The Deanery Church of England High School and Sixth Form College Review 2026: Town-centre faith school with a calm culture

“Work Hard. Be Kind. Make A Difference.” is more than a slogan here, it is used as a plain-language summary of expectations across an 11 to 18 Church of England school serving central Wigan.

Leadership stability matters for families weighing consistency, and The Deanery has had Mr Martin Wood in post since April 2019, a period that includes curriculum changes and a renewed focus on behaviour and safeguarding culture.

Results sit around the middle of the England picture at GCSE, with a more challenging profile at A-level. The school’s strengths are clearer in culture and personal development: a structured programme of personal, social, health and economic education, strong careers guidance, and recognised enrichment routes such as Duke of Edinburgh and iDEA.

The Deanery describes itself as an “education for life” school under the Diocese of Liverpool, with an explicit Christian ethos and values framework that includes Faith, Hope, Love, Wisdom, Courage and Integrity. That faith identity is not a bolt-on. It shows up in admissions criteria, worship, and the language used about character and service, which will appeal to families seeking a Church of England setting and may feel less aligned for those wanting a fully secular experience.

Behaviour and belonging come through strongly in official evidence. The latest Ofsted letter (published 07 July 2022, following inspection on 18 to 19 May 2022) maintained the school’s Good judgement. Beyond the headline grade, the report presents a picture of pupils feeling safe, bullying being addressed quickly, and social times staying calm, including at lunchtime.

Pastoral signals are reinforced by how the school talks about wellbeing and by the practical scaffolding around personal development. A Wednesday morning extended registration is used for the school’s PSHE programme, which aligns with Ofsted’s observation that pupils learn about healthy relationships, including consent.

At GCSE, the school sits broadly in line with the middle of schools in England. Ranked 2,727th in England and 7th in Wigan for GCSE outcomes (FindMySchool ranking based on official data), it falls within the middle 35% band in England (25th to 60th percentile).

The Attainment 8 score is 44 and Progress 8 is -0.31, suggesting outcomes and progress that are below the England picture for pupils with similar starting points. EBacc average point score is 3.7, compared with an England average of 4.08.

These numbers point to a school where outcomes may depend heavily on individual subject choices and the match between the student and the curriculum offer, rather than a uniformly high-performing profile across the full cohort.

Post-16 outcomes are a more significant consideration. Ranked 2,422nd in England and 3rd in Wigan for A-level outcomes (FindMySchool ranking based on official data), the school sits below the England average band at A-level. The share of A-level grades at A* to B is 18.46%, compared with an England average of 47.2%; A* to A is 6.92%, compared with an England average of 23.6%.

The implication for families is practical: sixth form can still be a strong choice for the right student, especially those who value a smaller setting, clear support and strong enrichment, but it is sensible to ask detailed questions about subject-level outcomes, teaching stability in your chosen subjects, and how progress is monitored from Year 12 onward.

Teaching and curriculum development have clear structure in the most recent inspection evidence, with subject leaders defining what knowledge and skills pupils should learn and sequencing it logically across key stages. Teachers are described as having strong subject knowledge, and the curriculum is presented as broad and ambitious, including improved uptake of modern foreign languages at key stage 4.

There is also a frank improvement thread: a small number of subjects were still refining curriculum thinking, and some classroom practice did not always check understanding thoroughly before moving on. For parents, that translates into a useful visit question: how does the school assure quality in subjects that are rebuilding, and what does intervention look like when a pupil’s knowledge is not secure?

The school’s public curriculum framing is explicitly values-led and faith-informed, referencing “life in all its fullness” and a “delight in wisdom”. This will suit students who respond to clear moral language and purpose, and it can be a stabilising influence for those who like predictable routines and consistent expectations.

For the 2023/24 leavers cohort, 31% progressed to university, 15% started apprenticeships, 31% entered employment, and 2% went to further education (cohort size: 89).

That spread suggests a sixth form serving students with varied next steps, rather than a single dominant pipeline. It makes the school’s careers work and post-16 support more important than the headline grade profile alone.

Careers education is positioned as structured and ongoing in the latest Ofsted evidence, with pupils supported to make informed choices about education, employment or training. The school also uses recognised progression frameworks and enrichment that can strengthen applications. The Elite Programme is designed for high prior attainers and includes Cambridge HE+ support around applications and interviews, plus opportunities such as the Extended Project Qualification (EPQ) and university visits.

