Lynch Hill Enterprise Academy Review 2026: Community secondary in Slough with an improving culture

A newer Slough secondary with a clear emphasis on aspiration, character and preparation for life beyond school, set within a multi academy trust that links several local schools. Opened in September 2014 and moving into a new building in April 2017, it has grown quickly, and the leadership message focuses on combining academic ambition with enterprise minded skills for the workplace.

The current headteacher is Mr Chris Thomas, who became the permanent headteacher in September 2018 and continues to lead the school through its improvement journey.

For parents, the key decision is fit and trajectory. The school offers a structured day, a planned Key Stage 3 model, and a clearly signposted Key Stage 4 options approach. Results are below England average on the main GCSE outcomes measures, but there is tangible evidence of tightened systems and widening personal development opportunities.

This is a genuinely mixed, modern Slough intake, with students speaking over 40 different languages and representing over 45 ethnic groups. That mix shapes daily life, expectations of respect, and the way the school talks about community and belonging.

The school’s development story matters because it is young. It opened in September 2014, moved into a new building in April 2017, and then joined Slough and East Berkshire Church of England Multi Academy Trust (SEBMAT) on 01 January 2019. The trust link is practical rather than faith driven in day to day tone, and the school describes joining a group designed to support outcomes across Slough and nearby areas.

Culture is best understood through what students say they experience. The most recent inspection describes an inclusive community where students feel safe, know they can speak to an adult, and generally see bullying as tackled effectively, while also acknowledging some concerns about disruption that leaders are working to reduce.

Leadership messaging is consistent: high expectations, clear routines, and a focus on building confidence and aspirations. The language used for Key Stage 4 pathways, Aspire, Achieve, and Succeed, reinforces that the school is trying to offer multiple credible routes rather than one narrow definition of success.

On FindMySchool’s GCSE outcomes ranking, based on official data, the school ranks 3,485th in England and 20th in Slough. This sits below England average overall, within the lower performing 40% of schools in England on this measure.

The Attainment 8 score is 37.2. For most parents, that figure is best read alongside the Progress 8 score, which is -0.63, indicating that students, on average, make below average progress from their Key Stage 2 starting points compared with similar pupils across England.

It is also important to be clear about phase. Although the age range is listed as up to 18, the most recent inspection states that the school does not currently operate a sixth form and that pupils leave at the end of Year 11. That means GCSE outcomes are the main publicly comparable academic measure for most families considering this school.

The curriculum is designed around a three year Key Stage 3, explicitly framed as a foundation phase that allows additional support and intervention where gaps appear. That longer Key Stage 3 can be a practical advantage for students who need time to build secure subject knowledge before GCSE choices.

Key Stage 4 is deliberately structured around pathways. Aspire is positioned as the most academic route, aligned to English Baccalaureate subjects, while Achieve combines academic and vocational qualifications. Succeed is aimed at a smaller group, blending Functional Skills in English and maths, an ASDAN qualification, and a more limited options set. For students who need a different pacing and qualification mix, this clarity helps families understand what is on offer and why.

From a teaching and learning perspective, the key issue is consistency. The most recent inspection notes that improvements have been made, but that the curriculum is not adapted consistently well enough for all pupils, which can leave some students struggling to access learning in lessons. Parents considering the school should ask how staff check understanding, how classes are supported when students fall behind, and what subject specific catch up looks like in practice.

Because the school does not currently run a sixth form, planning for post 16 is a major part of the Year 10 to Year 11 journey. Students will typically move on to sixth form colleges, school sixth forms, apprenticeships, or training routes across Slough and the surrounding area, depending on grades and personal preferences.

The curriculum language gives a useful hint about intent. Aspire is framed as preparation for A levels and university, Achieve supports a broader mix of qualifications, and Succeed includes Functional Skills and ASDAN to support progression into suitable post 16 options. For families, the practical question is how strongly the careers programme and guidance support each pathway, including technical routes as well as academic ones.

If you are comparing several local secondaries, FindMySchool’s Local Hub pages and Comparison Tool are a sensible starting point. They let you view the same GCSE measures side by side, which helps separate sentiment from evidence.

