Thomas Hall School Review 2026, An all through setting with Forest School woven into daily life

A 17th-century mansion is an unusual backdrop for a state-funded, all-through school, and that heritage is a defining part of the experience here. The historic Thomas Hall building (originally Great Duryard House) sits within the wider school site and grounds, giving the school a distinctive sense of place in Exeter. The setting matters because it supports a model that tries to keep pupils rooted and known, from Reception through to Year 11, rather than asking families to switch schools at 11.

Leadership is currently under Phil Arnold, who has served as headteacher since June 2023 (as recorded through his governance term dates). The school is part of Reach South Academy Trust, and trust involvement is a key context for understanding recent change and priorities.

The latest inspection outcome is clear, and also granular. The 19 March 2024 Ofsted inspection judged the school Requires Improvement overall, with Personal Development and Early Years rated Good.

Thomas Hall School positions itself as a community school in the literal sense, one site, one culture, one set of routines that pupils learn early and carry through to the teenage years. That consistency shows up in the way pupils talk about belonging and being listened to, including through a formal student voice group in the secondary phase (described as the senate). The school’s recent re-naming and uniform changes were shaped with pupil input, which gives a practical signal that student voice is meant to be more than a slogan.

The site itself is not just attractive, it is used educationally. Forest School runs from Reception through to Year 11, and the school presents it as a structured programme that grows with pupils, rather than a standalone enrichment add-on. For younger pupils, that can mean routine exposure to outdoor learning that supports language, collaboration and confidence with manageable risk. For older students, the same strand becomes more explicitly about resilience, self-management and taking responsibility for kit, planning and leadership.

There is also a second, quieter cultural signal worth noting. The school acknowledges that many pupils join mid-year, and it frames joining well as part of its identity. That matters for families whose children have had disrupted schooling, or who are moving into the area. It also matters because it places extra weight on induction, relationships, and the quality of pastoral systems, not just on curriculum sequencing.

History and architecture are not treated as decoration. The school’s own history page sets out a timeline that runs from the building’s construction around 1690, through its University of Exeter residence era, to the Steiner Academy period (2015 to 2019), and then to the school becoming Thomas Hall School in 2023. It also highlights specific architectural features, including the Roman Doric porch and linenfold panelling associated with Exeter Guildhall. Families who value a strong sense of place often respond well to this kind of setting, provided they are also comfortable with the practical realities of a mixed-age site.

Because this is an all-through school ending at Year 11, parents need to consider two performance stories, Key Stage 2 outcomes (end of primary) and GCSE indicators (secondary), and then weigh how those align with their child’s starting point and trajectory.

Primary outcomes

In 2024, 60.67% of pupils met the expected standard in reading, writing and mathematics combined. The England average in the same measure is 62%. Science outcomes look stronger, with 89% reaching the expected standard compared with an England average of 82%. At higher standard in reading, writing and mathematics, 19.33% reached that threshold, above the England average of 8%. These figures suggest a profile where core expected standard is close to England norms, while the top end and science are areas of relative strength.

Scaled scores sit at 104 for reading, 101 for maths, and 103 for grammar, punctuation and spelling, with a combined total of 308 across reading, maths and GPS.

Rankings need careful interpretation. Ranked 11,890th in England and 41st in Exeter for primary outcomes (FindMySchool ranking based on official data), performance sits below England average overall (within the bottom 40% by percentile), even while some specific measures, such as higher standard and science, are more positive.

Secondary indicators

At GCSE level, the headline metrics in the available dataset point to a school working through improvement rather than already operating at consistently high attainment. Attainment 8 is 34.3, Progress 8 is -0.27, and the average EBacc APS is 3.07. The proportion achieving grades 5 or above in the EBacc measure is 5.6%. Together, those indicators align with a school where progress is currently below the national benchmark and where outcomes remain a priority area for leadership.

Rankings again reinforce that this is not yet a high-outcomes school at GCSE. Ranked 3,510th in England and 11th in Exeter for GCSE outcomes (FindMySchool ranking based on official data), it sits below England average overall (within the bottom 40% by percentile).

