In 1850, Hockerill opened as a teacher-training college for schoolmistresses, and that pioneering spirit persists today. Walk across the campus and you'll hear students and staff conversing fluently in languages ranging from Spanish to Japanese, with multilingual signage common throughout the grounds. This is a state boarding school where language learning permeates everything, from bilingual curriculum delivery to international trips spanning four continents. Founded by Reverend John Menet of All Saints' Church, the college has evolved dramatically since its 1980 reopening as a secondary school, yet its commitment to breadth and international perspective remains its defining character.
With around 900 students aged 11–18, including 400 boarders and 500 day pupils, Hockerill ranks 616th in England in GCSE performance (FindMySchool ranking, top 13%), and 322nd for A-level results (FindMySchool ranking, top 12%). The most recent Ofsted inspection in November 2025 confirmed its Good rating, while the boarding provision was separately assessed as Good. Academically, this state school performs in line with leading independent alternatives, with 71% of leavers progressing to university and around 75% attending Russell Group institutions. For families seeking outstanding education without fees, combined with genuine boarding community and language immersion, Hockerill offers a compelling proposition that rivals schools costing three times as much.
The campus sits on leafy grounds at Bishop's Stortford's edge, just ten minutes from Stansted Airport. Five boarding houses (known as Equipes) are arranged to reflect the school's values: Ruth Bader Ginsburg (blue), Nelson Mandela (red), Mary Seacole (green), and Alan Turing (white) each house a vertical year-group cross-section of students, creating genuine mini-communities within the broader school.
The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Alasdair Mackenzie became Principal in January 2025, promoted internally after 15 years at the school. He arrived in 2009 as a PE teacher from Bishop's Stortford High School and rose through leadership roles before his appointment. His predecessor, David Woods, spent four years strengthening facilities, including a new sixth form centre and enhanced campus security, before departing at the end of 2024. Under Mackenzie's leadership, the college is building on strong foundations while maintaining the international ethos that defines it.
The atmosphere reflects genuine international diversity. Around 40% of boarders are from overseas, creating a genuinely cosmopolitan environment rather than a parochial English school. The 2023 Ofsted inspection noted that most students take two foreign languages at secondary level, and all sixth form students pursue at least one language as part of the International Baccalaureate Diploma. Native-speaker language staff enhance teaching and create authentic cultural exchange throughout the school day.
In 2024, students achieved solid results with 41% of grades at 9-7 (compared to the England average of 54%). The average Attainment 8 score stood at 60.7, somewhat below the national benchmark of 46 (note: Attainment 8 is scaled so higher numbers indicate stronger performance in the school's context). The school ranks 616th for GCSE performance, placing it within the top 25% in England (FindMySchool data). Locally in Bishop's Stortford, Hockerill ranks 3rd among secondary schools.
Progress 8 scores of +0.38 indicate students make above-average progress from their starting points. Around 61% achieved grade 5 or above in the English Baccalaureate (an indicator of breadth), with an average EBacc score of 6.06, notably strong given the school's emphasis on languages beyond the standard three Ebacc subjects.
The sixth form exclusively follows the International Baccalaureate Diploma Programme, positioning Hockerill as one of the UK's largest state providers of this qualification. In 2024, 71% of grades achieved A*-B (compared to the England average of 47% for A*-B at A-level). The A-level equivalent results place Hockerill 322nd (FindMySchool ranking), within the top 12% of schools in England.
Historical data underscores consistency. In 2012, 100% of IB students passed the Diploma with an average score of 36.4. More recently, students routinely score well above the global IB average of 32 points, demonstrating strong academic rigour despite the challenges of balancing the demanding IB curriculum with the school's international commitments.
England ranks and key metrics (where available)
A-Level A*-B
71.15%
% of students achieving grades A*-B
GCSE 9–7
41.1%
% of students achieving grades 9-7
The curriculum follows the International Baccalaureate Middle Years Programme (MYP) for years 7–9, transitioning to GCSEs in years 10–11, before the IB Diploma in years 12–13. This hybrid approach offers breadth at KS4 whilst maintaining the rigour and global perspective of the IB framework post-16.
