The Urswick School Review 2026: From Hackney's Foundation to Modern Excellence

When Reverend Christopher Urswick established his free school in 1520 from a rectory on Mare Street, he set out to teach twelve boys to read. Five centuries later, that modest vision has evolved into a thriving mixed secondary school with a sixth form that serves over 800 students and has earned its place among England's most improved state schools. Today, The Urswick School stands as a beacon of educational opportunity in Hackney Central, having transformed itself from a school labelled "the worst in Britain" in the late 1980s into an institution where students regularly secure places at Oxford, Cambridge, and Russell Group universities. With consistent Good ratings from Ofsted, a distinctive Church of England ethos that welcomes all faiths, and a commitment to universal free hot meals for every pupil, the school demonstrates how sustained leadership and community investment can unlock genuine achievement in one of London's most economically deprived neighbourhoods.

Approaching The Urswick School, the sizeable windows on the upper storeys offer views into working classrooms, a deliberate design choice reflecting the school's commitment to transparency and accountability. The building itself — rebuilt and significantly expanded from its Victorian foundations, with modern architecture added after 1856 — houses a diverse community of nearly 800 pupils, approximately 58% male and 42% female, drawn from families across Hackney and beyond. The school's location in an area where over 70% of students are eligible for pupil premium funding and household incomes lag national averages presents daily challenges. Yet staff and students consistently describe feeling safe, supported, and part of something purposeful.

The school's mission statement, "Believe and Achieve," permeates daily life. Behaviour standards are exceptionally high, enforced through transparent systems understood by both staff and pupils. Small visual indicators beside each classroom door — photographs of current students alongside messages reinforcing approved behaviour — create a visible culture of expectation. Senior student interviews reveal a consistent thread: staff treat them fairly, rules are clear, and the school feels orderly and settled. One student described it simply: "I felt safe here from the start. All the teachers help you, plus the Y11s help too." A 2023 parent survey found that 99% of Year 7 parents agreed their child enjoys school, with 96% feeling their child is safe and well cared for.

Under the recent leadership of Headteacher Dele Rotimi (who took post in September 2025), following 16 years under Richard Brown's direction, the school has maintained this trajectory of improvement. Where behaviour was once a barrier to learning, it has become a foundation. The school's commitment to equality finds expression in a universal free school lunch policy — every student receives a hot, nutritious meal daily, funded partly through pupil premium allocations and partly through the school's entrepreneurial use of its facilities for community and television production rentals. This removes a daily worry for families living in overcrowded housing with limited resources.

The school is a genuinely inclusive community. With approximately 300 Muslim students, alongside Christian pupils and those of many other faiths and none, students report high levels of respect for difference. The school's diversity, far from being a challenge to manage, is described by inspectors as a strength — a place where "students from a range of cultural backgrounds show respect for each other's differences."

GCSE Performance

In 2024, The Urswick School achieved an Attainment 8 score of 39.3, placing it below both the England average and the FindMySchool top performers. The school ranks 2,868th in England for GCSE outcomes (FindMySchool ranking), positioning it in the bottom 40% nationally. This percentile band reflects what is termed "below England average" performance. However, the progress students make is noteworthy. The Progress 8 score of -0.26 indicates that pupils do not quite keep pace with their national peers when accounting for their starting points at age 11.

The English Baccalaureate entry rate stands at 13%, below the England average of 41%. Only 13% of pupils achieved grade 5 or above in all English Baccalaureate subjects — well below the England average. These figures situate the school in the context of significant deprivation: the journey many pupils travel from home circumstances to GCSE attainment is itself an achievement worth recognising, even where absolute scores position the school toward the lower end of the national distribution.

A-Level Performance

The sixth form tells a different story. In 2024, A-level results showed marked strength. Students achieved 4% at A*, 9% at A, and 34% at B grades, placing 47% of entries in the A*-B range. While this sits slightly below the England average of 47%, the trajectory matters: the school reports a 15% increase in the highest grades (A* and A) year-on-year, with 2024 described as a record set of A-level results. The school's A-level ranking of 1,445 in England (FindMySchool ranking) reflects solid performance — above the national median.

Crucially, government data produced in 2024 showed that Urswick students make exceptional progress when studying A Levels at the school, suggesting strong added value at sixth form level. A-level subjects on offer span breadth: Psychology, Politics, History, English, Art, Media Studies, Spanish, Mandarin, and further academic disciplines. Sixth form leavers in recent years have progressed to universities including Durham, Bath, Warwick, Queen Mary's, King's College London, and University College London. In one cohort, 30% of Year 13 leavers progressed to Oxford, Cambridge, or Russell Group universities. In 2025, specific successes included places at UCL (Medicine), Durham (Aeronautical Engineering), King's College London (Nursing and Midwifery), and Bath (Economics), alongside apprenticeships and degree-level study programmes.

