Sir Thomas Boteler Church of England High School Review 2026: Faith-led academy with a strong pastoral focus in Latchford

A Church of England secondary academy serving students aged 11 to 16 in Latchford, this is a school that puts character, belonging, and clear routines at the centre of daily life. The headteacher, Mrs Beverley Scott-Herron, has been in post since 01 September 2014, giving the school long-term leadership stability through significant change, including academy conversion and a renewed emphasis on Christian values.

The school’s most recent external benchmark is the Ofsted inspection of 5 and 6 October 2021, which judged the school Good across the key areas. That report describes a calm culture where pupils feel accepted, bullying is uncommon, and leaders have strengthened curriculum planning and expectations.

Academically, the published headline measures point to a mixed picture. The school’s Attainment 8 score is 41.5, with a Progress 8 score of -0.24, indicating below-average progress from starting points, and an English Baccalaureate average point score of 3.53. FindMySchool’s GCSE outcomes ranking places the school 2906th in England and 11th in Warrington, which equates to below England average performance used for the ranking.

For families who value a structured day, explicit expectations, and a faith-informed approach to personal development, the offer is coherent. The key question is fit, especially for students who need rapid academic acceleration or who find heavy emphasis on routines and standards less comfortable.

The school’s self-description leans heavily into the idea of a shared identity, often framed as a “family”, with Christian values used as everyday language rather than occasional assemblies. Its stated community values include Hope, Compassion and Endurance, and the headteacher’s messaging repeatedly reinforces high expectations alongside pastoral responsibility.

External evidence supports a culture where students generally feel safe and respected. The 2021 inspection report describes pupils as happy, accepting of difference, and clear that discriminatory behaviour is not tolerated. It also states that bullying is rare, and that staff address incidents quickly when they do arise. The practical implication for parents is that social belonging and respectful conduct are not left to chance. They are actively maintained, and they form part of how learning time is protected.

A strong “systems” approach comes through in everyday routines. The published school-day guidance describes line-up by tutor groups, uniform and equipment checks on arrival, and clear expectations about what students should have with them to learn effectively. This is often reassuring for students who thrive on predictability. For some students, particularly those who struggle with organisation, the clarity can reduce anxiety. For others, it can feel strict, so it is worth understanding how the school balances consistent standards with flexibility where needed.

The school also uses a house system to build identity and competition across year groups. Houses were renamed from September 2021 using Latin names representing values, with points and weekly challenges intended to increase participation across a wide range of activities. The educational benefit is not just “fun”. Done well, it creates low-stakes leadership opportunities, nudges quieter students into involvement, and makes good behaviour visible and recognised.

This is a state school, so there are no tuition fees, and outcomes and value-add matter because families cannot “buy” small classes or additional teaching time. The data available here suggests the school is in a rebuilding and consolidation phase academically, with strengths in curriculum planning but a continuing need to lift progress and attainment measures.

The school’s most recent published GCSE performance metrics in the FindMySchool dataset show:

• Attainment 8: 41.5

• Progress 8: -0.24

• EBacc average point score: 3.53 (England average: 4.08)

• Percentage achieving grades 5+ in the EBacc: 6.8

Progress 8 is the statistic that most clearly signals trajectory. A negative score indicates that, on average, students make less progress than similar students nationally. The practical implication is that families with students already working at high levels may want to ask how the school stretches the most able, and what intervention looks like for students at risk of underachievement.

In FindMySchool’s GCSE outcomes ranking, the school is ranked 2906th in England and 11th in Warrington (FindMySchool ranking based on official data). That position sits below England average in the distribution and suggests performance is not yet where leaders want it. The helpful way to use this is comparative, rather than absolute. Parents comparing local options can use the FindMySchool Local Hub comparison tools to view GCSE outcomes alongside other Warrington schools using the same methodology.

The school publishes additional performance information on its own site, including recent Progress 8 and Attainment 8 figures and pass rates in English and mathematics, which can help families understand the internal narrative and recent trends. Where school-published figures differ from dataset figures, families should focus on dates and definitions, then ask the school how outcomes are moving over time.

Curriculum design appears to be an area of deliberate work. The 2021 inspection report describes subject leaders thinking carefully about essential knowledge and sequencing, with detailed curriculum plans that clarify what students should learn and in what order. Assessment is described as well used, with misconceptions addressed quickly and knowledge checked before students move on.

