Heworth Grange School Review 2026: A community secondary with strong pastoral foundations and a clear improvement agenda

A shorter school day, a structured co-curriculum, and a clear emphasis on personal development shape daily life at Heworth Grange. The current academy opened on 1 February 2018, and it serves students aged 11 to 16 in the Felling area of Gateshead.

Leadership has been relatively recent, with Neil Rodgers in post since 01 September 2024. The school is part of Consilium Academies, which means improvement planning and staff development sit within a wider trust framework rather than being handled in isolation.

This is a state school with no tuition fees. For families, the practical focus is less on affordability and more on fit, behaviour culture, attendance expectations, and whether the school’s current trajectory matches what you want for the next five years.

The strongest thread running through official descriptions of Heworth Grange is that it aims to be welcoming, relationship-led, and explicitly supportive of pupils who need extra help to access learning and routines. That matters in a school where attendance and behaviour consistency have been central challenges, because it signals a preference for structured support rather than a purely punitive model.

A distinctive element is the way enrichment is built into the timetable. The published school day finishes earlier than many secondaries, and co-curricular activity time is scheduled into the afternoon on certain days, which creates a predictable rhythm for students who benefit from routine and clear transitions.

Personal development is presented as a planned programme rather than an add-on. The school describes its personal development model as structured around “7 pillars”, covering areas such as PSHE, careers, pastoral support, student voice, and a passport-style programme intended to capture broader experiences.

At GCSE level, Heworth Grange is ranked 3316th in England and 6th in Gateshead for GCSE outcomes (FindMySchool ranking, based on official data). This places outcomes below England average overall, within the bottom 40% of schools in England on this measure.

Looking at the underlying performance indicators, the school’s Attainment 8 score is 37.1, and its Progress 8 score is -0.86. A Progress 8 score below zero indicates that, on average, pupils made less progress than pupils with similar starting points nationally. The Ebacc-related measures in the available dataset also point to a relatively small proportion achieving strong outcomes across the full English Baccalaureate suite (for example, 7.4% achieving grades 5 or above across the EBacc measure captured here).

What this means in practice is that families should view Heworth Grange as a school where the direction of travel matters at least as much as the headline results. If you are comparing local options, the FindMySchool Local Hub comparison tools are useful for viewing GCSE indicators side-by-side with other nearby schools, using a consistent methodology.

Curriculum intent is presented as broad, with a mix of academic and applied subjects, and a clear options point at the end of Year 9 leading to different pathways in Key Stage 4. The subject offer includes areas such as enterprise, film studies, photography, hospitality and catering, and travel and tourism, alongside the core.

Reading is positioned as a whole-school priority, framed as an essential life skill with an emphasis on reading for pleasure as well as reading to learn across subjects. The most important implication for parents is that literacy is not treated as the sole job of the English department, and students who are behind in reading are expected to receive targeted support, rather than simply being left to cope.

A key quality question to explore, particularly for students entering with gaps, is consistency. The improvement challenge described in formal reporting centres on ensuring teaching reliably meets a range of needs in the classroom, so that students secure foundational knowledge before moving on to the next stage.

Heworth Grange is an 11 to 16 school, so the main transition point is post-16 progression to sixth forms, further education, and training routes across the local area. Formal requirements mean students should receive access to information and encounters with education and training providers, including technical pathways and apprenticeships.

Careers education is also presented as a planned programme, and the co-curricular offer includes a Careers Café designed for older year groups, which can be a practical way of connecting learning to local labour market realities.

If your child is strongly focused on a particular post-16 pathway, for example a technical or vocational route, it is worth asking how options choices in Key Stage 4 map onto that route, and what guidance is provided at Year 9 options time.

Admissions are coordinated through Gateshead Council rather than directly through the school. For Year 7 entry in September 2026, the key national and local dates are clear:

• Applications open from 08 September 2025 (local authority online application window)

• The closing date is 31 October 2025

• Offers are issued on 01 March, or the next working day when 01 March falls on a weekend; for 2026 entry this is 02 March 2026

Open events can help families assess culture and routines. For September 2026 entry, the school held an Open Evening on 02 October 2025. Dates change each year, but this suggests an early-October pattern.

For families who are anxious about the mechanics of the application process, the most practical step is to align your timeline to the 31 October deadline and then use the FindMySchoolMap Search to check travel practicality from home, particularly if you are weighing multiple schools and want a realistic morning routine.

The pastoral picture is mixed in a way that is important to understand. There is clear evidence of a school that wants students to feel safe and supported, including students with SEND and students who need help catching up, but the consistency of behaviour and attendance remains a central challenge.

In November 2024, Ofsted graded Quality of Education, Behaviour and Attitudes, and Leadership and Management as Requires Improvement, with Personal Development graded Good (the current framework reports these strands rather than issuing a single overall grade). Ofsted also reported that safeguarding arrangements were effective.

For parents, the practical implication is to ask two sets of questions on visits: first, what day-to-day support looks like for students who struggle with attendance, anxiety, or peer conflict; second, how consistently behaviour expectations are applied by different staff across different subjects.

The co-curricular programme is unusually concrete in its published detail. Key Stage 3 students have a scheduled co-curriculum window, and the timing is built into the school day rather than relying solely on after-school add-ons.

A published clubs programme gives a strong sense of the breadth on offer. Examples include Debate Club, Dungeons and Dragons Club, Games Design Club, Mandarin Club, Pride Society, Science and STEM Club, Latin and Classics Club, Meditation Club, Theatre Crew, and a Couch to 5k Club. This range is useful for different student types: some students want sport and fitness, others want performance and production, and others want structured quiet-space clubs that can make school feel more manageable.

The Duke of Edinburgh’s Award is also part of the enrichment picture, with evidence of growing uptake and expedition activity over time. For many families, this is not about the badge itself; it is about building confidence, friendships, and a sense of competence outside lessons.

The compulsory school day runs from 08:35 to 14:45. Co-curricular activity time extends the day on Wednesday and Thursday. Term dates for 2025 to 2026 are published, with spring term starting 05 January 2026 and summer term starting 20 April 2026.

As a state school, there are no tuition fees, but families should budget for the usual secondary costs such as uniform, trips, and any optional activities. If your child is likely to use public transport, check the realistic door-to-door journey at the time you would actually travel, not just the map distance.

• Attendance expectations. The school has prioritised strengthening its approach to attendance, and families should ask what day-to-day follow-up looks like when attendance slips, and how quickly support is put in place.

• Behaviour consistency. Most students meet expectations, but disruption from a minority has been identified as an issue. Ask how the school prevents repeated disruption, and what escalation looks like for persistent patterns.

• Results profile. Current performance indicators sit below England average on this measure, so it is sensible to focus on subject-level support, intervention in Key Stage 4, and how the school closes knowledge gaps early.

• Post-16 transition planning. Because the school ends at 16, families should explore how guidance supports a smooth move into sixth form, college, or training, especially for students who need structure and frequent check-ins.

Heworth Grange School reads as a school with a clear improvement agenda, a strong emphasis on personal development, and a co-curricular programme that is unusually specific and timetable-based. The challenge lies in the consistency of attendance, behaviour, and Key Stage 4 outcomes, so families should pay close attention to how support works in practice, not just on paper. Best suited to students who benefit from structured routines and a broad enrichment offer, and to families who want a local state secondary while engaging actively with the school around attendance, behaviour, and progress.