Bilton School Review 2026: A Rugby Secondary with a Clear Behaviour and Character Framework

Respect, resilience and kindness are not presented as slogans here, they are positioned as the organising principles for how students learn, behave, and contribute. Bilton School is a mixed 11 to 18 secondary in the Bilton area of Rugby, part of Stowe Valley Multi Academy Trust, with a sizeable roll and an established sixth form.

The latest full Ofsted inspection (06 July 2021) judged the school Good in every area, including sixth form provision, after an earlier Inadequate judgement in October 2019, which makes the recent history one of improvement and stabilisation.

In published performance measures, the picture is more mixed. GCSE outcomes sit below England average overall, and Progress 8 is negative, suggesting students, on average, make less progress than peers with similar starting points. A level outcomes also sit below England averages. For families, this typically means the strongest fit is a child who will benefit from structure, predictable routines, and the school’s clear behaviour and character systems, while also being willing to put in sustained effort to raise attainment.

Bilton’s public-facing messages emphasise community standards and shared expectations, rather than niche specialisms or selective entry. The school’s core values are stated plainly as Respect, Resilience and Kindness, and these values appear repeatedly across parent and student-facing materials.

A notable feature is the school’s explicit use of restorative justice as a behaviour and relationships approach. Restorative practice, when implemented well, tends to reduce repeated low-level conflict because it requires students to account for impact, repair harm, and return to learning with clearer boundaries. Bilton’s description of the approach stresses reflection, dialogue, and rebuilding trust, which signals a preference for repairing relationships alongside sanctions, rather than relying on punishment alone.

Leadership is currently under Miss Jayne Delves (listed as Headteacher/Principal on the government school register). Where headship start dates are not published clearly in official listings, it is safest to treat the name as the verified current position and avoid asserting a precise appointment date.

The wider organisational context also matters. Being part of Stowe Valley Multi Academy Trust usually means certain systems, policies, and professional development are shared across schools, with local leadership still responsible for day to day standards. The trust relationship is visible in official listings and in the school’s own materials.

Bilton is a secondary school with a sixth form, so the two key public sets of outcomes are GCSE measures and 16 to 18 measures.

GCSE performance indicators (most recent data in the provided dataset)

• Attainment 8 score: 38.6

• EBacc average point score: 3.09

• Percentage achieving grade 5 or above in English Baccalaureate subjects: 60%

• Progress 8: -0.31

A Progress 8 figure of -0.31 indicates overall progress below the England average for similar starting points. In practice, this usually means outcomes rely heavily on consistent attendance, home study routines, and effective intervention in the middle years, particularly for students who are capable but not yet independent learners.

FindMySchool ranking context for GCSEs

Ranked 3,447th in England and 8th in Rugby for GCSE outcomes (FindMySchool ranking based on official data). This places performance below England average overall.

A level performance indicators (most recent data in the provided dataset)

• A*: 1.59%

• A: 3.17%

• B: 17.46%

• A* to B combined: 22.22% (England average: 47.2%)

FindMySchool ranking context for A levels

Ranked 2,383rd in England and 7th in Rugby for A level outcomes (FindMySchool ranking based on official data). This also sits below England average overall.

What this tends to mean for families is that Bilton’s value is often in its structure, culture systems, and breadth of access, rather than a headline results profile. Families comparing options locally should use the FindMySchool Local Hub Comparison Tool to view GCSE and A level measures side by side, including Progress 8, which is often the most revealing indicator for mainstream secondaries.

Bilton describes its curriculum as ambitious and broad, designed so students “know more and remember more”, and framed around preparing students for future steps across education and employment.

The practical implication of this positioning is that success will depend on delivery consistency: clear sequencing, regular retrieval, and a calm learning climate. For students who respond well to routine, this style can be effective, particularly when paired with structured literacy support and transparent expectations for independent study.

At sixth form, the school frames its offer around both academic study and employability skills, including enrichment such as EPQ, Core Maths, university visits, leadership opportunities and Duke of Edinburgh’s Award.

Where Students Go Next

Bilton does not publish a detailed Russell Group or Oxbridge destinations breakdown in a way that can be verified consistently from official pages, so the most reliable destination indicator here is the official 16 to 18 leaver destinations dataset supplied.