There is, however, a specific improvement point that matters to classroom experience. The inspection report also states that in a minority of subjects, leaders did not check closely enough how well the planned curriculum was being delivered, meaning some teachers did not always choose the most effective activities to help pupils apply knowledge in new contexts. For parents, this is not abstract. It can show up as variability between subjects, or between classes within a department. A sensible admissions question is how the school now quality-assures teaching, and what coaching looks like where practice is inconsistent.

Reading is a stated priority, with a focus on helping students who are behind to catch up quickly, particularly through Key Stage 3. The report notes that Key Stage 4 reading catch-up plans were only just being implemented at the time, and that a small number of older pupils had gaps that hindered access to the curriculum. The implication is that families with students who struggle with literacy should ask what support looks like from Year 9 onwards, not just in the first years.

Religious Studies is a distinctive element of the curriculum. The school frames it as central to its educational offer, taught by subject specialists, with Key Stage 3 following a diocesan syllabus and Key Stage 4 following a GCSE specification, with all students taking the course through to the end of Year 11. For families aligned with the school’s ethos, this can be a positive, especially where parents want structured reflection on ethics, beliefs, and worldviews. For families of different faiths, or of no faith, the key is to understand how inclusivity works in practice, and how the school teaches about a multi-faith and multi-secular society alongside its Anglican foundation.

As an 11 to 16 school, the major destination decision-point is post-16, not university. Careers education is therefore crucial, and the school’s published careers programme is unusually detailed.

The school describes careers education as embedded across the curriculum and pastoral systems, structured around the Gatsby Benchmarks and supported by individual guidance. It states that students have access to an online platform for planning and exploration, and that an independent careers adviser is available weekly, with presence at key events. For students who are not sure what they want to do, the implication is more structured exposure to pathways than a one-off careers day.

There is also explicit emphasis on encounters with employers, workplace experiences, and exposure to further and higher education, with mention of a programme designed to broaden understanding of post-18 options. The practical question for parents is participation. Ask how many students complete work experience placements, what support is offered to find placements, and how the school ensures that students who are less confident still access meaningful encounters.

Apprenticeships are treated as a serious route rather than a fallback. The careers page includes a named section on apprenticeships and references digital and enterprise skills development through a badge-based programme. That matters in a local labour market where technical routes can be high value. Families with practically minded students should ask how the school supports applications and interviews, and whether links with local providers are formal or informal.

Because the dataset provided does not include destination percentages for leavers, this review does not claim specific proportions progressing to sixth form college, apprenticeships, or employment. Instead, the focus is on the published structure of guidance and the breadth of routes presented.

For September 2026 entry into Year 7, the Warrington local authority timetable states: applications opened 1 September 2025 and closed 31 October 2025, with the national allocation date on 2 March 2026, and appeals to be lodged by 31 March 2026. This is a clear timeline and worth treating as immovable, particularly for families moving into the area.

This school has additional admissions complexity because it is faith-designated. The Challenge Academy Trust admissions arrangements for 2026 to 2027 state that parents must complete the local authority application and, for this school only, also complete the academy’s supplementary form. The same document confirms a published admission number of 175 for Year 7 entry.

Oversubscription criteria matter here because they shape real chances. The trust admissions document sets out priority groups including looked-after and previously looked-after children, siblings, and a faith criterion requiring parental worship in a Christian church, defined and evidenced in specific ways, before staff children and then other priorities, with distance used as the final tie-break. The practical implication is that church involvement can materially affect priority, but it is also defined quite precisely. Families intending to apply under faith criteria should read the wording early and confirm what evidence is required.

Open events tend to run in the autumn term. For the September 2026 admissions cycle, the council booklet lists an open evening in late September 2025 with two headteacher address slots. As of January 2026, that specific event has passed, but the pattern is useful, open evenings are typically scheduled in September. Families should check the school’s current calendar to confirm dates for the next admissions cycle.

Because last-distance-offered information is not provided for this school, the most reliable way to sense competitiveness is to watch whether the school is oversubscribed in the local authority reporting and to understand which oversubscription category a child is likely to fall into. The FindMySchool Map Search is particularly helpful for families who expect distance to become relevant, because small differences can matter once the final tie-break is applied.

Pastoral systems appear deliberately structured, with emphasis on belonging and responsibility. The inspection report describes pupils welcoming leadership responsibilities such as prefect roles and anti-bullying ambassadors, which implies students are part of maintaining culture rather than simply receiving it.

Safeguarding is described as effective, with a strong culture where staff are trained, concerns are reported consistently, and leaders work with outside agencies to support vulnerable pupils and families. For parents, the practical test is how this feels day to day. Ask about early identification of needs, how communication with families works when concerns arise, and what the school does to support attendance and reintegration after absence.

