Hermitage Academy Review 2026: A calm, structured 11 to 18 academy with a clear improvement story

Hermitage Academy has the feel of a school that knows exactly what it is trying to achieve. The stated vision, shared across North East Learning Trust, is that every child experiences excellence every day, and the day-to-day routines are designed to make that aspiration practical rather than rhetorical.

Leadership is organised across the trust and the school site. Yvonne Weston is named as Executive Headteacher; Lindsay Maughan is named as Head of School; Darren Stewart is described as senior strategic lead and headteacher, having joined North East Learning Trust on 1 September 2019.

Academically, the school sits close to the middle of the England distribution on GCSE measures. Hermitage ranks 1727th in England for GCSE outcomes (FindMySchool ranking based on official data) and 2nd in Chester le Street. At post 16, the A level profile is more mixed, with a FindMySchool A level rank of 1694th in England. The latest Ofsted inspection (March 2024, published May 2024) graded the school Good across all areas, including sixth form provision.

The clearest theme running through Hermitage’s published information is structure. The timetable is explicit, with a consistent five period day and a slightly different Monday pattern to accommodate extended form time. Students move to form rooms at 08:25, and the teaching day finishes at 15:00.

That clarity is not cosmetic. Behaviour expectations are framed as routines, reinforced by consistent staff practice, and supported by a rewards approach that pupils can understand. The school presents itself as calm and purposeful, and the overall impression is of a setting that prioritises learning time and predictable boundaries.

The academy is part of North East Learning Trust, and the trust’s narrative is one of rapid improvement and physical upgrades since sponsorship began in September 2019. That matters for parents who remember earlier iterations of the school. Hermitage positions today’s provision as a reset, with new systems and tighter implementation.

Pastoral structures are visible in the named roles the school publishes. Louise O’Carroll is listed as Designated Safeguarding Lead, and Steph Pritchard is listed as SENCo, which signals clear accountability for two areas families often want to understand quickly.

Hermitage’s GCSE performance sits in a broadly typical England banding. The school’s FindMySchool GCSE rank is 1727th in England, and 2nd within Chester le Street, which equates to solid performance in line with the middle 35% of schools in England (25th to 60th percentile). (FindMySchool rankings are proprietary rankings based on official data.)

In headline measures, the school’s Attainment 8 score is 48 and Progress 8 is +0.12, suggesting pupils make slightly above average progress from their starting points.

EBacc indicators show a more nuanced picture. The average EBacc APS is 4.35, and 15.3% of pupils achieved grade 5 or above in the EBacc measure provided. For families for whom EBacc breadth is a priority, this is the area to explore closely at open events, particularly around how subject choices are encouraged and supported.

At sixth form, the results profile is mixed against England averages. A level grades are reported as 5.23% A*, 7.84% A, 26.8% B, and 39.87% A* to B combined. The England averages are 23.6% for A* to A and 47.2% for A* to B, so Hermitage’s profile sits below those benchmarks. The FindMySchool A level rank is 1694th in England.

A crucial contextual point is that the school’s published exam outcomes have not always reflected the current quality of education leaders are aiming to deliver. Parents should interpret the data alongside current curriculum implementation, staffing stability, and the support offered to pupils who need help securing key grades.

Families comparing results locally can use the FindMySchool Local Hub pages to put Hermitage’s outcomes alongside nearby schools using the comparison tools, rather than relying on impressions.

Hermitage’s academic model is built around sequencing, recall, and routine. The curriculum is described as carefully planned, with clear progression and frequent return to key concepts and vocabulary. Lessons begin with recall activities to strengthen retention, and assessment is presented as a combination of ongoing checks and more formal termly assessment points.

Reading is treated as a cross-curricular priority, not only an English department responsibility. The school describes precise identification of gaps and targeted intervention to address them, with impact checked over time. This approach tends to suit pupils who benefit from explicit practice and clear feedback loops, particularly those who may have missed key building blocks earlier in their schooling.

SEND inclusion is positioned as mainstreamed. Strategies are shared with staff and reasonable adaptations are expected as standard so that pupils with SEND can access the same curriculum as their peers. For parents, the practical question is how consistently that translates across subjects, and the best way to test that is to ask what classroom strategies are used routinely (for example, chunking, scaffolding, explicit vocabulary teaching, and structured modelling) and how subject teams check impact.

At sixth form, the published materials emphasise specialist subject teaching and explicit study skills teaching early in Year 12, with dedicated study areas and staff support for independent work.

Where Students Go Next

Hermitage publishes destination pathways through official leaver outcomes data for the 2023/24 cohort. For that cohort, 46% progressed to university, 12% started apprenticeships, 31% entered employment, and 2% went into further education. These figures are helpful because they show multiple viable routes, not only the university pipeline.

For students aiming at competitive courses, the sixth form prospectus describes targeted support for medical, dentistry and veterinary applicants, plus interview preparation and mentoring for university applicants more broadly.

