Blatchington Mill School Review 2026: Large, inclusive Hove secondary with strong progress

A big, energetic comprehensive where ambition is meant to be shared, not rationed. Blatchington Mill is a mixed 11 to 16 state secondary in Hove, and it is significantly larger than the average school of its type, which brings both breadth and complexity. The latest Ofsted inspection (February 2022; report published May 2022) confirmed the school continues to be Good, with a clear emphasis on pupils feeling safe, behaviour being well managed, and a curriculum designed to be broad and challenging.

Parents who value choice at Key Stage 4, a busy extracurricular timetable, and a well-developed post 16 guidance programme will recognise the appeal quickly. The main question is practical rather than philosophical, namely whether this large-school setting suits your child, and how competitive admissions will be for your address.

Size shapes daily life here. With a roll in the 1,500-plus range at the time of the 2022 inspection, routines matter, transitions between lessons need to work, and pastoral structures must be visible rather than theoretical. That operational discipline shows up in the way expectations are framed, with a consistent emphasis on respectful behaviour and a clear stance that bullying and discrimination are challenged promptly.

There is also a strong civic tone. Religious education and personal, social and health education are used to build students’ understanding of equality, diversity, relationships, and online risks, including topics such as gaming and gambling harms. That content matters because it signals that the school is not trying to outsource “real life” learning to families, it is putting it into the taught experience and tying it to safety and belonging.

Leadership is stable and visible. Kate Claydon is the headteacher, and school governance information shows her headteacher role associated with a term of office date in late 2021, which aligns with multiple school documents that name her as headteacher.

A final point on atmosphere: the school explicitly values enrichment and extra-curricular participation as part of its curriculum offer, not as a bolt-on. That gives the place a busy, outward-facing feel, with plenty of organised activity at lunchtimes and after school for students who want it.

This review’s performance picture uses the provided dataset for rankings and metrics.

Blatchington Mill ranks 1,032nd in England for GCSE outcomes (FindMySchool ranking based on official data), and 3rd locally in Hove. In plain English, that places it above the England average overall, within the top 25% of schools in England (up to the 25th percentile).

On headline measures, the Attainment 8 score is 52.4 and Progress 8 is +0.30. For parents, Progress 8 is often the more useful lens: a positive score indicates students make above average progress from their starting points across a basket of subjects by the end of Year 11.

The EBacc indicators are more mixed, which is common in large comprehensives balancing breadth, student choice, and the reality of varied starting points. The average EBacc APS is 4.78, and 27.9% of pupils achieved grades 5 or above across the EBacc subject suite.

How to use this data sensibly: families comparing options locally can use the FindMySchool Local Hub and Comparison Tool to view results side-by-side with other Hove secondaries, then weigh the numbers against curriculum fit and pastoral structures.

Curriculum thinking is explicit and unusually detailed for a state comprehensive. The school publishes subject-by-subject curriculum overviews and lists a broad set of disciplines, including creative and technical subjects alongside academic options. The published curriculum map includes subjects such as Art, Photography and Textiles, Computing, Dance, Design, Drama, Media Studies, Sociology, Statistics, Spanish, French, and Latin.

Grouping is designed to protect access to the same curriculum while still responding to how students learn best in different subjects. The stated approach is mixed-ability teaching across most disciplines, with exceptions where setting is used, specifically Mathematics at Key Stages 3 and 4, and English at Key Stage 4, plus targeted “nurture” and “greater depth” groups in GCSE English. For a parent, the implication is straightforward: your child is more likely to experience a comprehensive intake and peer mix in most lessons, while still having structured differentiation where the school believes it is most educationally efficient.

Literacy is treated as a whole-school lever. The vocabulary strategy is unusually concrete: a three-tier system (Tier 1 everyday words; Tier 2 academic words that transfer across subjects; Tier 3 subject-specific terminology), with Key Stage 3 and 4 word lists, quizzes in form time, and an explicit focus on etymology to help students understand how words carry meaning. The educational implication is that “academic language” is not left to chance or to English teachers alone, it is treated as a foundational tool for all subjects.

At Key Stage 4, the curriculum design reflects both ambition and pragmatism. All students study the core GCSEs in English, Maths and Science, alongside non-examined strands including PSHE and Ethics, Philosophy and Religious Worldviews, plus core PE. The school also states that almost all students continue a language GCSE (French or Spanish), with the option to replace it with Latin, and alternative pathways for some students including Life Skills or Travel and Tourism BTEC, with an accompanying humanities selection. For families, this is a clear signal that languages are taken seriously here, but with explicit off-ramps for students for whom that route is not appropriate.

With no sixth form on site, the post-16 transition matters more than it does in a school where most pupils simply stay on. The school has an established structure for that handover. It hosts a Post 16 Progression Evening and has named local sixth form and college providers that engage directly with families, including BHASVIC and Varndean, with a designated post-16 adviser meeting students to discuss pathways and applications.

What that means in practice is that Year 10 and Year 11 are not only about GCSE course completion, they are also about informed choice. Students who are academically focused need clear guidance on A-level routes, subject combinations, and entry requirements at local providers. Students leaning towards technical or applied routes need equally clear signposting about vocational and apprenticeship pathways. The school explicitly references careers guidance as a strength and ties it to helping pupils make decisions for the future.

