Ashlawn School Review 2026: A bilateral secondary in Rugby with a sixth form and a clear improvement story

Ashlawn School is an 11 to 18, mixed, state-funded secondary in Hillmorton, Rugby, with both a comprehensive intake and a small selective element. That bilateral structure shapes a lot of what parents notice, the Year 7 admissions route includes a standard local authority application, plus optional routes via the Warwickshire 11+ standard and a modern foreign language aptitude test.

The headline context for 2026 is momentum. The most recent Ofsted graded inspection (3 to 4 June 2025, report published 08 July 2025) judged all key areas as Good, including sixth form provision, and confirmed safeguarding is effective.

Academically, GCSE outcomes sit above the England average band implied by its ranking position, while sixth form outcomes are closer to the middle of the England distribution. The school day runs from 8.45am to 3.20pm, with a structured timetable and a sizeable co-curricular programme that extends beyond the final bell.

The school’s stated identity is unusually explicit, partly because it has had to be. A shared language runs through the way expectations are set, with the CARE pillars, Community, Aspiration, Respect and Excellence, used as reference points for both culture and routines.

Behaviour expectations are communicated clearly and are designed to support calm learning. A restorative justice approach is part of that picture, with the emphasis on pupils taking responsibility for actions and repairing relationships rather than relying only on punitive sanctions. The practical implication is that families who value structure and consistency should find the approach legible, with fewer grey areas about what happens next after an incident.

Leadership is also clearly signposted. Paul Brockwell is the principal, and he has been in post since January 2023. Alongside that, the school sits within Transforming Lives Educational Trust, with trust leadership and governance providing a wider improvement framework.

For students, the bilateral nature can be a positive if it is handled well. It offers additional academic stretch for a small number of places while still serving a broad local cohort. The trade-off is social and organisational, a school has to be careful that it does not create two separate institutions under one roof. The most recent evidence suggests a deliberate effort to keep a shared culture and common expectations across the whole school.

Ashlawn’s GCSE profile is strongest when viewed through its relative position. Ranked 1,116th in England and 4th in Rugby for GCSE outcomes (FindMySchool ranking based on official data), it sits above the England average band, comfortably within the top quarter of secondary schools in England.

On the published GCSE metrics, the Attainment 8 score is 49.2, and the EBacc average point score is 4.77. 30.2% of pupils achieved grade 5 or above in the EBacc subjects, and the Progress 8 score is -0.08, indicating outcomes that are close to, but slightly below, the national baseline once prior attainment is accounted for.

Sixth form outcomes are more middle-of-the-pack nationally. Ranked 1,265th in England and 5th in Rugby for A-level outcomes (FindMySchool ranking based on official data), performance sits in line with the middle 35% of schools in England (25th to 60th percentile). Grade distribution shows 8.33% A*, 12.88% A, and 23.48% B, with 44.7% of entries at A* to B.

The pattern is a common one for large 11 to 18 schools: GCSE outcomes have a clearer local advantage than sixth form outcomes, and the sixth form narrative relies as much on breadth, support and progression routes as it does on raw grades.

Curriculum breadth appears to be a deliberate strength. At subject level, the school publishes curriculum information across the main domains, including STEM, arts, humanities, languages and social sciences, and it uses structured “challenge activities” to extend engagement beyond core lessons.

Where this matters for families is consistency. The current direction is clear: a well-designed curriculum, strong work on reading and a culture where lessons are typically calm and purposeful. The next step is implementation, ensuring that high-quality classroom practice is reliably consistent across departments, not dependent on individual teachers.

For sixth formers, teaching is paired with strong guidance on next steps, including preparation for employment and university pathways, with structured interviews and an induction and enrolment cycle that runs through the academic year.

Ashlawn’s sixth form supports multiple destinations rather than a single dominant route, and the most recent published destination snapshot reflects that breadth. In the 2023/24 leavers cohort (196 students), 55% progressed to university, 23% entered employment, 8% began apprenticeships, and 3% moved into further education.

For highly academic applicants, Oxbridge is present but on a small scale. In the measurement period captured, six applications were made to Oxford and Cambridge combined, and one student secured a place.

The practical implication is that the school should suit students who want a mainstream sixth form experience with credible university progression and visible support for non-university routes, including apprenticeships and employment. Families seeking a consistently high-volume Oxbridge pipeline would need to treat it as an ambition rather than an expectation.

Year 7 entry, local authority route plus selective elements

Year 7 admissions are coordinated through Warwickshire’s admissions process, and families apply via the common application route in the normal national cycle.

