Hodge Hill College Review 2026: A CARE-led secondary with calm routines and strong arts pride

The strongest first impression here is order, clarity, and an explicit set of values that pupils can explain. The school’s CARE language, courtesy, achievement, respect and excellence, is used as a practical reference point for behaviour, effort, and the wider programme of trips and clubs.

Leadership stability also matters. Mrs Hannah Herrmann has been headteacher since 01 September 2020, and she is clearly presented as part of the school’s governance structure as well as day-to-day leadership.

The most recent Ofsted inspection report is dated 02 December 2025. It uses the current framework, with most areas evaluated at Expected standard, Inclusion evaluated as Needs attention, and safeguarding standards met.

This is a school that explicitly positions itself as welcoming. The December 2025 inspection describes pupils taking pride in the school, treating each other with kindness and consideration, and contributing to a calm, orderly, respectful environment where low-level disruption is rare. That tone is reinforced by the way the school talks about its own routines, punctuality, and daily expectations, rather than relying on slogans alone.

CARE is not presented as decorative branding. It is referenced as a shared language for how pupils conduct themselves, how leaders build wider opportunities, and how rewards and recognition operate. One example is the school’s use of reward experiences tied to pupils meeting agreed behaviour and curriculum thresholds, which frames trips as earned milestones rather than bolt-ons.

The school also serves a broad local area, drawing pupils from a large number of feeder primaries. The admissions page states pupils come from 34 different feeder schools and reports 1,192 pupils on roll in September 2025, which hints at a big, busy setting where consistency of routines matters.

Leadership and governance are described as aligned and grounded in community context. Governors are presented as providing supportive challenge, and the inspection notes that decisions are taken with an understanding of local needs, including how leaders target participation for more vulnerable pupils.

GCSE outcomes sit in a broadly typical England band on the FindMySchool measure, with some encouraging indicators around progress.

FindMySchool ranking context (GCSE)

Ranked 2,377th in England and 55th in Birmingham for GCSE outcomes (FindMySchool ranking, based on official data). This reflects solid performance, in line with the middle 35% of secondary schools in England (25th to 60th percentile).

Progress 8

The Progress 8 score of 0.19 indicates pupils make above-average progress from their starting points across eight subjects.

Attainment 8

The Attainment 8 score is 43.5.

EBacc indicators

The average EBacc APS is 3.71, and 14.2% of pupils achieved grades 5 or above across the EBacc subjects.

For parents comparing local options, the FindMySchool Birmingham local hub and Comparison Tool can be a quick way to view results alongside other nearby secondaries, using the same metrics and time period.

Curriculum organisation has been a deliberate focus in recent years. The December 2025 inspection describes leaders reorganising the curriculum to raise ambition and ensure pupils learn key knowledge in a clear sequence, with a shared understanding of effective teaching across subject teams. A specific in-school concept, “golden threads”, is referenced in curriculum materials as a way of reinforcing common expectations and transferable skills across subjects.

Teaching is described as technically secure, with staff typically checking pupils’ prior knowledge and misconceptions before moving on. The same source flags a key development area: adaptation is not always as precise as it needs to be, which can make learning harder for some pupils, including some with SEND. This is important because it frames the school’s improvement work as practical and classroom-based, not just policy-level.

Reading, writing, and mathematics are treated as foundations, with leaders aiming to close gaps rapidly. In a large 11 to 16 setting, that focus tends to matter most in Years 7 to 9, where pupils arrive from many primaries and may have uneven prior coverage. The school’s emphasis on punctuality and settled starts also supports learning time being used well.

There is no sixth form here, so progression planning at 16 is central to the experience. The school’s stated direction is to guide pupils towards suitably ambitious destinations across employment, education, and training, with careers provision described as supportive and continuing to develop further.

In practice, parents should expect three strands of preparation. First, GCSE option choices and subject balance matter because they shape eligibility for school sixth forms and college courses. Second, guidance and employer encounters matter because many pupils will be choosing between A-level, vocational programmes, and apprenticeships routes. Third, revision and consolidation support, particularly in Year 11, can be decisive for pupils aiming for competitive post-16 pathways.

If your family is building a shortlist with a specific post-16 destination in mind, it is worth checking what local sixth forms and colleges require for entry to particular courses, then working backwards to confirm that GCSE choices and attainment targets align.

Year 7 admissions are coordinated through the local authority route rather than direct selection tests. The school’s admissions information for September 2026 entry points families to Birmingham’s application process and preference form route.

For September 2026 entry, Birmingham’s published timetable indicates: applications opened on 01 September 2025, the closing date was 31 October 2025, and National Offer Day is Monday 02 March 2026.

Open events can be useful for judging fit, especially in a large secondary. The school ran an open evening on 08 October 2025 (with early closure that day to prepare), which suggests early October is a typical window for this kind of event. Families should check the school’s current calendar for the next cycle’s confirmed dates and booking expectations.