The curriculum is broad and intentional. At Key Stage 3 (Years 7-9), pupils study a carefully structured timetable: English receives 3 hours per week, mathematics 4 hours, core sciences, history 2 hours, geography 1 hour, religious education 1 hour (reflecting the school's Church of England character), physical education 2 hours, plus art, drama, music, and modern language options or extended English support. This structure prioritises foundation skills in literacy and numeracy — essential given the starting points of many pupils — while maintaining breadth across the curriculum.

Teaching quality is supported by specialist staffing with particularly strong expertise in mathematics, science, and English, as confirmed by both leadership statements and inspection observations. Drama, music, and media studies are taught across all year groups, and the school achieved Artsmark Gold status from Arts Council England — a recognition afforded to only two secondary schools in Hackney. The arts curriculum is not peripheral; it is woven throughout, with extracurricular drama and music provision that sees students winning competitions and developing genuine creative confidence.

A distinctive feature is the Mandarin Excellence Programme, reflecting both the school's ambition and changing patterns of international opportunity. GCSE Mandarin is offered, and sixth form students pursuing Mandarin language study have access to university partnerships exploring joint degrees in Mandarin with Mathematics or Computer Science, with opportunities to study in China or Taiwan.

Behaviour policies and pastoral systems ensure that teaching is not disrupted. The school employs "walkabout mentors"—dedicated non-teaching staff who conduct day patrols, engaging with any students outside classrooms they should be in, and working to maintain an orderly environment. This proactive approach, combined with clear reward systems celebrating positive behaviour, creates conditions where learning can flourish.

In the sixth form, university progression is well supported. The school has forged partnerships with University College London (UCL), ranked among the world's top ten universities and winner of The Times and Sunday Times University of the Year 2024. Through this partnership, sixth form students access masterclasses, workshops, lectures with UCL academics, and visits to both UCL East (Stratford) and UCL Bloomsbury campuses. The school also participates in the Realising Opportunities programme, a national collaborative partnership of 15 research-intensive universities designed to promote social mobility for students from under-represented backgrounds.

Specialist mentoring programmes complement academic teaching. The Young Talent programme — run in partnership with Arts Emergency — offers free mentoring to students passionate about arts and humanities, with mentors providing guidance on higher education, training, and careers. Ten students are selected annually for intensive one-to-one tutoring matched with university student mentors. The Goldsmiths Progression Scheme (GPS) provides workshops and subject-specific trips exploring career connections, with previous trips including the Royal Courts of Justice, Houses of Parliament, and the Design Museum.

For pupils not heading to sixth form, careers guidance is embedded. A formal careers fair guides pupils toward their future pathways. BTEC and ASDAN awards sit alongside GCSEs as accredited options for those whose strengths lie outside traditional examinations.

The Urswick School's extracurricular life is substantial and genuinely diverse, reflecting both the school's investment in enrichment and its genuine commitment to developing students holistically.

Drama and Performance

Drama is perhaps the school's most visible strength beyond academics. The school won the Rudolph Walker Inter-School Drama Awards (RWiSDA)—a competition established in the 1970s with students from across London competing — with the student-devised play "Meet the Babatundes," coached by EastEnders actor Rudolph Walker OBE and school drama leaders. Year 8 and 9 students competed against five other London schools at The Millfield Theatre, winning the top prize (Best Play) and Best Actress award. Drama performances occur regularly throughout the year, with a Christmas whole-school production and GCSE drama performances showcasing student work. The school's Head of Drama leads dedicated teaching staff, with drama studios integrated into timetabled provision.

Music

Music provision spans the ensemble range. A chapel choir, school orchestra, and smaller vocal groups provide performance opportunities. Music is taught across all key stages, with GCSE music available to those pursuing examination routes. The school hosts Battle of the Bands competitions and competitive music festivals, creating a vibrant culture of musicianship.

Sports and Physical Education

Physical education is compulsory and valued. Students have access to sports halls, astroturf (floodlit), and a MUGA (multi-use games area). Specific sports clubs are mentioned in student testimonies: football, netball, and opportunities to train at Arsenal stadium are available to girls pursuing PE at GCSE and beyond. Sports Day is a significant annual event. The school achieved the designation of Sports and Science College specialism, reflecting its commitment to athletic opportunity.

STEM and Practical Learning

Science teaching benefits from specialist staff with strong subject knowledge. Psychology is offered at GCSE — uncommon in secondary schools — reflecting curriculum breadth. Computing and ICT facilities support digital learning. A dedicated media studies curriculum feeds into A-level Media Studies with student-produced films featured in school celebrations.

Student Leadership and Character

Prefect structures and rewards for positive behaviour create pathways for student leadership. Year 11 students mentor younger cohorts, and older students consistently describe helping Year 7s settle. This peer support culture reduces isolation and builds community.

