The James Hornsby School Review 2026: Oversubscribed Basildon secondary with a strong “college” pastoral model

“Together we excel” is the headline message, and the school’s day-to-day organisation is built to make that feel practical rather than aspirational. The pastoral structure sits around named colleges and vertical tutor groups, with a clear emphasis on belonging and routines. External checks broadly support that picture, with a Good judgement across all inspection areas in October 2021, and safeguarding confirmed as effective.

Leadership has been stable in recent years. Mrs T Nicholls is listed as Head Teacher, and the 2021 inspection report records that she took up post in January 2021, after a period of leadership change.

As a state-funded school for students aged 11 to 16, there are no tuition fees. What families do weigh up is fit, daily rhythm, and outcomes, especially given that the school describes itself as oversubscribed.

The school presents itself as a tight-knit community, using “family” language consistently across its public-facing information, and then backing it with visible structures. The “college” model is a good example. Instead of a single year office feeling distant from day-to-day issues, each college is described as having a senior leader plus pastoral roles and tutor teams, with values deliberately threaded through the system.

That matters because this is an 11 to 16 school, where the most important transition is not sixth form entry, it is the move from primary patterns to secondary independence. The transition programme is designed to be deliberate: taster lessons, structured induction, and baseline checks that help staff understand students’ learning needs early.

Culture is also shaped by the rhythm of the day. Students are expected on site by 8:35am, and the timetable runs with five main periods, with an additional Period 6 for Year 11 intervention. That creates a purposeful tone for older students while keeping the day manageable for Years 7 to 10.

A final point on atmosphere is inclusivity. The school’s own SEN information and the 2021 inspection findings both stress ambition for students with SEND, and the expectation that they access the full curriculum, even while the inspection also flagged that consistency in classroom adaptation is an area leaders needed to tighten.

On GCSE performance measures, the picture is mixed and best interpreted through several lenses, not a single headline. In FindMySchool’s GCSE ranking, the school is ranked 2,489th in England and 3rd in Basildon for GCSE outcomes (FindMySchool ranking based on official data), placing it broadly in line with the middle 35% of secondary schools in England (25th to 60th percentile).

At student level, the Attainment 8 score is 40.2. Progress 8 is -0.32, which indicates that, on average, students make below-average progress from their starting points across the GCSE basket.

The English Baccalaureate indicators suggest EBacc is not a dominant outcomes story here. 19% of pupils achieved grade 5 or above across EBacc subjects, and the school’s EBacc average point score is 3.56, below the England average of 4.08.

What this means for families is that the school is not best understood as a results outlier in either direction. The more useful approach is to look at the details of provision that affect day-to-day learning: curriculum structure, literacy support, intervention at Key Stage 4, and consistency of classroom practice. The FindMySchool Local Hub comparison tools can help families assess nearby Basildon secondaries on the same measures, which is often more meaningful than relying on broad reputation.

Curriculum intent is described in concrete terms, and that specificity is helpful for parents. Key Stage 3 follows a two-week timetable with 50 lessons across the fortnight, and the published allocation of hours shows a deliberate balance between core academics and breadth. Year 7, for example, includes separate allocation for Character Education and Digital Literacy alongside English, maths, science, languages, and the arts.

That explicit allocation is more than administration. It signals priorities. When a school publishes time for character education and digital literacy as named components, it is usually because leaders expect consistent delivery, not ad hoc assemblies. The Tutor Time programme and college structure further reinforce this, with weekly themes and vertical groups intended to build shared language and expectations across year groups.

At Key Stage 4, the model is equally clear. Students study the equivalent of nine examination subjects, with four options alongside core English, maths, and double award science, plus core PE and personal development. Year 11 students also complete compulsory Period 6 intervention sessions on set days, which is a strong signal that the school expects structured revision and targeted support rather than leaving exam preparation to chance.

External evidence supports several teaching-and-learning positives: strong subject knowledge, regular checking for understanding, and curriculum plans that build knowledge logically in many subjects, with a small number needing further development.

Where Students Go Next

Because this is an 11 to 16 school, the most important destination story is post-16 decision-making and readiness. External evidence highlights that students leave “well prepared for future learning or employment”, and the school’s careers content is framed around impartial guidance and building informed choices rather than pushing a single route.

A practical strength is that post-16 guidance is not left to the final weeks of Year 11. The school shares structured materials around post-16 options, and also runs events aimed at families, such as presentation evenings focusing on post-16 pathways, applications, and what the year ahead looks like.

Apprenticeships are treated as a serious option rather than a fallback. Assemblies and employer-facing content include explicit focus on apprenticeships and job readiness.

