admission number (PAN) is 150 for Year 7. Where the school is oversubscribed, places are prioritised in the following broad order: looked-after and previously looked-after children; children with exceptional medical, special educational, or social needs directly relevant to the school (with professional evidence); siblings of children already attending at the date of admission; then other applicants. Distance is the tie-breaker, measured as a straight line (radial) from building to building, with a random draw used where addresses fall within the same building at the cut-off point.

Key dates for September 2026 Year 7 entry are explicit. Applications open on 01 September 2025 and close on 31 October 2025, with offers issued on 02 March 2026.

Because the school does not publish a single fixed catchment radius, families should treat admission as criteria-led and distance-sensitive. If you are making a property decision, use FindMySchoolMap Search to check your exact distance and to sense-check how distance might interact with sibling priority and demand patterns.

Pastoral systems tend to show their quality in two places: how quickly issues are identified, and how consistently adults respond. The evidence suggests staff know pupils well and that there is a clear route for pupils to raise concerns. Bullying is dealt with effectively, and behaviour is generally well managed through consistent approaches from staff.

SEND support appears to be structured rather than ad hoc. Systems are described as rigorous for identifying additional needs, and teachers are expected to make adaptations so that pupils with SEND can learn well alongside peers. For families, this points to a mainstream model where support is integrated into teaching rather than separated into a parallel track.

The area to watch is communication, particularly with parents of pupils with SEND. There is evidence that some aspects of communication with parents and carers were still developing, with some families wanting clearer information about progress through the curriculum. When considering the school, it is reasonable to ask what has changed since 2023, how reporting works in practice, and what opportunities exist for structured dialogue outside formal parents’ evenings.

Extracurricular life is strongest when it is specific, regular, and accessible, rather than occasional. Tarleton’s offer includes both student-interest clubs and targeted academic support.

From an enrichment perspective, the school has run clubs such as Forensic Club and a STEM Club, alongside a choir and an Eco Club. These are useful signals because they map to distinct identities: forensic and STEM clubs appeal to pupils who like problem-solving and applied science; eco activities fit students motivated by sustainability; choir supports confidence, belonging, and performance discipline.

The published timetable for Spring 2025 shows further variety: Comic Club, a chess club, a Time Travellers history club, a Creative Writing Club, and a Dungeons and Dragons group, plus a range of GCSE support sessions (including Computer Science support, English support sessions, and science revision workshops). The implication for families is that support is not only reactive. It is built into the rhythm of the week, which can help students who need extra structure, quieter spaces, or an academic push in Year 11.

Facilities also underpin extracurricular breadth. The sports hall, completed in 2004, is equipped for a full-size indoor five-a-side pitch, a full-size basketball court plus additional hoops, four badminton courts, a netball court, and cricket nets, which makes indoor sport realistic year-round rather than seasonal.

A particularly distinctive feature is the on-site swimming provision. The school describes a new 20-metre swimming pool in use from April 2023, with community lane swimming and family sessions supported by qualified lifeguards. For students, this increases capacity for swimming in physical education, fitness, and potentially aquatic extracurricular activity, while also positioning the school as a local facility provider.

The school day runs 08:45 to 15:15, with tutor time followed by five one-hour lessons, a morning break, and lunch. A supervised breakfast provision operates from 08:00 to 08:45 for students using the dining area.

For travel, Tarleton is a village setting within Lancashire, and day-to-day transport is typically a mix of walking, cycling, and bus routes from surrounding communities. Families should verify travel times for the school run and consider how after-school clubs or revision sessions affect pickup arrangements.

• Admissions can be distance-sensitive. Where the school is oversubscribed, distance is the tie-breaker after higher priority categories. Families should understand how straight-line measurement is applied and consider their realistic likelihood of offer.

• Some curricula were still being finalised. A small number of subjects were described as earlier-stage in defining essential knowledge, which can affect how coherently learning builds over time in those areas. Ask about the subjects most relevant to your child’s interests and GCSE intentions.

• Parent communication was a stated development area. Some parents, including parents of pupils with SEND, did not feel as well informed as they could about progress through the curriculum. It is worth asking what reporting and communication looks like now, and how concerns are handled.

• No sixth form on site. Students will move on to post-16 providers at the end of Year 11, so the strength of careers guidance, preparation, and transition support matters.

Tarleton Academy looks like a steady, well-organised 11 to 16 secondary with improved facilities and a generally positive culture around behaviour, safety, and personal development. The academic picture is broadly in line with the middle of schools in England, with positive Progress 8 suggesting students tend to make above-average progress. Best suited to families who want a mainstream local academy with structured routines, modern sports and swimming facilities, and a clear set of values, while accepting that admission can be competitive and that post-16 options sit outside the school.