Support for students with additional needs is a significant feature. The 2021 inspection report notes an on-site specially resourced provision for pupils with special educational needs and disabilities, and describes staff and leaders as skilled at identifying needs, training teachers, and enabling students with SEND to access curriculum content and make progress. This aligns with the school’s designation of specialist classes and suggests that inclusive practice is not peripheral.

The key question for families considering this route is admissions and capacity. The trust admissions arrangements state that children with an Education, Health and Care Plan naming the school are admitted over and above the published oversubscription criteria. Parents of children with EHCPs should engage early with the local authority process and ask the school how transition is managed.

Extracurricular provision is where the school’s “character education” claim becomes visible. Instead of presenting activities as optional add-ons, the school uses multiple structures to push participation, including houses, leadership roles, and targeted academic enrichment.

For academically able students, the Boteler Elite Programme is explicitly designed for the top 10% of students in each year group, offering enrichment that can include external lectures, masterclasses, university-linked opportunities, book clubs, and educational trips, with examples such as visits to Jodrell Bank and involvement with university speakers. The implication is that the school is trying to build an aspirational pathway without being a selective school. Families with high-attaining children should ask how selection works, how often students meet, and what proportion continue year to year.

There is also evidence of subject-specific clubs that align with learning. A departmental welcome page for mathematics references a Puzzle Club, Maths Homework Help, GCSE Maths Revision, and Further Maths as extra-curricular opportunities. This is a practical strength for students who need structured support, and also for those who enjoy deeper problem solving. The key is consistency and access. Parents may want to ask whether these clubs are open access or targeted, and how attendance is monitored.

For students who want broader leadership and resilience-building, the Duke of Edinburgh’s Award is long-established, with Bronze offered from Year 9 and progression opportunities in later years. The programme’s structure, skill, physical activity, volunteering, and expeditions, can be particularly beneficial for students who gain confidence through doing, not just classroom success.

The school also offers a wider mix of clubs and activities, with examples including a Blogging Club and an Archery Club, where participation has been highlighted as building skill and confidence through competition. In addition, the house system is used to create inclusive competition via regular challenges intended to bring in students who might not naturally volunteer for clubs.

Taken together, the implication is a school that sees extracurricular life as part of attendance, behaviour, and confidence, rather than as a separate sphere. For families, the question is whether a child is likely to take advantage, and what the school does when a child does not.

The published timetable describes a structured day with different arrival times depending on the day. Monday to Thursday, students arrive at 08:20, while Friday has a later start at 08:50 due to staff professional development, with lessons finishing at 15:00. The school also states it is open for 32.5 hours per week.

Transport planning is encouraged, with materials promoting walking and cycling to reduce congestion at start and finish times and to improve safety in the local area. The school also hosts information about school bus services. One example is a published timetable for a schooldays-only service that includes pick-up and drop-off points and references a railway station on the route, which may be useful for families travelling from further afield within Warrington.

Because this is a state school, families should budget for the usual associated costs, uniform, trips, and optional activities. The best approach is to ask for a current breakdown at open evening, particularly for any subjects with materials or equipment requirements at Key Stage 4.

• Academic trajectory. The Progress 8 score of -0.24 indicates below-average progress in the current dataset. Families with students aiming for the highest GCSE grades should ask what stretch looks like across departments, and how consistently it is delivered.

• Faith-based oversubscription. Admissions include a defined Christian worship criterion, with evidence required for some applicants, and distance used as a tie-break after other priorities. Families should be realistic about which category they fall into before relying on a place.

• Routine and standards. The school-day guidance places clear emphasis on uniform, equipment checks, and structured arrivals. This suits many students, but parents of children who struggle with compliance should ask how the school supports change without constant sanctions.

• Open-event timing and deadlines. The Year 7 application deadline for September 2026 entry was 31 October 2025, with offers on 2 March 2026. Families planning moves should align housing decisions and applications carefully, and verify dates for the next cycle.

Sir Thomas Boteler Church of England High School offers a clear, faith-informed approach to character, routines, and personal development, with external evidence supporting a safe and respectful culture and safeguarding that is effective. Academically, the published figures suggest the school is below England average on current progress measures, so families should probe subject-level consistency and stretch for the most able.

Who it suits: families who want a structured environment, a Church of England ethos that is integrated into school life, and a school that invests in pastoral stability and enrichment opportunities such as the Boteler Elite Programme and Duke of Edinburgh.