Because published destination statistics are not available in the provided dataset for this school, the most responsible approach is qualitative: expect a wide spread of post-16 routes, with local sixth form colleges and further education providers playing a central role. When visiting, ask how the school supports students who want a highly academic A-level programme, and also those who want a technical or mixed route, including how references, predicted grades, and application deadlines are managed.

Blatchington Mill is a community school, with admissions coordinated through the local authority.

For September 2026 entry, the national secondary application deadline is 31 October 2025, and families should expect a standard timetable aligned to the national offer day process. Government guidance confirms that councils send secondary offers on 1 March, or the next working day if that date falls on a weekend or bank holiday.

Open events are a useful signal of how the school communicates its ethos and routines. The school held an Open Evening on Thursday 18 September 2025, which is consistent with the common pattern of September open events for Year 6 families.

A local detail to watch for the 2026 to 2027 intake is the wider city discussion about admissions and planned admission numbers. School documentation around the 2026 to 2027 consultation refers to a proposed reduction in the Year 7 intake from 330 to 300, subject to determination through the local authority’s admissions process. Parents considering this school for 2026 entry should treat the published admissions arrangements for that year as the source of truth, and use open events to ask what has been finalised.

FindMySchool tip: if distance becomes a deciding criterion for your preferred Hove options, use the FindMySchoolMap Search to check your exact distance to the school gate and stress-test your shortlist against realistic admissions scenarios.

Large schools can be excellent for pastoral care, but only when systems are clear and consistently applied. Here, safeguarding and day-to-day behaviour are treated as core strengths. The Ofsted report confirmed that safeguarding arrangements are effective and that staff are trained and know how to respond to concerns, including online safety and issues around harassment and consent.

Beyond safeguarding, several operational signals matter. Attendance and punctuality are a stated improvement focus, with exclusions reducing and reintegration described as carefully planned and monitored. That is relevant for families because it suggests the school is trying to keep students in learning, and is using structured support rather than relying on repeated sanctions alone.

Support for disadvantaged pupils and pupils with special educational needs and disabilities is described in terms of identification, joint staff planning, and practical strategies such as seating plans and the analysis of tests. The point for parents is not the jargon, it is the implication: support is intended to be built into classroom practice, not restricted to separate interventions.

A busy enrichment programme is one of the clearest differentiators for this school, because it is both broad and specific. The current extracurricular timetable (published for autumn 2025) shows a mix of academic support, creative clubs, identity and inclusion groups, and sport, spread across lunchtimes and after school.

Examples help. On the academic side, there are structured clubs such as GCSE Maths Revision Club and a Maths Homework and Sparx Club, plus subject support sessions in areas such as GCSE science. For a student who is willing to attend, that can turn revision from a solitary activity into something scaffolded and routine-based, which often improves consistency.

Creative life is also tangible rather than generic. Blatch Magazine appears as a named activity, alongside options such as Digital Art Club and Creative Writing Club. In music, the programme includes groups such as Samba Band, Jam Session, and ensembles like Millstones, with lower and upper school voices listed as distinct groups. These named activities matter because they create identity; a student is not simply “doing music”, they are joining something with a defined rhythm in the week.

Sport is strongly represented, with clubs across football, netball, hockey, rugby, basketball, badminton, and cricket in the current timetable. The school also makes its sports and performance facilities visible through its lettings information, including a theatre, dance studio, sports hall, gyms, all-weather pitches, and a sports field marked for football or rugby.

Finally, the Duke of Edinburgh’s Award is a clear strand of enrichment. The school states it offers Bronze to Year 9 and Silver to Year 10, which gives motivated students a structured programme combining volunteering, skills, physical activity, and an expedition, all of which can strengthen confidence and post-16 applications.

The school day is clearly published: registration runs 8:30 to 8:40, and the final period ends at 3:00.

Term dates are published well ahead, including detailed 2026 to 2027 dates, which is useful for childcare planning and holiday decisions.

Transport planning is best handled locally because routes and timetables change. The school’s lettings documentation asks visitors to use public transport or bicycles where possible and notes bike shelter provision on site, which aligns with the practical reality of a large school in a residential area.

• A very large school. The scale brings subject breadth and many clubs, but it also means your child needs to be comfortable navigating a busy environment and advocating for themselves when needed.

• Curriculum consistency is a stated improvement area. Leaders have mapped curriculum intent, but the 2022 inspection noted that implementation was not yet equally embedded across all subjects, and that cross-curricular links were not always used to deepen learning. Ask how this has developed since 2022 in the subjects your child cares most about.

• Admissions details can change year to year. City-wide consultation material for 2026 to 2027 referenced potential changes to planned admission numbers, so confirm the final arrangements for your entry year and do not rely on older patterns.

• Costs are not tuition, but they still exist. This is a state school with no tuition fees, but families should budget for uniform, trips, and optional extras such as music opportunities. The school’s charging policy sets out what can and cannot be charged.

Blatchington Mill suits families who want a broad, modern comprehensive experience with strong progress, serious attention to literacy, and a high-volume extracurricular menu that gives students many routes to belong. It is best suited to children who will benefit from choice and opportunity, and who are comfortable in a large setting with clear routines. The challenge is ensuring fit, then navigating a competitive admissions process with the correct dates and criteria for your year.