Languages are genuinely embedded throughout. All students study two languages from a choice of French, German, Italian, Japanese, Mandarin, and Spanish in years 7–9. More distinctively, music lessons are taught bilingually in French or German in Year 7, and history and geography are delivered in French and German in years 9 and 10. This is not superficial; it reflects a deliberate pedagogical choice to deepen cultural understanding alongside linguistic competence.
Beyond languages, the curriculum breadth is evident in creative and technical offerings. Options include environmental systems and societies, psychology, anthropology, business management, and computer science. Art and design studios feature 3D printers, reflecting contemporary industry practice. Drama and fine arts run throughout the school, supported by facilities including a 19th-century chapel with a Yamaha grand piano and organ, plus a large auditorium with professional performance stage.
The school's commitment to academic extension is clear. Competition participation is woven in: students enter the Education Perfect Global Challenge, the GCHQ National Language Competition, the International Space Challenge, and the JaLaChamp Japanese Speech Competition, translating classroom learning into competitive academic challenge.
Quality of Education
Outstanding
Behaviour & Attitudes
Good
Personal Development
Outstanding
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
In the 2023–24 cohort, 71% of leavers progressed to university, 2% to apprenticeships, and 8% to employment. Beyond Oxbridge, where three students secured places from 25 applications in recent measurement periods, destinations include leading Russell Group institutions. Data consistently shows approximately 75% of UK university-bound leavers attend Russell Group universities, including Imperial College, Durham, Edinburgh, Bristol, and Warwick.
The school's track record with competitive programmes is notable. In recent years, 18 students secured medical school places, reflecting the rigorous science curriculum and support for STEM pathways. The Sunday Times Guide to the Best Schools placed Hockerill fifth among English comprehensives based on academic achievement in its 2024 rankings, a strong external validation of outcomes relative to peers.
For sixth formers, the IB Diploma's emphasis on the Extended Essay, Critical Thinking, and Theory of Knowledge components provides excellent preparation for university-level independent research and critical engagement that universities value alongside grades.
Total Offers
3
Offer Success Rate: 12%
Cambridge
3
Offers
Oxford
0
Offers
Co-curricular life is the engine of Hockerill's culture. Around 100 clubs and societies refresh termly, offering genuine variety. The school's approach is notably inclusive: if a club doesn't exist, staff support students in starting one, ensuring every pupil can pursue genuine interests.
Music is thriving. The school offers a state-of-the-art Music Technology Suite with a professionally equipped recording studio, digital mixing desk, sound booth, eight practice rooms, and a large music library. The 19th-century chapel serves as a chamber concert venue, its Yamaha grand piano and organ hosting regular performances.
Ensembles span: the chapel choir, college orchestra, big band, clarinet group, brass ensemble, percussion group, female and male vocal groups, and jazz groups. Musical theatre productions feature annually, with many performances, concerts, workshops, and recitals throughout each term. This isn't passive appreciation; students are expected to engage actively in ensemble work or individual instrumental study. Many progress to music conservatoires or university music programmes, and the school's music scholars have performed at national and international level.
Drama facilities include the large auditorium mentioned above, with professional-standard stage and lighting. Drama is offered throughout the curriculum. Arts provision extends to fine art studios, technology studios with 3D printing, and creative subject options including theatre, visual arts, and design technology. Annual theatrical productions are ambitious and well-supported.
The school's commitment to STEM is evident in curriculum breadth, computer science runs throughout, design technology workshops support resistant materials, graphics, textiles, and food technology. Beyond the curriculum, clubs include GCSE astronomy, coding clubs, and maker spaces with 3D printing equipment. The Language College doubles as a hub for enrichment, but technology and STEM also feature prominently in after-school and weekend offerings.
Main sports include rugby, hockey, football, cricket, netball, athletics, rounders, and basketball. A new sports hall opened in 2019, and a floodlit all-weather Astroturf pitch supports extensive PE and extra-curricular activity. Dance club is popular. For boarders, weekend sports fixtures are core to the calendar; for day students, evening provision allows participation without overcommitting to residential life.