Careers education is framed as a planned programme, with partnerships referenced in published careers documentation, including a Durham University partnership within a multi academy trust programme.

Hermitage Academy is a state funded school with no tuition fees. Year 7 admissions are coordinated through Durham local authority processes, with the relevant county timetable for September 2026 entry showing:

• Applications available from 1 September 2025

• Closing date 31 October 2025

• Offers made 2 March 2026

In year admissions are handled via the trust route, with the school directing families to the relevant in year process and forms.

Post 16 entry is handled directly by the school. The sixth form admissions page sets out a typical annual pattern: open evening in October, first phase application deadline in December, interviews beginning in January, and induction days in July.

Parents who are distance sensitive should use FindMySchool Map Search to check practical travel time and routes, then confirm the current admissions criteria and any catchment or priority rules via local authority documentation and the school’s published policies.

Hermitage publishes clear safeguarding accountability through its named Designated Safeguarding Lead, and safeguarding systems are positioned as embedded rather than reactive. The inspection cycle also provides assurance here: the report states that safeguarding arrangements are effective.

Beyond safeguarding, the school’s personal development offer is structured. Topics such as relationships, protected characteristics, and British values are built into provision across Years 7 to 13, and careers guidance is framed as a continuous entitlement rather than a late stage add-on.

Attendance expectations are explicit. Students are expected to arrive by 08:20 ready for an 08:25 start, with the morning register closing at 08:55. For families, that level of clarity can be helpful, particularly where punctuality has been a challenge in the past.

Hermitage’s extracurricular programme is unusually well documented, down to day-by-day clubs at lunchtime and after school. That matters because it gives families a realistic picture of what is actually running, not just what is possible.

Several clubs stand out as distinctive:

• British Sign Language runs at lunchtime on multiple days, which can appeal to students who enjoy practical communication skills and inclusivity minded activities.

• The David Attenborough club suggests a nature and documentary minded strand that can hook students who are less drawn to traditional sports clubs.

• The Star Wars club and Jigsaw club add genuine variety and can be particularly valuable for Year 7 and Year 8 pupils settling into school life.

• A structured Homework Hub appears at lunchtime and after school, alongside Homework Club in the library, signalling an explicit strategy for supporting study habits and narrowing gaps.

Performing arts appear prominent in the current published timetable through Mary Poppins rehearsals, including choreography and music based sessions. For students who thrive when they can belong to a production team, this kind of multi-week project is often where confidence and peer relationships grow.

Sport is a clear pillar, both for broad participation and for those seeking a more focused pathway. The club list includes futsal, netball, badminton, table tennis, indoor cricket, girls football fixtures, and lunchtime football on the astro.

At sixth form, the Hermitage Academy Institute of Sport is positioned as a specialist sporting pathway for students aiming at sport related careers and elite participation, with a partnership offering workshops with Durham University across areas such as nutrition, sport science and sport psychology.

The teaching day is built around five periods. Students move to form rooms from 08:25, and the last period ends at 15:00. Mondays run on a slightly different schedule to accommodate extended form time.

Breakfast club is offered from 07:50 in term time, designed to finish in time for the start of the day. The published price is £0.55 per day (with different arrangements where students are eligible for free school meals).

The school publishes bus route travel information and flags that times can change by operator. Routes listed include services such as Go North East (including 34 and 876) plus other providers, which can be important for families coming from villages and estates around Chester-le-Street.

Lunch costs can be a consideration for budgeting. A published year group welcome booklet states a school meal cost of £2.80, with review possible due to inflation.

• Sixth form outcomes are mixed. The A level grade profile sits below the England averages included so students with highly competitive goals should ask detailed questions about subject level performance and the support available for high grades.

• Curriculum ambition is higher than historic results. Published outcomes have not always matched leaders’ expectations, which makes it important to understand what has changed in staffing, curriculum sequencing, and intervention in recent years.

• Communication expectations. The school has been working on strengthening how it keeps parents and carers informed about changes. Families who want frequent, detailed updates should ask what the current communication rhythm looks like and how feedback is handled.

• A highly structured day. The routines, recall approach, and clear expectations will suit many students, especially those who benefit from predictability. A small minority may prefer a looser style, so it is worth checking whether the culture fits your child’s temperament.

Hermitage Academy is a school with a clear operational model: structure, consistent routines, and an emphasis on sequencing and recall in teaching. GCSE outcomes sit around the England middle band with a positive Progress 8 indicator, and the latest inspection judgement supports the wider picture of a calm, orderly school culture. Sixth form outcomes are more variable, but the offer is broad and includes distinctive elements such as the Institute of Sport and a well documented enrichment programme.

Best suited to families who want a structured school day, a clear behaviour culture, and a wide mix of extracurricular options, including strong sport and practical study support. The key decision point is whether the sixth form profile aligns with your child’s academic goals and learning style.