The Heath School Review 2026: Large, inclusive secondary with a clear improvement trajectory

The headline academic picture from the FindMySchool results sits around the middle of the national distribution for GCSE outcomes, with a stronger local position. Ranked 2,566th in England and 1st in Runcorn for GCSE outcomes (FindMySchool ranking based on official data), the school sits in line with the middle 35% of schools in England (25th to 60th percentile).

The underlying indicators are mixed, which is common for a large comprehensive serving a broad range of starting points. The Attainment 8 score is 43.2 and Progress 8 is -0.27, indicating that, on average, pupils made slightly less progress than pupils with similar prior attainment nationally. Ebacc average point score is 3.78, and 9.7% of pupils achieved grades 5 or above across the Ebacc elements.

What this means for families is that outcomes are not currently defined by selective-intake levels of top-end grades, but there is a clear framework focus on improving curriculum access and consistency, especially around reading and assessment. Where a child sits in the prior-attainment range will influence the fit. High attainers should look closely at stretch and subject pathways at Key Stage 4, while families of children who need structured support should pay attention to the CSI model and the school’s focus on reading and knowledge building across subjects.

Parents comparing local schools will often find it helpful to use the FindMySchool Local Hub comparison tools to place these results alongside nearby alternatives, rather than relying on reputation alone.

Curriculum intent is set out explicitly, with reading positioned as a central priority and a commitment to a broad and balanced curriculum. The school also states that Key Stage 3 is three years, which matters because it signals a deliberate foundation phase before GCSE options begin. For students who need time to consolidate, a three-year Key Stage 3 can support a steadier build. For very high prior attainers, parents may want to ask how extension is delivered during that longer foundation period.

The published Key Stage 3 outline shows a structured timetable model, including dedicated allocations for English, mathematics and science across Years 7 to 9. While the detail of sets, pathways and option blocks is best confirmed at open events, the published framework suggests a school that thinks in curriculum architecture rather than loosely connected “topics”.

The inspection evidence highlights two practical improvement priorities that are relevant to day-to-day classroom experience. First, assessment practice is not yet used consistently by all teachers, which can affect how precisely learning is checked before classes move on. Second, some lesson activities are not always well matched for weaker readers, which can make wider curriculum access harder than it needs to be. These are specific, actionable issues, and parents should read them as quality-of-implementation points rather than a lack of curriculum ambition.

With no sixth form, students typically move on at 16. The school’s own messaging positions post-16 pathways as varied, naming further study at college and apprenticeships as common routes. For families, the practical question is how guidance is delivered, how early options and pathways are explained, and what support is available for applications and interviews. The presence of a careers and guidance section on the site suggests the school treats this as a defined strand of provision, but parents should ask for specifics on employer encounters, work experience support and the shape of Year 11 transition planning.

For many local families, the key decision is not only “Is this the right school for 11 to 16?” but also “Is the post-16 handover well managed?” This is worth raising in any visit, especially for students considering technical routes, apprenticeships or vocational college programmes alongside A-level options elsewhere.

Admissions are coordinated through Halton, with the school publishing a clear outline of how Year 7 entry works. For entry to Year 7 in 2026 to 2027, the Published Admission Number is 240 places. The application deadline for a secondary school place starting September 2026 is 31 October 2025, with offer information available from 01 March 2026. Waiting lists are maintained until 31 December 2026 after the main intake.

Oversubscription is managed through a standard hierarchy that begins with pupils with an Education, Health and Care Plan naming the school, followed by looked-after and previously looked-after children, then siblings, then distance. If you are relying on distance, it is worth using a precise measurement tool rather than approximations, since small differences can matter when a year group is full.

Demand data from the most recent Year 7 entry route reinforces that this is not a low-competition option. There were 377 applications and 234 offers, a ratio that equates to around 1.61 applications for every offer. First-preference demand was also close to capacity. The implication is straightforward: families should complete preferences carefully, follow deadlines exactly, and keep a realistic view of the chances if they are not in a priority group.