This is a state funded school with no tuition fees. Admissions for Year 7 are coordinated by Slough Borough Council (or your home authority if you live outside Slough), using the Common Application Form process.

The published admissions number is 180 places for Year 7, and the school’s admissions pages highlight that applications close on 31 October in the year preceding entry. For September 2026 entry, the local authority coordination scheme sets offer day as 02 March 2026, with an offer acceptance deadline of 15 March 2026.

Demand is an important part of the picture. Recent recorded data indicates the school is oversubscribed, with a subscription proportion of 1.94 applications per offer. In practice, that level of pressure means families should treat the process seriously and keep realistic backup preferences.

For open events, the school calendar pattern indicates open mornings and open days commonly sit in October. Parents should rely on the school’s current listings for booking details and the most up to date dates.

Parents who want to understand their chances should also use FindMySchool’s Map Search to check how their home location relates to the school’s admissions priorities, then confirm the most recent criteria with the local authority scheme.

Pastoral support is presented as a structured offer, and the published wellbeing pages show several strands rather than a single catch all approach. A key element is the Mental Health Support Team (MHST) link in Slough, with trainee Education Mental Health Practitioners supporting students with emerging, mild to moderate needs, including worries, low mood, emotional regulation, and sleep hygiene.

The school also offers on site counselling with an identified therapist. The published information states the counsellor is in school on Tuesday, Wednesday and Thursday, the service is confidential within safeguarding guidelines, and parents may be contacted before a student begins counselling if the school judges that explicit permission is appropriate.

Safeguarding and safety are fundamental questions for any family. The most recent inspection describes students as feeling safe and confident about speaking to an adult if something concerns them.

A useful indicator of daily experience is what happens at 3pm. The school publishes a timetable of clubs that includes Chess Club, Drama Club, Duke of Edinburgh (Bronze and Silver), Board Games Club, Art Attack, and a Library Assistance Club that runs every day after school.

Two points matter for parents. First, the named programme mix suggests the school is trying to balance academic confidence (for example chess), creative expression (drama, art), and wider personal development (Duke of Edinburgh). Second, the schedule includes short weekly commitments as well as longer sessions, which can suit students who are building confidence or juggling responsibilities at home.

The wider calendar evidence also points to rewards trips and enrichment events that link to motivation and attendance, including trips such as Thorpe Park and Chessington as part of rewards activity. Families should ask how places are allocated and what behaviour or attendance thresholds apply.

The school publishes a clear timetable. Monday to Thursday runs from 8:30am to 3:00pm, with break at 10:30am and lunch plus registration from 12:50pm. Friday ends earlier at 2:30pm and includes an assembly slot.

Because this is a secondary school, wraparound childcare is not typically a core offer in the way it can be in primaries. If your family needs early drop off or late collection arrangements, it is sensible to ask directly what is currently available and whether it is delivered by the school or a partner provider.

For travel planning, families should consider peak time traffic and bus reliability on school days and build in contingency, especially for students who will be arriving for an 8:30am start.

• Academic outcomes are a work in progress. The Progress 8 score of -0.63 indicates below average progress overall, and the school sits below England average on the main GCSE outcomes ranking. Families should probe how subject teams are improving consistency and what support is available for pupils who fall behind.

• No sixth form currently. Students leave at the end of Year 11, so post 16 planning, careers guidance, and transition support matter more than in schools with internal sixth form progression.

• Some disruption remains a live issue. Official evidence acknowledges that while behaviour has improved, some pupils still raise concerns about disruption in lessons. Ask how behaviour systems work day to day and how parents are kept informed.

• Admissions competition is real. Oversubscription and a recorded subscription proportion of 1.94 means families should make balanced choices on their application and keep an eye on local authority timelines.

Lynch Hill Enterprise Academy is a young Slough secondary with a clear improvement narrative, structured pathways at Key Stage 4, and a pastoral offer that includes both MHST support and in school counselling. Its academic outcomes, particularly Progress 8, remain below England average, so families should approach with open eyes and ask detailed questions about subject consistency and intervention.

Who it suits: students who will benefit from clear routines, a defined GCSE pathways structure, and strong pastoral signposting, including those who want a mix of academic and vocational options. The main challenge is aligning expectations on results while the school continues its improvement work.