Ormiston Bolingbroke Academy Review 2026: Community-focused secondary with a clear improvement agenda

The through-line here is consistency of message, from the house names to the personal development programme. The academy motto is Lucere Aude (Dare to Shine), and it is used as a practical organising idea rather than a marketing slogan, most obviously in the four-house system, Draco, Orion, Pegasus and Ursa.

Leadership has been stable for several years, with Mrs Kathryn Evans as Principal since April 2020. The academy opened as an 11–19 school in September 2010, so it has had time to establish its identity and curriculum model, while still feeling like a modern, post-academisation institution in how it structures support, behaviour, and careers preparation.

This is a state school with no tuition fees. Day-to-day costs for families are more likely to centre on uniform, equipment, optional trips and enrichment, and any post-16 study-related expenses.

The academy’s culture is set up to feel orderly and purposeful. The school day begins with tutor time at 8:30am, with a structured timetable through to a 3:00pm finish, after which enrichment begins. That rhythm matters for families because it signals two priorities, predictable routines for students, and explicit space in the day for pastoral check-ins and wider development.

The house system is unusually detailed for a large mixed secondary. Students stay in one of four houses throughout their time at the academy, and the theme choice is explicitly tied back to the motto, with the final names selected by student vote. House events are positioned as a year-long programme rather than isolated “fun days”, with activities spanning sport and academic competitions, including a spelling bee and debating alongside arts and sports days. For some students, that competitive scaffold is motivating; for others, it is simply an extra layer of belonging in a big school.

There is also a clear emphasis on personal development as a taught curriculum. Lessons for Life, the PSHE programme, is organised around seven focuses, including staying safe, mental health and emotional wellbeing, relationships and sex education, and financial literacy. It is timetabled for one hour per week for all year groups, with stated use of partner organisations and external speakers to enrich delivery. That design choice signals an academy trying to reduce the gap between “school knowledge” and real-life competence, particularly around risk, decision-making, and future planning.

This is an academy where published outcomes show work still to do, particularly at GCSE and in sixth form outcomes compared with England norms.

GCSE outcomes (FindMySchool ranking, based on official data)

Ranked 3,549th in England and 4th in Runcorn for GCSE outcomes. This places the academy below England average, within the bottom 40% of schools in England.

At GCSE level, the average Attainment 8 score is 37.3, and Progress 8 is -0.66. EBacc entry and performance are areas of relative weakness in the published dataset, with 1.1% achieving grades 5+ in the EBacc and an EBacc average point score of 2.82.

What this tends to mean in practice is that families should pay attention to subject pathway design and Key Stage 4 support. A negative Progress 8 score suggests that, on average, students are leaving with lower outcomes than students with similar prior attainment nationally. It does not tell you everything about individual experience, but it is a strong signal that consistent teaching, attendance, and catch-up structures matter here.

A-level outcomes (FindMySchool ranking, based on official data)

Ranked 2,142nd in England and 1st in Runcorn for A-level outcomes. This places the sixth form below England average, within the bottom 40% of sixth forms in England.

In the most recent A-level grade profile provided, 3.3% of entries achieved A*, 4.4% achieved A, 22.0% achieved B, and 29.7% achieved A*–B. Against the England A-level benchmarks provided, the A*–B figure is lower than the England average of 47.2%, and the A*–A figure is lower than the England average of 23.6%.

The key implication is that sixth form decision-making should be anchored to subject fit and readiness. Where students have strong prior knowledge and consistent attendance, the programme can work well. Where there are gaps from earlier stages, the sixth form can feel demanding, particularly on higher-level courses.

The academy describes its curriculum as designed to equip students for life goals and future opportunity, which is a broad statement, but the implementation signals some concrete choices.

Formal evaluations describe stronger learning for younger pupils than for some older cohorts, driven by historic gaps that still affect Key Stage 4 and some sixth form students. This matters for families because it frames the likely experience by year group. For a Year 7 family, the question is whether early secondary teaching and routines are setting the right habits and knowledge base. For a Year 10 family, the question is how effectively the academy identifies and closes gaps quickly, with precise checking of prior learning before moving on.

Lessons for Life also functions as a teaching and learning signal, not only a pastoral one. It is structured around practical themes, delivered weekly, and positioned as an age-sequenced programme. For students who need explicit instruction in planning, personal finance, safety and relationships, that regular, timetabled approach can be a strength.