In-year admissions are a different picture. The school states it is full in all year groups with a waiting list in operation, and that families must use the local authority in-year application process to be considered.

Parents using catchment or distance as part of their planning should note that criteria and outcomes can shift annually. If you are comparing several Birmingham secondaries, the FindMySchoolMap Search can help you check practical travel distance alongside published admissions rules.

Pastoral work is framed around both behaviour systems and a wider personal development programme. The December 2025 inspection describes pupils behaving well, understanding expectations, and experiencing a calm, respectful environment, alongside a structured programme built around themes including voices, passions, future, wellbeing, and relationships.

Support for vulnerable pupils is described as a key strategic focus. The same inspection identifies inconsistency in how some pupils’ needs, including some SEND profiles, are identified, recorded, and used by staff, and it links that to variability in classroom support. The implication for parents is that experiences can differ by year group or subject, particularly for students who need precise adaptations rather than generic help.

There are also practical signs of a school thinking about inclusion as participation, not just interventions. Leaders are described as tracking which pupils take part in trips and activities and working to increase participation among more vulnerable pupils. Extra-curricular provision explicitly includes wellbeing-oriented clubs, which can provide quieter entry points for students who are less drawn to competitive sport.

The extra-curricular programme is presented as an extension of the CARE approach, with expectations around attendance, kit, and safe routines for before-school and after-school sessions.

What stands out is the specificity and variety of named activities, including both arts and STEM options:

• Formula 9 Art Club. This is positioned as a structured push for higher-attaining pupils aiming for top grades, which signals that the arts are treated as serious outcomes, not just enrichment.

• Robotics Club and Computing Club. These provide a practical route into coding and applied problem-solving, particularly useful for pupils who learn best through building and iteration.

• Duke of Edinburgh Award. The school is a licensed centre offering Bronze to pupils in Years 9 and 10, and it runs expeditions in areas such as the Long Mynd, the Peak District, Brown Clee, and the Wyre Forest. The implication for students is a well-defined pathway for teamwork, resilience, and leadership evidence, which can strengthen post-16 applications.

• Choir and drama performance rehearsals. Performing arts are visible in the routine offer, which aligns with the school’s pride in arts GCSE outcomes referenced in the December 2025 inspection.

• The Big Ideas Competition (Solutions for the Planet). This provides a national competition format that rewards applied thinking and presentation skills, useful for students who gain confidence through structured projects.

Sport is also positioned as a steady weekly offer with lunchtime and after-school opportunities, framed around teamwork and leadership as well as fitness.

The school day is structured around punctual starts. The gates open at 08:30 and pupils are expected to be in form before 08:40, with late marks and sanctions used to reinforce routines.

A published schedule for the start of the 2025 autumn term shows an 08:30 start and a staged finish time pattern for Year 7, with Monday finishing at 16:10, Tuesday to Thursday at 15:10, and Friday at 13:40. Families should confirm the current timings for their child’s year group, as schedules can vary.

Breakfast provision is part of daily accessibility. The extra-curricular activities information lists Breakfast Club running 08:00 to 08:30.

Facilities are referenced through practical use rather than glossy claims. The family handbook describes pupils using the 3G pitch, an outdoor multi-use games area, table tennis, outdoor gym equipment, and a “walk a mile” route, which supports both structured PE and informal activity at break times.

• Inclusion is a current improvement priority. The December 2025 inspection evaluates Inclusion as Needs attention, citing inconsistency in identifying and assessing some pupils’ needs and in how precisely learning is adapted in class. This matters most for families of children who need very specific strategies rather than general encouragement.

• EBacc higher-grade outcomes may not be the headline strength. Only 14.2% of pupils achieved grades 5 or above across the EBacc subjects, so families strongly focused on a full EBacc route at higher grades should ask how subject choice, teaching, and intervention support work in practice.

• No sixth form means a major transition at 16. For many students, the quality of careers guidance, option choices, and Year 11 support will shape post-16 pathways as much as GCSE teaching itself.

• In-year entry can be difficult. The school states it is full across year groups with a waiting list, so families moving into the area mid-phase should plan early and keep alternative options in mind.

Hodge Hill College is best understood as a large, values-driven 11 to 16 with calm routines, a strong emphasis on personal development, and a clear pride in arts outcomes alongside mainstream academic pathways. The latest inspection framework results point to a broadly secure picture across achievement, behaviour, curriculum, and leadership, with a specific improvement agenda around precision of inclusion and classroom adaptation.

Who it suits: students who benefit from clear expectations, structured days, and a broad enrichment menu that includes arts, STEM, and recognised awards such as Duke of Edinburgh. The main watchpoint is ensuring that any additional learning needs are consistently identified and translated into precise classroom support, and parents should probe how that works across subjects and year groups.