Ashlawn is also a bilateral school, so a proportion of Year 7 places are associated with selection and aptitude. In the school’s published admissions arrangements, this includes places allocated via the Warwickshire 11+ standard, and places allocated via a modern foreign language aptitude test.

For parents, the key is sequencing. The standard application route and any testing routes operate on different timelines, so it is important to understand which elements apply to your child and what evidence is required. Families weighing their chances should use the FindMySchoolMap Search to check practical travel and to sense-check feasibility against how allocations work in practice.

Sixth form entry

Sixth form admissions are more direct and are clearly calendared. For the 2026 cycle referenced on the school site, the application deadline is 19 December 2025, interviews and conditional offers run January to March 2026, induction activity follows in early July 2026, and enrolment is aligned to GCSE results day on 20 August 2026.

General entry requirements are also explicit: at least five GCSE passes at grade 5 or above, including at least grade 4 in English and Maths.

Pastoral systems matter most in a large 11 to 18 school, because scale can either dilute relationships or push the school to build more structured, reliable support. Ashlawn’s current model links pastoral and inclusion teams more tightly, with the aim of providing timely support and reducing barriers to learning. There is also a clear focus on attendance, particularly for disadvantaged pupils, where persistent absence is identified as a key limiter on outcomes.

Wellbeing support is also visible in the wider parent-facing offer, with wellbeing resources and named support routes signposted for families.

For families, the implication is straightforward: if your child needs predictable routines, clear behaviour systems and accessible support, the current direction should feel reassuring. If your child is at risk of poor attendance, it is sensible to ask early, practical questions about how the school monitors attendance and how quickly support is triggered.

Ashlawn’s co-curricular offer is one of the best ways to understand day-to-day culture, because it shows what the school chooses to resource when it is not compulsory.

A published enrichment programme for 2025/26 lists a wide range of clubs across lunch and after-school slots. Examples include Crochet Club, Book Club (with separate groups for younger and older year bands), D&D / Tabletop Games, D&T Club, Maths Homework Club, and a Puzzles and Logic Club for Key Stage 3.

There are also structured national and leadership pathways that give extracurricular activity more status than a typical “club list”. The school runs The Duke of Edinburgh’s Award and offers CCF Combined Cadet Force, alongside the SSAT Student Leadership Accreditation (SLA) route.

Performing arts appears to have both a curricular and co-curricular dimension. A dedicated Drama Club runs on Tuesdays after school, with leadership opportunities for GCSE drama students supporting younger pupils.

The implication for parents is that extracurricular life is not only sport-led or hobby-led, it is also used as a tool for belonging, leadership and progression. That tends to suit students who gain confidence through structured roles, mentoring, performance and practical projects.

The school day runs 8.45am to 3.20pm, with five lessons and movement time built into the timetable.

Transport information is signposted via Warwickshire’s school bus timetables and local bus and coach service information, which is helpful for families planning routes beyond walking distance.

As a state-funded school there are no tuition fees. Families should still budget for the typical extras that can apply at secondary level, such as uniform, optional trips, and enrichment that carries a cost. Where costs vary by subject choice, particularly in arts, technology or residentials, it is sensible to ask for an annual “typical spend” estimate during admissions.

• Large-school experience. With a sizeable roll and a sixth form, your child will need to manage transitions between departments, teachers and year teams. Some students thrive on that independence; others prefer smaller settings with fewer moving parts.

• Bilateral admissions complexity. The school combines standard Year 7 admissions with selective and aptitude routes. That offers opportunity, but it also adds process, deadlines and decision points that families need to track carefully.

• Sixth form outcomes sit closer to the England mid-range. GCSE results compare well relative to many schools, while A-level outcomes are more typical nationally. Students choosing between sixth form options should prioritise subject fit, teaching quality and support, not just grade headlines.

• Attendance and disadvantage are a known pressure point. The school is explicit that persistent absence can be a barrier to outcomes for some pupils. Families with existing attendance challenges should ask what early interventions look like in practice.

Ashlawn School is a local Rugby option with a credible improvement story, a clear behaviour and culture framework, and a sixth form that supports varied next steps. It should suit families who want a mainstream state secondary with strong structure, visible enrichment, and the added stretch of a small selective element, while still remaining broadly comprehensive. The key choice is fit: the school is large and process-driven, so students who respond well to clear expectations and make use of co-curricular opportunities are likely to do best.