Where Students Go Next

The academy has sixth form provision, and the most recent published destinations profile available here is the 2023/24 leavers cohort (98 students). Of these leavers, 31% progressed to university, 11% entered apprenticeships, 18% moved into employment, and 2% went into further education.

On its own, that mix suggests a broad set of pathways rather than a single dominant route. For families, the practical question is how well the sixth form supports “next step” planning for different profiles, for example, degree routes, higher or degree apprenticeships, and direct employment with training. The academy’s explicit emphasis on careers education within its Lessons for Life framework aligns with that multi-route reality.

Year 7 admissions are coordinated by Halton, rather than direct application to the academy. For September 2026 entry, Halton’s published deadline for on-time secondary applications was 31 October 2025. National offer day for secondary places for September 2026 entry is 2 March 2026.

For families looking ahead to later entry years, the key point is the pattern. Applications typically open in early September and close at the end of October, with offers released in early March. If you are considering an in-year transfer, Halton coordinates in-year admissions, and families should expect availability to vary by year group and capacity.

Sixth form admissions (September 2026 entry)

Applications are open, with a published deadline of 31 January 2026. The sixth form offers multiple pathways, including A-level and vocational routes, which is useful for students who want a programme aligned with a specific progression plan rather than a one-size model.

For parents comparing realistic chances across local options, FindMySchool’s Map Search can help you check travel practicality and shortlist alternatives alongside this academy, particularly if you are considering a late application or in-year move.

Safeguarding is effective, and the academy positions student safety and risk education as core business rather than a compliance add-on. The wider personal development model is unusually explicit, with Lessons for Life structured around staying safe, mental health and emotional wellbeing, and relationships and sex education, among other themes.

The academy’s published attendance guidance includes specific expectations around punctuality and registration windows, which signals a behaviour and routines approach that relies on consistent daily habits. Families with students who struggle with attendance or punctuality should treat this as a key conversation topic when engaging with the school, because missed learning time is a compounding risk in a context where catch-up needs can already exist for some cohorts.

The academy’s enrichment offer is broad and actively timetabled, rather than being an informal add-on. Ofsted’s most recent graded report references extracurricular opportunities including rowing and school theatrical productions.

The published enrichment schedules show a mix of sport, arts, and community or inclusion-related groups. Examples include Chess Club, Fishing Club, Orchestra, and a regular programme of theatre rehearsal activity (such as Matilda rehearsals), as well as clubs aimed at wellbeing and student support such as Creating Calm.

This mix is useful for two different student profiles. For students who need a reason to stay later and build positive peer networks, structured clubs at lunch or after school can make attendance feel more meaningful. For high-energy students, sport and performance routes provide an outlet that still sits within a supervised, routine-driven framework.

The day runs from tutor time at 8:30am through to a 3:00pm finish, with enrichment beginning after the formal close. Term dates for 2025–26 are published by the academy for planning.

Uniform expectations are clearly set out, including a grey blazer with the school logo and a house-colour tie. The academy also publishes a uniform policy stating an intention to keep uniform of reasonable cost and good value for families.

• Outcomes are below England average at GCSE and A-level. The published rankings and grade profiles point to a school still strengthening consistency, so families should probe subject support, attendance strategy, and how gaps are identified and addressed.

• Behaviour consistency is a key variable. The formal evaluation notes that most lessons are calm, but inconsistent behaviour policy application by some staff can lead to disruption in a minority of lessons.

• The sixth form can suit some pathways better than others. The destinations mix suggests a spread across university, apprenticeships and employment, so students should choose courses based on readiness and next-step clarity rather than defaulting to the most demanding option.

• Deadlines matter. For Year 7 entry, the coordinated timetable is unforgiving, and missing the October deadline shifts you into late-application processing.

Ormiston Bolingbroke Academy is a large, mixed 11–19 academy with a structured culture and a clearly articulated personal development model. The house system and Lessons for Life programme give students a consistent framework for belonging and practical life preparation. Published outcomes indicate that academic performance is still a priority area, particularly at GCSE and in the sixth form. Best suited to families who value clear routines and pastoral structure, and who are ready to engage proactively with attendance, course choice, and academic support.