For students, the implication is that the school’s best destination contribution is guidance quality and preparation habits, including structured intervention for Year 11 and a timetable that builds routine. Families who want a school to do the heavy lifting on careers scaffolding, rather than assuming parents will research everything independently, are likely to value this approach.

Year 7 admissions are coordinated through Essex, and applications are made via the local authority’s secondary school place process, not directly with the school. The school’s published admission number is 210 at the usual point of entry (Year 7).

For September 2026 entry, Essex County Council states that applications received after 31 October 2025 were treated as late, with late applications processed after on-time ones.

Open events are promoted by the school, including an Open Evening format with headteacher talks. Dates can vary each year, so families should treat this as a recurring seasonal pattern and check the school’s current events information before relying on a specific calendar week.

If you are shortlisting based on proximity, use FindMySchool’s Map Search to measure your walking-line distance consistently (and compare it to typical local authority distance allocation patterns). Even when a school is not fully catchment-defined, distance often becomes the practical tie-breaker in oversubscription.

The strongest pastoral differentiator here is the college model, supported by vertical tutor groups. In practice, that tends to mean two things for families. First, it can reduce the “lost in the crowd” feeling, because students sit within a smaller pastoral unit with familiar adults. Second, it can improve consistency, because older students are visible role models in the same tutor structures as younger students.

The safeguarding picture is clear in official evidence, with safeguarding arrangements stated as effective, staff training and vigilance emphasised, and students described as confident that concerns are acted upon.

On wellbeing, the school provides a dedicated mental health and wellbeing section with signposting to support resources. While signposting is not a substitute for direct provision, it does indicate that wellbeing is treated as a named priority with an expectation that students and families know where to start.

Behaviour systems appear designed to be firm but supportive. External evidence describes the school as calm and orderly, with clear expectations, and targeted work for the smaller number of students who struggle to meet them, including additional support for more complex emotional needs through trust-linked provision.

Extracurricular provision is described as fundamental rather than optional, and there are several specific programmes and clubs named publicly, which is a useful sign of real breadth. The school’s prospectus-style materials and enrichment pages point to participation opportunities such as The Brilliant Club, MyTutor, Jack Petchey Speak Out, and Children’s University. Year 9 students are also able to access the Duke of Edinburgh Award, and Year 7 students have access to free peripatetic lessons.

The club list is not just sport plus homework. Examples include Live Poets’ Society, Debate Club, Einstein’s Science Club, Rock School, Eco Club, and Art Therapy.

Facilities underpin that range. The school describes a gymnasium with a climbing wall, a sports hall, a fitness suite, an 18m indoor swimming pool (with activities including kayaking and scuba-diving), a floodlit FA-approved 3G multi-use games area, and extensive external playing fields.

For students, the implication is that extracurricular life can be used strategically, either as confidence-building for those who need belonging, or as depth-building for those who want to develop a strong profile for post-16 pathways.

The school day starts early. Students are expected on site by 8:35am, teaching runs from Period 1 at 8:40am through to 3:00pm, and Year 11 has an additional Period 6 session from 3:00pm to 4:00pm. The school also notes that gates open at 8:00am for early arrivals, and clubs typically run until around 4:15pm.

For travel, Laindon station is a key local rail link on the c2c route into London, and the school also describes secure storage for bicycles and scooters, which suits families aiming for independent travel as students get older.

• Progress outcomes are a pressure point. Progress 8 of -0.32 indicates below-average progress from starting points, which can matter most for families looking for strong academic “lift”. Consider asking how intervention is targeted for different starting points, not only Year 11.

• EBacc measures are comparatively modest. EBacc APS of 3.56 is below the England average of 4.08, and the proportion achieving grade 5+ across EBacc subjects is 19%. If your child is strongly academic and aiming for a very EBacc-heavy programme, ask how EBacc entry and stretch is managed across different ability groups.

• Year 11 has a longer day by design. Period 6 intervention is compulsory for Year 11 on specified days, which can be excellent for structure but may feel intense for students who struggle with stamina or anxiety around exams.

• Some school improvement themes are clearly identified. Official evidence highlights that a small number of subjects had less well-developed curriculum plans at the time of inspection, and that consistency of SEND classroom adaptation needed tightening. Families of students with additional needs should ask how these areas are quality-assured now.

The James Hornsby School is a high-demand, state-funded 11 to 16 option with a distinctive pastoral structure and a clear emphasis on belonging, routines, and accessible enrichment. Best suited to families who want an organised secondary with strong pastoral scaffolding, broad clubs, and structured support through Key Stage 4. For academically driven students who need strong progress gains, the key question is how effectively intervention and classroom consistency deliver improvement across subjects and groups.