Earl Mortimer College Review 2026: A Leominster secondary with a strong personal-development spine

On South Street in Leominster, house ties are part of the everyday uniform and older students step into roles such as Prevent Bullying Now mentors. It is a small detail with a big signal: identity and belonging are built deliberately here, not left to chance.

Earl Mortimer College is a state secondary school for boys and girls aged 11 to 16 in Leominster, Herefordshire, with a published capacity of 800. The most recent Ofsted inspection rated the school Good. For admissions, demand has recently run at 97 applications for 76 offers, which is about 1.28 applications per place, so families should treat entry as competitive rather than automatic.

Uniform and house structure set the tone early. The house names (Tigers, Leopards and Jaguars) are not just branding for sports day. Tutor time is used to bring students together across year groups, which helps older students model routines and lowers the social temperature for Year 7.

There is a calm, respectful baseline in corridors and social time, and relationships are a visible strength. The flip side is that classrooms depend on consistency. When teaching does not land cleanly, some students lose focus and learning can be interrupted. The important point for families is that this is a school that works best when expectations are applied evenly, lesson by lesson, adult by adult.

GCSE results

On FindMySchool’s GCSE outcomes ranking, based on official data, Earl Mortimer College is ranked 3,266th in England and 2nd in Leominster.

The underlying picture is mixed. The average Attainment 8 score is 39.7 and the Progress 8 score is -0.57, which indicates students make less progress than average from their starting points. EBacc outcomes are a particular pressure point: the average EBacc APS is 3.39 versus an England average of 4.08, and 2.4% of pupils achieved grades 5 or above across the EBacc measure.

If you are weighing local options, the FindMySchool comparison tool on the Local Hub page is useful here because it lets you put Progress 8 and Attainment 8 side-by-side with nearby schools, rather than relying on headline impressions.

Curriculum shape and classroom delivery

The curriculum is planned to build knowledge over time from Year 7 through to Year 11, and it is intended to be open to all students rather than channelled into narrow tracks. Creative subjects and physical education are treated as more than timetable fillers, with learning personalised to students’ interests and aspirations.

Where teaching is strongest, students benefit from structured learning and feedback that helps them improve work rather than repeat it. The area to watch is consistency across subjects. When key knowledge is not presented in a way students understand, engagement drops and the knock-on effect is behaviour that disrupts learning.

Reading and targeted support

Support for weaker readers and students who need extra scaffolding is a clear strand. The school describes programmes such as Rapid Reader and Accelerated Reader, alongside in-class support and targeted sessions in Key Stage 4 that can cover subject help, study skills and literacy.

Earl Mortimer is an 11 to 16 school, so the main transition point is post-16. The careers programme is designed to expose students to a range of routes, including technical education and apprenticeships as well as sixth-form study, with opportunities to meet employers and other providers.

For families, the practical question is less “university pipeline” and more “readiness for the next step”. The strongest sign here is personal development: students are given structured chances to build confidence, independence and decision-making, which matters when GCSEs are followed by bigger choices, bigger travel patterns and a more self-directed timetable.

Routes and criteria

Admissions are coordinated through Herefordshire Council, rather than handled directly by the school. Demand is meaningful: 97 applications for 76 offers is enough to make outcomes feel uncertain for families on the margins, particularly in a smaller town where reputation travels fast.

The school also draws from a wider geographic area than many parents assume, supported by transport arrangements and a willingness to welcome applications beyond the immediate cluster of local primary schools.

Timeline and practicalities

The published deadline for applications is 31 October for September entry, with offers released on 1 March. The school also sets out an in-year transfer route for families moving mid-cycle.

If you are balancing commute, clubs and after-school expectations, the FindMySchool Map Search can help you sanity-check travel time and compare realistic alternatives, especially when a minibus route is the difference between “possible” and “daily grind”.

Safeguarding and everyday support

Safeguarding arrangements are described as effective, with clear processes for reporting concerns and a team that works promptly when a student needs help. There is also an explicit focus on safety in the wider community and online, built through the broader personal-development curriculum.

Pastoral systems are built around tutors and heads of house, which gives families a clear first port of call when something needs dealing with quickly. The school’s stance on mobile phones is firm: devices are not for use during the school day, and that boundary supports focus for many students.

Inclusion and SEND

The school positions inclusion as a practical, day-to-day commitment, not an abstract value statement. Students with SEND are expected to access the same curriculum as their peers, supported by strategies shared with staff and targeted interventions when needed. A named SEND base (XLR8) is part of that picture, and support spans academic scaffolding, anxiety and key-worker style help as well as exam access arrangements where appropriate.

Music & performance

Music is unusually well-mapped for a state secondary of this size. EMC Choir and EMC Band are open across year groups, and the school lists ensembles such as flute choir and string ensemble, with concerts and community performances forming part of the rhythm. A particularly practical offer for families is the commitment to instrumental lessons in school, including a range of instruments, which can remove a common barrier to participation.

The site also markets a theatre space for community hire with capacity for 300 plus, which hints at the scale available for productions, concerts and end-of-year events.

Clubs & enrichment

Student leadership is built through defined roles, including Prevent Bullying Now mentors. Duke of Edinburgh sits alongside this as a route for students who want something broader than timetabled learning, with an emphasis on confidence and independence.

STEM and outdoor learning show up in specific ways too. The school describes a STEM club and a gardening strand that has included planting an orchard on school grounds with Leominster in Bloom, using rare varieties of Herefordshire fruits. It is a grounded, local example of enrichment that is not performative: hands-on, place-based, and easy for students to own.

Transport & parking

Transport is more structured than many families expect for a Herefordshire secondary. The school runs a minibus route along the A49 with free transport collecting students from Hereford, Marden and Wellington, and it also describes a route to and from Tenbury via Bromyard. Eligibility for free transport is linked to being the nearest secondary provider, so families should check arrangements early rather than assume.

For drivers, the school describes ample visitor parking with permits collected from reception, and the on-site car park operates as pay and display after 3:30pm on school days (and more widely at weekends and during school holidays), which matters if clubs, consultations or performances stretch beyond the bell.

The calendar

Term dates are published well ahead, with the school year running through to mid-July and half term typically falling in late October, mid-February and late May. The assessment calendar is also laid out in advance, with scheduled assessment weeks across the year groups.

Academic outcomes: Progress 8 is negative (-0.57) and the GCSE ranking sits below England average. For some students, that will mean families need to pay attention to how well the school’s structured curriculum and targeted support translate into consistent day-to-day learning in the subjects that matter most to them.

Consistency in lessons: Behaviour around the site is described as calm, but learning can be interrupted when teaching does not secure understanding. If your child is easily knocked off course by uneven classroom routines, it is worth probing how consistency is monitored and supported across subjects.

Admissions pressure: 97 applications for 76 offers is not extreme by urban standards, but it is enough to make entry uncertain. Families should plan with a realistic view of chances and keep an alternative list warm.

Logistics beyond Leominster: The minibus routes and the wider catchment pull can be a genuine advantage, but they also create longer days. Think about the full week, including clubs, detentions, fixtures and the practicalities of late finishes when transport windows tighten.

Earl Mortimer College feels like a school that has chosen its priorities clearly: belonging through houses, personal development through structured roles and curriculum time, and inclusion through targeted support that aims to keep students in the same learning journey as their peers. Academic outcomes are the area to scrutinise, especially for students who need consistently strong teaching across every subject to thrive.

Best suited to families who want a mixed, community secondary in Leominster with a strong pastoral and personal-development framework, and who value practical enrichment such as music, Duke of Edinburgh and STEM alongside the timetable.