The Language College runs beyond-school-day classes for local children and adults, taught by Hockerill sixth formers and staff. This outreach embeds languages in the wider community and provides students with mentoring experience.
More experientially, language trips and exchanges are extensive. Destinations span France, Belgium, Germany, Spain, Italy, Japan, China, and Uganda. For languages learners, immersion experiences are embedded in years 9 and 10. These aren't superficial; they're structured around curriculum topics and include host family placements or group-led cultural projects. The sixth form runs Japan Day at the School of Oriental and African Studies (SOAS), University of London, each year, extending learning beyond the campus.
Additional trips include skiing expeditions, sports tours, biodiversity research in Croatia (linked to environmental science curricula), and outreach projects in Africa (embedded in service and global citizenship initiatives). Boarders enjoy weekend activities including trips to London, Cambridge, climbing centres, trampoline parks, formal dinners, discos, quizzes, film nights, concerts, and themed social events.
Combined Cadet Force (CCF) is popular, particularly among boarders. Sixth formers engage in CAS (Creative, Active, Service) as part of the IB Diploma, embedding community service and leadership development. House competitions are frequent, with points awarded across sports, academic quizzes, performing arts, songwriting, photography, design challenges, and individual commendations.
Additional clubs include crochet, chess, French board games, Spanish film, anime, debating, and numerous academic enrichment societies. This breadth signals that the school genuinely believes "education consists of much more than books, teachers, computers and classrooms," and funds this belief through staffing and facilities.
This is a state school; tuition is free. Boarding fees are approximately £4,000 per term for full boarding, or around £12,000 per year, a fraction of independent boarding school costs. Day students pay no fees unless opting for extended school day.
Entry is at Year 7 (age 11) and Year 12 (age 16) primarily. Applications are made through the school directly (it is its own admitting authority). No entrance examination is required; students are assessed through interviews and previous school reports. The school welcomes applications from local, national, and international students who hold a current UK passport or right to reside in the UK.
Sixth form entry requires GCSE results of grades 5 or above in English and maths, and specific subject prerequisites for certain IB courses. Internal progression from Year 11 to Year 12 is not automatic; external applicants compete for sixth form places, creating genuine competition at age 16. The school typically operates with an admissions oversubscription ratio for Year 7, making entry competitive for day places, though boarding places attract international applicants and reduce local pressure on day allocations.
Applications
889
Total received
Places Offered
111
Subscription Rate
8.0x
Apps per place
Boarding provision is central to school identity. Each house has a live-in housemistress or housemaster alongside resident staff, ensuring pastoral oversight beyond typical school hours. Tutors oversee groups of 6–8 students academically and pastorally. The boarding model operates year-round with strategic exeats (holiday periods) allowing family time, typically every three weeks.
For full boarders, weekends include structured activities, informal socialising, and some choice in whether to participate in scheduled events. Flexi and weekly boarding options provide flexibility for those unable to commit to full boarding. Day students benefit from extended day options, allowing homework support and social engagement on campus.
Wellbeing support includes a pastoral team, trained counsellor provision, and peer support networks. The house system promote belonging; students describe forming lasting friendships rooted in residential life.
This is a state school with no tuition fees. Boarding fees run approximately £4,000 per term (£12,000 annually) for full boarding, considerably less than independent boarding schools (which typically charge £14,000–£18,000 per term). Uniform is required for day students; boarding students live in casual dress during non-academic hours. The school day runs 8.50am–3.40pm Monday to Friday, and 8.50am–12.20pm on Saturdays, reflecting its six‑day timetable.
Facilities are modern and well-maintained. The new sports hall (2019) and Astroturf pitch support extensive PE. The Music Technology Suite and arts studios are professionally equipped. Wi-Fi coverage is campus-wide. Transport to Stansted Airport takes ten minutes by car, making international student travel straightforward.
Boarding commitment. Around 400 of 900 students board. Whilst day options exist, the school is structured and run as a boarding community. Families opting for day places should recognise this cultural default; weekend and extended-day engagement is expected for genuine integration.
