Hurworth School Review 2026: A structured 11 to 16 with clear routines and strong inclusion

Hurworth School is a mixed 11 to 16 state secondary serving Hurworth-on-Tees and nearby parts of Darlington. It sits within the Northern Arch Learning Partnership, which gives families a clear sense of governance and shared systems, while day-to-day life remains rooted in a single-school setting.

The current headteacher is Mrs Rachel Somerville, in post from 01 September 2022. That tenure matters because the school’s public messaging, and the way routines are described, emphasise consistency and predictability, especially around behaviour expectations and support for students who need additional structure.

Academically, the headline is “solid and competitive locally”. Hurworth’s FindMySchool GCSE ranking places it 1627th in England and 2nd in Darlington, a position that aligns with performance broadly in line with the middle 35% of schools in England (25th to 60th percentile). This is a proprietary FindMySchool ranking based on official data.

The tone here is purposeful and systems-led. Students are expected to understand routines quickly, and the school’s own language makes that explicit, with “4 Rs” used to anchor expectations: respect, responsibility, resilience, and relationships. The practical implication for families is straightforward. Students who like clarity, predictable boundaries, and a shared vocabulary for conduct often settle well; those who find uniform expectations tiring may take longer to adjust.

Routines are reinforced through a structured day that includes a dedicated slot for IGNITE, which the school positions as a personal development programme spanning clubs, careers input, rewards, trips, and personal, social, health and economic education. This gives enrichment a timetable home rather than leaving it entirely to after-school uptake.

In leadership terms, Mrs Somerville’s role is consistently referenced across formal trust documentation and school communications, which supports a stable “who does what” picture for parents.

Hurworth’s most useful context point is its relative position rather than a single headline statistic. Ranked 1627th in England and 2nd in Darlington for GCSE outcomes (FindMySchool ranking based on official data), the school performs in line with the middle 35% of schools in England (25th to 60th percentile).

Where the numbers help most is in setting expectations. An Attainment 8 score of 53.8 and a Progress 8 score of 0.12 indicate that outcomes are consistent with students doing at least as well as their starting points would predict, with progress slightly above the national midline on that measure.

This is not a results profile that suggests a narrow, exam-only experience. Instead, it is more consistent with a school that aims for steady progress across a full ability intake, backed by clear classroom routines and a deliberate approach to curriculum sequencing.

The latest Ofsted inspection (21 and 22 September 2022) judged the school Good overall and Good in each graded area.

The school’s teaching story is rooted in consistency. The curriculum is described as ambitious, with leaders setting out what knowledge is most important and organising it logically across subjects. Lesson routines described in formal evaluation include “unlock” tasks to revisit prior learning and “lock” tasks to secure new learning.

Homework expectations are also set out in a concrete way, with differentiated patterns between Key Stage 3 and Key Stage 4. The school also references weekly homework clubs at lunchtime and after school, which is often a practical support for students who need a quiet space, device access, or help getting started.

Reading is an area to watch for trajectory. The most recent external evaluation described whole-school reading work as developing and still in relatively early stages at the time, with plans for further embedding. For parents, the key question to ask is how reading support is now delivered day to day, particularly for weaker readers in Years 7 and 8 and for students who need subject-specific literacy support later on.

With no sixth form on site, the “next step” question is a practical one from Year 9 onwards. The school’s approach places emphasis on careers guidance and helping students choose pathways that fit their strengths, including additional support for students with SEND when planning post-16 routes.

The governance context is also relevant. Being within a trust that includes a local sixth form college gives families an additional local reference point when thinking about progression, even though students still need to decide what environment suits them best for post-16.

Hurworth is oversubscribed on the most recent demand snapshot available here. In the latest dataset provided, there were 191 applications for 109 offers, which equates to 1.75 applications per place, and the school is recorded as oversubscribed.

Admissions are coordinated through Darlington Local Authority for the normal Year 7 intake, with the online portal opening on 12 September 2025 for September 2026 entry, and the stated closing date for applications as 31 October 2025. Offer letters are issued on 02 March 2026, with responses requested by 19 March 2026.

Hurworth’s published admission number for Year 7 is 127 in the Darlington secondary guide for 2026 to 2027. The practical takeaway is that families should treat application planning as a process rather than a single deadline. If you are trying to assess your realistic chance of a place, use the FindMySchoolMap Search to check travel practicality, then cross-check oversubscription criteria in the local authority guide for the year of entry.

Open events are referenced by the local authority as part of the application period, but dates can shift year to year. For September 2026 entry, Darlington’s published transition days are 24, 25 and 26 June 2026 (with an exception noted for one school in the area), which is useful context for planning Year 6 calendars.

Pastoral support is framed as a whole-school responsibility, with clear messaging on safeguarding, behaviour, and student support. The school’s IGNITE programme also explicitly references a trauma-informed approach and staff training through TISUK, which is a meaningful signal for families who prioritise relational practice and consistent adult responses.

There is also a defined inclusion offer for autistic students through a resourced provision model. Students are described as accessing the mainstream curriculum for most of the week, with some small-group or one-to-one sessions focused on life skills, communication, and social development, with places allocated through local authority procedures and typically linked to an Education, Health and Care Plan.

The inspection confirmed that safeguarding arrangements are effective.

Extracurricular provision is presented as a structured strand rather than an add-on. The school states that it offers over 20 clubs and activities, and it gives concrete examples that go beyond generic lists: the Pawprints Club (with projects and badge-style achievements), a weekly Drama Club, and sports teams within the PE department that include football, netball, and athletics.

The most helpful way to interpret this is through fit. If a student needs a reason to stay after school and build confidence socially, clubs with a defined routine, clear goals, and tangible milestones can be a strong anchor. If a student already has heavy commitments outside school, the fact that clubs are described as running at lunchtime as well as after school can make participation more realistic.

Trips also sit inside the IGNITE framework, with the school describing a mix of adventure, culture, and curriculum-linked experiences designed to build teamwork and independence.

The school day is clearly set out. Students begin with registration at 8:50am, and the day ends at 3:30pm, with the school describing a 32.5 hour core week.

Transport expectations are also explicit. The school describes controlled drop-off and pick-up arrangements that restrict parent access to the premises at the start and end of day (except via the main office), alongside managed on-site movements for organised transport. For families considering travel logistics, it is sensible to review the school’s transport guidance closely and plan for how your child will get home safely and consistently.

• Competition for Year 7 places. With 1.75 applications per offer in the latest snapshot, entry can be competitive. Families should read the current Darlington secondary admissions guide and apply on time.

• Reading strategy still needs checking in 2026. External evaluation described reading work as developing at the time, so parents should ask what the current approach looks like in Key Stage 3 and how impact is monitored.

• Behaviour consistency is a key question. The school has clear expectations and a shared values framework, but previous external evaluation highlighted that consistent implementation across staff was an area for continued embedding. Ask how staff training and calibration now work.

• No on-site sixth form. Post-16 progression is a separate decision, so families should start exploring routes early in Year 10 and compare options for sixth form and college environments.

Hurworth School suits families who want a state secondary with explicit routines, a clear behaviour vocabulary, and a visible commitment to inclusion, especially for autistic students who benefit from structured support alongside mainstream lessons. Academically, it offers steady outcomes and strong local competitiveness, rather than an ultra-selective, exam-only profile. Who it suits most is the student who responds well to predictable systems and takes advantage of clubs, homework support, and personal development structures. The main hurdle is admission demand at Year 7.