Clubs and Activities

The school offers a range of clubs and activities, though the website mentions these change termly to maintain freshness and engagement. Volleyball and charity clubs are specifically referenced. The school emphasises enrichment activities related to both academic subjects studied and to broader personal development — theatre trips, set visits, work experience, and character development programmes that promote independence and healthy lifestyles.

Entry to Year 7 is coordinated by Hackney Education. The school admits 150 pupils annually into Year 7-11. Admissions are structured through the Cognitive Ability Tests (CAT) arranged by Hackney Education, which places pupils into one of four bands reflecting national ability distribution. Places are then allocated within bands according to oversubscription criteria.

50% of places are allocated through Foundation (Church) criteria — requiring regular attendance at a Church of England church or other Christian denominations as defined by Churches Together in Britain and Ireland, the Evangelical Alliance, or Afro-Caribbean Evangelical Alliance. The remaining 50% are allocated by distance and sibling priority. Families outside the faith criteria still have access to places; the balanced allocation reflects the school's voluntary aided Church of England status while ensuring community access.

In 2024, the last distance offered for primary entry was approximately 3.64 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families can verify their precise distance using the FindMySchoolMap Search to compare against the last distance offered.

The sixth form admits students who have completed Year 11, with entry requirements dependent on GCSE performance in chosen subjects. Students from other schools may apply, making the sixth form a point of widened access for the wider Hackney area.

The school places significant emphasis on student wellbeing. A designated Chaplain provides spiritual care and reflective space, offering prayers and support as part of the school's Christian character. Formal pastoral structures include a tutor system providing academic oversight and personal support.

Teachers are described by students as "trusted adults," and the school has created explicit pathways for students to raise concerns. The Urswick Parents programme trains senior students as peer support mentors. Safeguarding arrangements are effective, with clarity around reporting mechanisms and swift response to any concerns. In previous years, the school's handling of bullying and behaviour incidents has been described by inspectors as swift and effective.

Character development is embedded in the curriculum. Years 7 to 11 receive explicit teaching on online safety, respect for individuality, and navigating social issues. Sixth form students receive additional support with financial literacy and transition to adulthood. Mental health and wellbeing support is available through the school's pastoral structures.

The school day runs from 8:50am to 3:20pm. School uniform is required; standards are clearly defined and enforced. The school operates a ban on packed lunches, instead providing universal free hot meals to all pupils. This policy — unique in England — removes a daily decision point for families and ensures all students receive nutritious food prepared on-site to statutory standards. Uniform costs and details are published on the school website.

Transport links are good; the school is located in Hackney Central, near public transport access. Students from across East London access the school by bus, overground, or on foot. For families driving, limited parking is available nearby; the school encourages sustainable travel.

Church of England Character is Genuine and Woven Throughout. The school is a voluntary aided Church of England school, not merely a school for Christians. Daily worship and Christian teaching are embedded. Religious education is compulsory. However, families of all faiths and none are welcomed and actively supported. Those uncomfortable with explicit Christian teaching should engage directly with the school's admissions team during visits to determine fit.

The School Serves a Highly Deprived Community. Over 70% of pupils are eligible for pupil premium funding. Household incomes are significantly below national averages. Family circumstances for many students involve housing stress, parental unemployment, and exposure to street-level crime and gang influence. While the school has built exceptional protective factors (behaviour systems, mentoring, staff presence), families should recognise the context and the school's genuine commitment to breaking cycles, rather than expecting a school unaffected by community challenges.

GCSE Results Reflect Starting Points; Sixth Form Strength is Distinctive. GCSE outcomes place the school below England average in absolute terms. However, the school's A-level value-added is recognised by government data as exceptional. Families who can support their child to sixth form, or who see their child's journey as developmental across the full span, will experience a notably stronger educational trajectory than GCSE figures alone suggest.

Places are Sought and Limited. The school is highly regarded locally and by inspection bodies. Competition for Year 7 places, particularly under faith criteria, is strong. The distance-based allocation means only families living within the last distance offered (3.64 miles in 2024) are assured consideration. Families relying on distance allocation should verify feasibility early.

The Urswick School represents a significant educational transformation. From an institution labelled the worst in Britain in the 1980s to a school where behaviour is exemplary, where teaching is consistent, and where sixth form students secure places at elite universities, the journey is remarkable and reflects sustained leadership, staff commitment, and community investment. This is a school that believes in the potential of every child and backs that belief with systematic support.

Best suited to families seeking a school with genuine Christian community values combined with inclusive welcome to all faiths; to parents who value holistic development alongside academic ambition; and to those who recognise the reality of disadvantage and wish their child educated in a place actively building resilience, safety, and opportunity. The school is distinctly Not suited to those seeking academic selection by attainment, or families uncomfortable with Church of England ethos and explicit Christian teaching.

The school's greatest strength is its clear sense of purpose and its track record of improving outcomes for pupils from the most challenging starting points.