The practical implication is straightforward. Families with a child who needs stability and an inclusive culture may still find a strong fit, especially if the child’s confidence and attendance have been fragile. Families whose priority is consistently strong GCSE outcomes, with minimal variation, will want to scrutinise the school’s improvement plan, attendance strategy and curriculum implementation closely.

The curriculum ambition is broad, and it spans Reception through to Year 11 without a break at 11. This structure can work well for pupils who benefit from continuity, and for families who want one learning culture rather than a primary style followed by a secondary reset.

The curriculum story, as described in formal evaluation, is mixed in a way that is typical of schools in active improvement. Many subjects are described as well planned and sequenced, and there is a stated intention to embed common approaches that help pupils revisit and recall learning over time. Where assessment routines are well implemented, pupils understand what they need to improve.

Early reading is treated as a strategic lever. The school has prioritised training to strengthen reading and phonics teaching, and it matches reading books to the sounds pupils have learned, with additional support for older pupils who have not secured phonics knowledge. For parents, that is relevant even beyond Reception and Key Stage 1, because weak reading fluency is a drag factor across the curriculum by Key Stage 3.

SEND is an important part of the teaching picture here. The school has a larger than average proportion of pupils with SEND, and it also uses alternative provision (registered and unregistered) as part of how it meets need. The current priority, based on formal evaluation, is to sharpen individual targets and strategies so that classroom adaptations are specific enough to accelerate learning.

This school runs to Year 11, so the “next step” is post-16 transition rather than university destinations. The most useful question for parents is how well the school prepares students to move into sixth form, further education, apprenticeships, or training routes in and around Exeter.

The school’s stated approach emphasises careers guidance and preparation for next steps, and formal evaluation highlights that students receive broad, unbiased advice and are prepared for progression. In practice, families should expect guidance to cover both academic and technical pathways, including how to evaluate local post-16 providers, the entry requirements those providers set, and what subject combinations keep options open.

For students who may need extra structure, the school also advertises targeted supports such as revision and booster sessions and a Homework Club for secondary students. The implication is that the school is trying to standardise “helping students keep up” as part of its normal offer, rather than treating intervention as exceptional.

Thomas Hall School has two main intake points, Reception and Year 7, but it also has a distinctive all-through dynamic. Many pupils are already on roll at the end of Year 6, so Year 7 admissions are framed around external applicants only, in addition to internal progression.

Reception entry (September 2026)

Reception applications (for Devon-resident children) run from 15 November 2025 to 15 January 2026, with the decision date stated as 16 April 2026 in the school’s published admissions policy for 2026 to 2027. The published admission number is 30 for Reception.

Demand data indicates pressure on places, even with a relatively small number of offers. In the most recent dataset, there were 29 applications for 17 offers for the primary entry route, a ratio of 1.71 applications per place, and the school is recorded as oversubscribed.

Year 7 entry (September 2026)

Year 7 applications (for Devon-resident children) run from 1 September 2025 to 31 October 2025, with the decision date stated as 2 March 2026 in the 2026 to 2027 admissions policy. The published admission number for Year 7 is 60 for external applicants.

Demand data again suggests oversubscription. In the most recent dataset, there were 79 applications for 51 offers for the secondary entry route, a ratio of 1.55 applications per place, and the school is recorded as oversubscribed.

Open events and how to use them

Open events follow a clear pattern for the September 2026 intake, with Year 7 open events clustered in September and early October, and Reception open events in October and December. The school also publishes specific dates for the current open-event cycle, including an evening open event in mid-September and Reception events in late October and early December.

Parents comparing oversubscribed options should use the FindMySchoolMap Search to check practical travel time and feasibility, then use the Local Hub Comparison Tool to benchmark results and demand data side-by-side before finalising preferences.

Pastoral strength is often where all-through schools either win families over or lose them. Here, the pastoral model is closely tied to inclusion, re-integration for mid-year joiners, and a culture that aims to keep pupils engaged.

