The Hayfield School Review 2026: Values-led 11 to 16 secondary in Auckley, Doncaster

A calm, purposeful culture, a clear house system, and strong progress measures shape day-to-day life at The Hayfield School. The school sits in Auckley, on the northern edge of Doncaster, and serves students from a mix of nearby villages and the wider area. Its stated motto centres on kindness, decency, and a strong work ethic, which is not just branding but a repeated reference point across school communications and routines.

Leadership is stable. Mrs Lisa Fox is listed as headteacher on the school’s official pages and on Get Information About Schools; Companies House records show she was appointed as a director of the academy trust on 13 April 2015.

The school’s self-description is unusually direct: kindness and decency are paired with high expectations around effort. That combination matters for families because it implies two things at once, consistent standards in lessons and corridors, plus an explicit push for students to be considerate and responsible.

The house system gives structure and identity from the start. Students are assigned to one of four houses, Wisdom, Endeavour, Liberty and Courage, and that framework is used for rewards and collective participation as well as sport. For many children, houses make a large secondary feel smaller, especially in Year 7 when routines are still new and friendship groups are forming.

The most recent Ofsted inspection (11 and 12 May 2023) concluded that the school continues to be Good.

Inspectors also reported that pupils behave extremely well and that the school’s values are evident in daily routines.

FindMySchool’s GCSE outcomes ranking places The Hayfield School at 1,942nd in England and 9th in Doncaster. This is a proprietary FindMySchool ranking built from official performance data, and it indicates results broadly in line with the middle group of schools in England (25th to 60th percentile).

On the headline measures provided, the school’s Attainment 8 score is 51.2 and its Progress 8 score is 0.63, which indicates students, on average, make well above average progress from their starting points compared with similar pupils nationally.

For the English Baccalaureate measure provided, 6.9% of pupils achieved grades 5 or above in the EBacc. In practice, the usefulness of this figure depends on how widely the EBacc route is entered and prioritised within the curriculum, so it is best read alongside broader attainment and progress.

(Exam performance data and rankings above are presented as supplied and should not be compared to third-party league tables.)

Curriculum structure is clearly mapped, with consistent lesson blocks across year groups and a defined weekly allocation by subject. That kind of clarity tends to support students who benefit from predictable routines and parents who want transparency about curriculum breadth.

Homework and independent study are framed as part of a wider “home learning” approach, including revision and intervention, remote learning arrangements when needed, and structured homework expectations. This matters most in Key Stage 4, where progress depends on what happens outside lessons as well as in them.

Support also shows up in the way departments run subject clinics and homework clubs. In mathematics, for example, the school promotes a homework club model where students can complete work and get direct help from staff, which is often the difference between a child staying stuck and moving forward quickly.

The school’s age range ends at 16, so the key transition is after GCSEs. For families, that changes the shape of decision-making: you are choosing an 11 to 16 setting with an explicit plan needed for post-16 pathways.

External guidance and careers education appear to be a priority, including the school’s reference to the Quality in Careers Standard, which is positioned as a national benchmark for careers education, information, advice and guidance.

The latest inspection documentation also notes the school’s duties around provider access, which is designed to ensure students hear about approved technical education routes and apprenticeships, not only traditional sixth form options.

In practical terms, families should expect the school to work closely with local post-16 providers. The right fit after Year 11 will depend on the student’s GCSE profile, preferred style of learning, and whether they are aiming for A-level study, a technical pathway, or an apprenticeship route.

Demand is high. In the most recently published admissions cycle for the main intake, the school recorded 444 applications and 231 offers, which is consistent with an oversubscribed school.

For Year 7 entry in September 2026, Doncaster’s co-ordinated admissions timeline sets a 31 October 2025 closing date for applications, with decisions issued on 2 March 2026.

The school’s admissions policy for 2026 to 27 aligns with the local authority co-ordinated scheme for dates and late applications, so families should treat the council timeline as the operational deadline.

Open events are often an important part of confidence-building for children moving from primary to secondary. Doncaster’s published open evening schedule for the September 2026 intake lists The Hayfield School’s open evening as late September, and transition activities are scheduled in early July. Dates vary year to year, so families considering later intakes should use this as a pattern indicator rather than a promise.

If you are trying to judge realistic chances, FindMySchool’s Map Search can be useful for understanding how your address compares with typical allocation patterns, but families should always rely on the published admissions criteria and the local authority process for final allocation.

Pastoral support is presented as a defined team function, not an informal add-on, with safeguarding framed as early identification and consistent professional relationships. That approach usually suits students who need clear boundaries and predictable support, including those who find secondary transition emotionally demanding.

Mental health support is also treated as a recurring theme rather than a one-off assembly topic. School communications point families to wellbeing guidance across common adolescent issues, and the school references external services such as Kooth as part of its wider support messaging.

For students with additional needs, the school describes a structured approach from transition onwards, including gathering information in Years 5 and 6 and using a Learning Support Passport by Year 7 for students on SEND or additional needs registers. This can be especially helpful for children who need staff to understand triggers, strengths, and strategies early, rather than waiting for problems to escalate.

The extracurricular programme is unusually well-evidenced in school communications. In July 2024, the headteacher’s end of year letter stated that 32 different clubs ran that year and that 697 students attended at least one club regularly, which suggests participation is normal rather than niche.

The club list is also specific, which matters because breadth on paper can still feel generic in practice. Examples include Society of App Inventors (all years), Movie Makers, Prep Homework Club (with extended hours), reading and English clubs, geography club, and science homework support at Key Stage 4.

Subject departments also run their own enrichment. Science, for instance, describes a KS3 club based around experiments and competitions, which tends to suit students who learn best by doing and who enjoy practical problem-solving.

Geography highlights Hayfield COP, focused on environmental issues and climate change, which is a good indicator of pupil voice and contemporary relevance beyond exam specifications.

Performing arts also appear in the events record, including staged performances such as Little Shop of Horrors, suggesting production opportunities beyond classroom drama lessons.

The school day starts at 08:40. On most days, teaching runs through to 14:45, with a structured registration and break pattern by year group.

Clubs and activities are frequently scheduled after school from 14:45, and the school describes extracurricular provision running after school into the afternoon.

For travel, South Yorkshire’s school bus information includes services that serve the Auckley, Bawtry, Austerfield and Finningley area for school transport, which may be relevant for families outside walking distance.

Families driving should expect school-day congestion typical of a large secondary, and should follow the school’s parking expectations, including keeping bus bays clear.

• Competition for places. With 444 applications and 231 offers in the latest published cycle for the main intake, entry is competitive, and families should use the local authority timeline as non-negotiable for on-time applications.

• No sixth form on site. Students move on at 16, which can be positive for some teenagers who benefit from a fresh start, but it does mean planning post-16 options earlier, especially for courses with entry requirements.

• School day shape. A 08:40 start and a 14:45 finish can work well for after-school clubs, sport and homework routines, but families relying on later supervised provision should confirm what is available and what is arranged independently.

• EBacc headline figure. The EBacc grades 5+ measure provided is low relative to broader attainment and progress indicators, so families who prioritise an EBacc-heavy curriculum should ask how the school approaches EBacc entry and support within Key Stage 4.

The Hayfield School offers a values-led secondary experience with strong progress measures, a clear house identity, and a well-specified extracurricular programme that many students actually join. It suits families who want an 11 to 16 school with firm routines, clear expectations around conduct, and plenty of structured opportunities after 14:45. The main constraint is admissions competitiveness, so timelines and criteria need careful attention, especially for families applying from outside the immediate area.