For the 2023 to 2024 leavers cohort (cohort size 58):

• 29% progressed to university

• 7% started apprenticeships

• 45% entered employment

For parents, this distribution suggests a relatively strong employment pathway alongside university progression. It can suit students who want a clear route into work or apprenticeships, provided careers guidance is practical and sustained through Years 10 to 13.

For Year 7 entry, Warwickshire’s coordinated admissions process applies. For September 2026 entry, the county council states that applications open 01 September 2025, the deadline is 31 October 2025, and offers are released on 02 March 2026.

Bilton’s published admissions policy for 2026 to 2027 confirms the coordinated route via Warwickshire for phase transfer, with the trust as admissions authority.

For sixth form entry, the school runs a separate process and communicates its sixth form identity as distinct but integrated with the wider school. Families considering post 16 entry should expect an application route direct to the school, alongside subject suitability checks.

Open events are typically the most efficient way to test fit. A headteacher letter to families in late September 2025 refers to prospective students visiting in early October, which suggests an autumn open evening pattern, but exact dates should be checked each year.

The school foregrounds safeguarding and student welfare prominently across its public materials, which is increasingly standard, but still worth noting because it signals leadership attention and routine compliance.

Inspectors noted in published monitoring and inspection materials that leaders prioritised keeping pupils safe and that relationships between pupils and staff were positive.

Pastoral culture also links back to the school’s restorative justice approach. In a school of this size, a consistent relational system matters. Where restorative practice is embedded, families often see fewer repeated behaviour incidents and quicker reintegration after conflict, particularly for students who do not respond well to purely punitive systems.

The school’s website signposts extracurricular activity, alongside specific structured programmes that tend to function as anchors for enrichment.

Duke of Edinburgh’s Award is a clear example. The school maintains a dedicated programme area with guides, letters, and a calendar of activity. For students, DofE is often less about the badge and more about developing reliability: turning up consistently, managing kit, and following through on volunteering or skills commitments over time.

Maths Chase is listed as a prominent quick link from the school site. Competitive maths platforms are typically used to build fluency and confidence through regular short practice, which can be particularly useful for students who need repetition to secure key methods.

Student leadership and wellbeing roles are also explicitly signposted, including “Student Leadership & Wellbeing Ambassadors”. This kind of structure can matter in mainstream schools, because it gives students visible, formal roles and can improve peer culture when done well.

The school also publicises major trips and events through its news stream, including international travel such as a Year 10 Paris trip, and STEM workshop activity for Year 9. These experiences tend to be most valuable when they are tied back into curriculum learning and careers awareness, rather than sitting as one off rewards.

The published school day begins with registration at 8.50am and ends after Period 5 at 3.05pm, with a mid-morning break and lunch in the early afternoon.

Bilton publishes term dates for the 2025 to 2026 academic year, which is useful for planning, especially for families managing childcare or travel across siblings in different schools.

Transport practicalities depend heavily on where in Bilton, Rugby, and surrounding areas a family lives. For admissions planning, distance and route time should be checked with real journey times rather than map approximations, especially at peak traffic periods.

• Academic outcomes are a key question to probe. Progress 8 is -0.31, and A level A* to B is 22.22%, below the England average of 47.2%. For many families, the priority is understanding what intervention looks like for middle prior attainers and how the school supports independent study habits.

• Inspection is positive but not recent. The latest full Ofsted inspection is July 2021 and rated Good. It is a helpful baseline, but families should test current implementation through open events and detailed questions about curriculum and behaviour consistency.

• Sixth form fit varies by learner profile. The destination profile shows substantial movement into employment, alongside university and apprenticeships. Students seeking a highly academic sixth form with a strong top grade profile should ask for subject level information, entry expectations, and how study time is managed.

• Admissions timelines are unforgiving. Warwickshire’s deadline for September 2026 secondary entry is 31 October 2025. Late applications materially reduce options.

Bilton School is a large, community-facing Rugby secondary with a clear behaviour and character framework, and a recent inspection history that shows improvement to a stable Good judgement. Its strongest selling points are the clarity of expectations, visible student development programmes (including restorative practice and structured enrichment), and the breadth of pathways through to 18.

Who it suits: students who do best with structure, clear adult direction, and consistent routines, including those who want a practical route into employment or apprenticeships alongside more traditional sixth form pathways. The main decision point for many families will be whether the school’s academic outcomes and progress measures align with their child’s potential, and what targeted support looks like in practice.