Languages centrality. All students must study two languages at GCSE. For families uncomfortable with language study or seeking schools with narrower languages offerings, this breadth may feel overly demanding. Conversely, for language-loving families, it's a genuine strength.
IB Diploma only post-16. The school offers IB exclusively in years 12–13; A-levels are not available. Students must be comfortable with the IB's Extended Essay, CAS requirement, and Theory of Knowledge. Universities worldwide accept IB, but students accustomed to traditional A-level curricula should visit and speak with sixth formers before committing.
Oversubscription at year 7. Day places are competitive. Boarding places see less local competition due to international appeal, but families seeking guaranteed day admission should have realistic expectations.
Recent leadership change. Alasdair Mackenzie became Principal in January 2025, promoted internally after 15 years. Whilst internal promotion signals continuity, his tenure is very recent; families should satisfy themselves through visits that the transition is smooth and the vision clear.
Hockerill is a genuinely unusual state school offering boarding, languages immersion, and IB education without private school fees, a compelling combination. Academic results sit comfortably within the top 25% in England, comparable to many independent schools. The international community, boarder-focused ethos, and language centrality create a distinctive educational experience suited to families valuing language, cultural exchange, and residential growth. For families seeking boarding without the £40,000-plus annual fees of traditional independents, or language-immersed learning within the state system, Hockerill delivers exceptional value. The main limitations are oversubscription at year 7 (particularly for day places), the commitment required for boarding integration, and the non-negotiable language emphasis. Best suited to studious, internationally minded students with genuine enthusiasm for languages and boarding community. For families prioritising day education, seeking single-language focus, or uncomfortable with the IB post-16, alternatives may be more appropriate.
Yes. The school was rated Good by Ofsted in November 2025, with boarding provision also rated Good. Academically, Hockerill ranks 616th in England at GCSE (top 13%) and 322nd at A-level (top 12%), placing it comfortably within the upper quartile of English schools. Around 75% of university-bound leavers attend Russell Group institutions, with outcomes comparable to leading independent schools. The school is ranked fifth among English comprehensives by The Sunday Times Schools Guide.
Boarding fees are approximately £4,000 per term, or £12,000 per year for full boarding, roughly one-third the cost of traditional independent boarding schools. Day students pay no tuition fees. Flexi and weekly boarding options cost proportionally less. This makes Hockerill one of the most affordable state boarding options in England.
Year 7 entry is competitive. The school has historically operated with an oversubscription ratio of around 8:1 for day places, meaning approximately eight applications for every place. Boarding places attract international applicants and see less local pressure. Sixth form entry (age 16) requires GCSE grades 5 and above in English and maths; competition for sixth form places varies by subject choice.
All students study two languages from French, German, Italian, Japanese, Mandarin, and Spanish at GCSE. Sixth form students take at least one language as part of the IB Diploma. The school offers extensive language exchanges and trips to France, Germany, Spain, Italy, Japan, China, and beyond. Curriculum enrichment includes bilingual teaching of history and geography.
Music is a defining strength, with a state-of-the-art Music Technology Suite featuring a professional recording studio, eight practice rooms, and a 19th-century chapel hosting chamber concerts. Ensembles span clarinet groups, big band, orchestra, brass, vocal groups, and jazz. Drama facilities include a professional-standard auditorium, and arts studios feature 3D printing. Around 100 clubs refresh termly, including performance, visual arts, and creative technology opportunities.
Hockerill offers exclusively the International Baccalaureate Diploma in years 12–13. There are no A-level options. This is a strategic choice reflecting the school's global outlook; the IB is accepted by universities worldwide. Students must be comfortable with the IB's Extended Essay, Theory of Knowledge, and CAS (Creative, Active, Service) components.
Five boarding houses (Equipes) serve years 7–13. Each is named after inspirational figures: Ruth Bader Ginsburg (blue), Nelson Mandela (red), Mary Seacole (green), and Alan Turing (white). Houses operate as vertical communities with housemistresses or housemasters living on-site, creating genuine pastoral oversight and peer mentoring across year groups.
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