For students who prefer applied routes, Duke of Edinburgh is offered through Bronze, Silver and Gold with trained in-house staff, which can support employability narratives and apprenticeship applications as well as university personal statements.

Year 7 admission is coordinated through Wigan’s process, with a published deadline of 31 October 2025 for September 2026 entry. Late applications are treated as late unless they fall into the specified looked-after child exception window, and National Offer Day is listed as 02 March 2026.

As a voluntary aided Church of England school, faith criteria are a real factor in oversubscription. The school explains “regular worshipper” requirements and uses a Supplementary Information Form signed by a church leader to evidence attendance, with specific clarifications around what does not count.

Demand data available for the school shows around three applications per place, which frames entry as competitive even before faith criteria and sibling priority are considered. Families should treat the admissions policy as required reading and use the FindMySchoolMap Search tool to understand practical travel patterns and realistic daily logistics alongside eligibility.

Safeguarding is a central point of reassurance, and inspectors confirmed the arrangements for safeguarding are effective, alongside a strong culture of vigilance and timely reporting. This matters in a town-centre school where pupils’ journeys and after-school independence can be a larger part of daily life than in more geographically contained schools.

The PSHE structure also matters. With a dedicated weekly slot built into Wednesday mornings, personal development is treated as scheduled curriculum time rather than an add-on.

Support for special educational needs and disabilities is described as swift identification, training for staff, and access to the same ambitious curriculum, which is the right benchmark for inclusion at a mainstream secondary.

The strongest extracurricular picture is one that connects activities to character and future pathways, rather than a long list of generic clubs.

STEM and digital skills

STEM Club meets weekly after school, and the school also references STEM Ambassadors supporting assemblies, lessons and visits. For students who learn best by building and experimenting, this offers a concrete route to extend classroom learning and see how it connects to careers.

Service, leadership and awards

Duke of Edinburgh is a clear pillar, with the school set up as a licensed organisation delivering Bronze, Silver and Gold. In parallel, iDEA is promoted as a digital and enterprise award pathway, which can suit students who want a structured, certificate-based way to evidence skills.

School calendar culture

The events schedule reinforces a community rhythm with open events, careers fair, mock interviews, concerts, awards evenings, and a Race for Life day. These moments matter for families seeking a school that recognises achievement publicly and builds shared rituals over the year.

Facilities that enable breadth

The school references modern premises opened in 2017 and lists facilities including advanced science laboratories, a sixth form centre, 4G all-weather pitches, a gym, an activity studio, and a technology suite. Those assets make enrichment more feasible during the week, especially for pupils who stay on site for clubs rather than travelling elsewhere.

The school day starts at 08:40. Dismissal is slightly staggered by year group, running from 15:05 to 15:10, and Wednesday has an extended registration slot for PSHE. Total weekly hours including breaks are listed as 32.5 hours.

The school does not publish a universal locker offer and advises pupils to bring a suitable backpack, which has practical implications for kit planning and comfort across a long day.

Given the central Wigan setting, many families will prioritise safe travel planning. Parents comparing options can use FindMySchool’s Local Hub comparison tools to weigh results, sixth form fit, and admissions criteria side by side, then shortlist using Saved Schools.

• GCSE outcomes are broadly mid-range in England. The FindMySchool GCSE ranking sits within the middle 35% band, and Progress 8 is -0.31. Families should probe subject-level performance and what targeted intervention looks like for pupils who fall behind.

• Post-16 results are a key question for sixth form families. The A-level profile is below the England average band, so it is sensible to ask detailed questions about class sizes, teaching continuity in your chosen subjects, and progression support across Year 12 and Year 13.

• Faith-based admissions can shape your chances. As a Church of England voluntary aided school, “regular worshipper” evidence and supplementary forms can materially affect oversubscription outcomes, especially in a competitive year.

• Practical day-to-day logistics need thought. With no universal locker provision and a structured, full timetable, the routine suits organised students, and it can feel demanding for those who struggle with kit management and planning.

The Deanery is a values-led, Church of England secondary with a calm culture and strong personal development infrastructure, including structured PSHE, a well-developed careers narrative, and recognised enrichment pathways. GCSE outcomes are broadly in line with the middle of England schools, while sixth form results require careful scrutiny against your subject choices and intended next steps.

Best suited to families who want a faith-grounded environment in central Wigan, and to students who respond well to clear expectations, pastoral structure, and a route-rich approach to post-16 options including apprenticeships and employment as well as university.