The school’s personal development programme is described as well structured, including teaching that helps pupils discuss challenging topics with maturity, and a clear emphasis on online safety. A concrete example of inclusion is The Space, a designated area where pupils can meet and celebrate the LGBTQ+ community, which signals an intent to build safety through visible provision rather than quiet tolerance.

Attendance is the critical wellbeing issue to track. Low attendance is explicitly identified as a barrier to learning, with particular concern around disadvantaged pupils and pupils with SEND. That matters for parents because attendance is both a symptom and a cause, it often reflects confidence and stability, and it directly limits progress. Families considering the school should ask how attendance is tracked, what early interventions look like, and how the school works with families when barriers are complex rather than purely behavioural.

Ofsted also confirmed that safeguarding arrangements are effective.

The co-curricular offer is one of the school’s most distinctive features, because it is clearly structured across age phases and anchored to named programmes rather than a generic “clubs list”.

Forest School as a whole-school entitlement

Forest School is not limited to early years. It runs from Reception through to Year 11, and it appears both in the school’s own programme description and in formal evaluation of what pupils value. This is useful for pupils who learn best through doing, and it can be particularly effective for building confidence in pupils who struggle with classroom-only learning.

The 16 by 16 promise

The school also promotes a structured enrichment pledge, described as “16 by 16”, which maps experiences students should access by age 16. Published examples include Ten Tors participation, sustainability projects, and cultural trips beyond Exeter. The value for parents is clarity, it reduces the risk that enrichment depends entirely on which teacher happens to run which club in a given year.

Clubs with names, not just categories

The most helpful evidence of extracurricular reality is the school’s published clubs schedule. Examples include Ten Tors Training, Make a Movie Club, Forest School and Gardening Club, Philosophy Club, Comedy Club, a DofE Drop In, and The Space (LGBTQ+) lunchtime group. For primary-age pupils, the list also includes activities such as Board Games Club, Reading Club, Circus Skills, and a Primary Choir.

For families, the implication is that enrichment is not only sports-led. There are practical options for creative students, reflective students, and those who want social connection through structured groups.

The published school day timings are clear, which is helpful in an all-through setting where start and finish points can otherwise become confusing. Primary pupils arrive for registration at 08:50, with Reception finishing at 15:00 and Years 1 to 6 finishing at 15:15. Secondary students start at 09:00 and finish at 15:30.

Wraparound care details are not currently published on the school’s own wraparound pages (the pages are marked as awaiting content). Families who need breakfast club or after-school provision should ask directly about hours, booking, and availability by year group.

For travel, the school site references a West Garth Road entrance for arrival and pick-up, and it publishes drop-off and pick-up policy documents. Families planning to drive should check those arrangements carefully, as local parking rules can affect daily stress levels significantly.

• Outcomes are still a work in progress. Both primary and GCSE rankings place the school below England average overall (bottom 40% by percentile), even though some primary measures, such as science and higher standard, are stronger. This suits families prioritising continuity and inclusion, but those seeking consistently high academic outcomes should probe improvement plans and implementation.

• Attendance is a central challenge. Low attendance is explicitly identified as a barrier to learning, including for pupils with SEND and disadvantaged pupils. Families should ask what support looks like before absence becomes entrenched.

• SEND targeting needs sharpening. The school serves a high proportion of pupils with additional needs, but the current priority is making learning targets and classroom strategies specific enough to help pupils move forward faster. This is particularly relevant for families whose child needs precise, consistent adjustments across subjects.

• Wraparound care information is not yet transparent online. If wraparound is essential for work patterns, treat this as a must-verify item early in the process.

Thomas Hall School offers a rare combination in the state sector, an all-through pathway on a distinctive historic site, with Forest School and structured enrichment built into the school’s identity. The school is in a phase of improvement, with attendance, SEND targeting and GCSE outcomes as the core issues that will shape the next few years. It best suits families who value continuity, inclusion, outdoor learning, and a community feel, and who are comfortable engaging actively with the school as it strengthens outcomes.