For open events, the school listed an open evening for early October for the 2026 entry cohort. As a general planning assumption, families can expect open evenings to sit in that early October window each year, but the calendar should be checked for current dates.

Pastoral care is presented as structured and layered rather than informal. Progress co-ordinators sit alongside a wider pastoral team, and the CSI model is explicitly designed to address SEND, emotional needs, learning support and behaviour intervention. The presence of two dedicated student counsellors is a concrete indicator of capacity, not just intent. For families, this suggests there are multiple routes for concerns to be triaged, which matters in a large school where early intervention depends on clear referral pathways.

Pastoral values are reinforced through KIT as a behavioural and relational framework, with recognition systems, student ambassador roles for anti-bullying and wellbeing, and defined responsibilities for peer mentors and student leadership. The practical implication is that wellbeing is not only positioned as a safeguarding requirement, it is also framed as part of students’ character development and responsibility to others.

Inspectors confirmed safeguarding arrangements are effective.

Enrichment is described as a broad offer, but the strongest evidence is in the named programmes and roles rather than an exhaustive club list. The Duke of Edinburgh’s Award is offered from Year 10 at Bronze level, which provides a structured route for students to build volunteering, skills and an expedition experience. The implication is that personal development is not confined to assemblies or PSHE, it is built into a recognised external framework that can suit students who respond well to clear milestones.

Student leadership is unusually multi-layered for a large comprehensive. Peer mentors are recruited at the end of Year 8 to support Year 7 students, and a Junior Leadership Team is recruited at the end of Year 10 through a defined process, including training in public speaking and responsibilities such as supporting open events. For some students, these roles become a major confidence-building pathway, particularly where leadership is easier in structured formats than in unstructured social settings.

For subject-linked enrichment, the site points to a Design Technology club for Key Stage 3 students connected to the textiles curriculum. Even a single named example like this is useful because it shows that co-curricular options are not only sport and performance.

The principal’s introduction also references residential trips including Italy, Spain and New York. Families should treat these as optional opportunities that vary by year, with costs and availability confirmed directly through current trip letters and the school calendar.

The published school day starts with form time at 8:50am and ends at 3:20pm, with a mid-morning break and staggered lunches for different year groups. This structure can help families plan transport and after-school routines, particularly for households balancing primary drop-offs alongside a secondary timetable.

As an academy within a local trust, the school sits within a multi-school governance structure, and it moved to academy status on 01 June 2011. For parents, the practical relevance is how centralised policies and support services operate across the trust, especially for safeguarding, SEND and staff development.

• Progress measures. The Progress 8 figure of -0.27 indicates that outcomes, on average, are slightly below those of pupils with similar starting points. Families should ask how intervention is targeted and how progress is tracked across Years 7 to 11.

• Consistency of assessment. The latest inspection identified that assessment systems are not used consistently well by all teachers, which can affect how securely learning is checked before moving on. This is worth raising when discussing homework, feedback and how gaps are identified.

• Support for weaker readers. The inspection also pointed to times when lesson activities are not well designed for weaker readers, which can hinder access to the wider curriculum. Parents of students with reading needs should ask what support looks like in mainstream lessons, not only in interventions.

• Competition for places. Applications exceeded offers for Year 7 entry route, and the school publishes clear deadlines and oversubscription criteria. Organisation matters here, late applications are explicitly treated differently.

The Heath School is a large, inclusive 11 to 16 comprehensive with clearly articulated values, structured student leadership, and a visible model for inclusion through the Centre for Student Intervention. Inspection outcomes in 2025 show a secure “Good” profile across key areas, with improvement priorities that are specific and practical rather than vague.

Who it suits: families seeking a mainstream, non-selective secondary with strong pastoral structure, clear behavioural language and a broad peer group. The main challenge is matching your child’s needs to the school’s current attainment and progress profile, then navigating a competitive, deadline-driven admissions process.