The Hurlingham Academy Review 2026: Ofsted Outstanding secondary in Fulham

A non-selective, mixed secondary with a clear academic engine and a culture built around character. The school sits within United Learning, and is led by Principal Leon Wilson, named on the school website; a prior Ofsted report states the headteacher has been in post since September 2015.

The latest Ofsted inspection (19 March 2024) judged the academy Outstanding overall, with Outstanding grades across quality of education, behaviour and attitudes, personal development, and leadership and management. For families who want strong routines, ambitious teaching, and a structured enrichment programme that is expected rather than optional, this is a serious contender.

The academy’s public-facing identity is unusually consistent across pages and policies: a focus on scholarship, calm conduct, and service to others. The motto is stated by the school as Discere et servire (To learn and to serve), and it sits alongside a set of character aims that prioritise ambition, confidence, creativity, respect, enthusiasm, and determination.

That clarity shows up in how the school describes day-to-day expectations. Lessons are framed around powerful knowledge and a mastery approach, with pupils studying fewer topics in greater depth and working through challenging content with support rather than constant differentiation by task. For many students, this structure is reassuring; it reduces ambiguity, sets a clear standard, and helps pupils understand what “good work” looks like across subjects.

Leadership visibility is also part of the picture. The school website identifies Leon Wilson as Principal, and the organisation speaks openly about being oversubscribed and about the responsibilities that come with full year groups, including a strong emphasis on orderly dismissal and safe routines.

Performance data places the academy comfortably above England average on key secondary measures, with particular strength in progress.

FindMySchool GCSE ranking context (based on official data)

ranked 611th in England for GCSE outcomes (FindMySchool ranking), and 10th in Hammersmith and Fulham. This sits within the top 25% of schools in England.

Progress 8

+0.86. In plain English, this indicates students make well above average progress from their starting points across eight qualifications. For parents, Progress 8 is often the most meaningful indicator in a comprehensive intake because it rewards schools that improve outcomes for students across the attainment range, not only those starting at high prior attainment.

Attainment 8

58.3. This is a strong headline score, and it aligns with the school’s emphasis on knowledge-rich teaching and consistent classroom routines.

EBacc attainment

42% of pupils achieved grade 5 or above across the English Baccalaureate measure. The school’s EBacc average points score is 5.36, compared with an England average of 4.08, suggesting a comparatively secure performance in the EBacc subject suite.

A practical implication for families is that this is likely to be a high-expectations environment even though it is non-selective. Students who respond well to direct instruction, strong teacher authority, and regular assessment cycles are well matched to the school’s stated model. Those who need a looser structure may find it takes time to adjust.

Parents comparing local options should consider using the FindMySchool Local Hub and Comparison Tool to view GCSE performance and progress measures side-by-side with nearby schools, since league-table headlines can hide meaningful differences in progress.

The curriculum narrative is unusually specific for a state secondary. The school describes a mastery curriculum where topics are taught in depth, and where teachers support access to challenging content rather than quickly moving pupils onto easier material. This matters because it shapes classroom culture: students are expected to grapple, to produce extended work, and to revisit content until it is secure.

Two features stand out for families looking for stretch within a comprehensive setting:

1. Grammar Stream

The school describes a Grammar Stream as a group of roughly 28 to 32 highly academically able students taught a more challenging curriculum from Year 7. Selection is described as being based on MidYis cognitive ability testing during induction, with places offered to the highest-scoring 32 students.

Implication: able pupils may access a faster pace and additional challenge without sitting an 11-plus entry test, but the selection happens after joining the school, so it should not be confused with admission to the academy itself.

1. Art Excellence Programme

The school presents an Art Excellence Programme aimed at ambitious artists, supporting students towards selective post-16 routes and longer-term higher education aspirations while building social and cultural capital through experiences.

Implication: creatively talented students can find a structured pathway rather than art being treated as an add-on.

At the whole-school level, the “education with character” model is consistently linked to enrichment, cultural visits, and deliberate development of wider competencies alongside the academic curriculum.

Where Students Go Next

This is an 11 to 16 school, so the main transition point is post-16. The academy’s website presents sixth form pathways and progression routes, including level 3 options and the ability, with approval, to re-take GCSE English and maths. In practice, families should confirm whether post-16 study is delivered on-site or through linked provision, and how applications are handled for internal students versus external applicants.

For students who are not aiming for a school sixth form, the usual alternatives are sixth form colleges, further education colleges, and apprenticeship routes. The academy positions careers and higher education guidance as part of the curriculum offer; parents should look for evidence of structured guidance, meaningful employer encounters, and clear support around option choices at Key Stage 4.

Applications for Year 7 are made through the local authority’s coordinated admissions process, rather than directly to the academy. The school sets out its oversubscription criteria in a clear priority order: looked-after and previously looked-after children; exceptional needs; siblings; then distance from home to school.

For September 2026 entry, the academy states that the application deadline is 31 October 2025, with outcomes issued on 3 March 2026 via the Pan-London admissions process. The practical implication is that deadline discipline matters; late applications usually reduce the chance of securing a place at heavily subscribed schools.

Open events are described as typically running in September and October each year, with the option to book a tour during the school day if families miss the main open event window.

If you are shortlisting based on distance, it is sensible to use a precise distance tool rather than relying on map estimates. The FindMySchool Map Search can help families measure home-to-gate distances consistently when weighing multiple schools.

Pastoral systems appear designed to be structured rather than informal. The school describes tutor check-ins as a primary contact route for parents and as a daily stabiliser for students, particularly important in Years 7 and 8 where routines and organisation are still bedding in.

The character programme is also framed as practical rather than abstract. Students are encouraged to develop traits such as resilience and respect, with opportunities to practise these through leadership roles and service-focused responsibilities. For many families, this is the difference between “values posters” and a genuinely coherent personal development programme.

For students who need additional support, the enrichment timetable indicates targeted provision such as a SEND lunch club. While families should always ask about staffing and thresholds for support, the presence of structured, timetabled support is usually a positive sign for predictable daily routines.

Enrichment is positioned as a core expectation, and the school publishes a detailed enrichment timetable that gives a helpful window into what students can actually do across the week.

Examples of distinctive clubs and activities include:

• Debate Mate (Year 10), signalling a formal debating offer rather than an ad hoc lunchtime club.

• Axiom maths club (Year 8), a clear marker of stretch and competition-style maths enrichment.

• The Hare, the school newspaper (Years 7 to 10), which supports writing craft, editorial responsibility, and student voice.

• Duke of Edinburgh (select dates for Year 10), offering a recognised personal development framework.

• House academics including chess, sudoku, and Countdown, suggesting the house system is not only sports-led.

• Film club, plus sport and fitness options spanning football, basketball, and a KS4 fitness provision.

Facilities implied by the timetable include a lecture theatre, sports halls, a fitness suite, and specialist spaces for music practice and food technology. The implication for families is breadth without requiring students to source opportunities externally, and a model that nudges participation rather than leaving it to the most confident students.

The school site opens at 07:30, with breakfast available 07:45 to 08:15. The school day starts at 08:25 and finishes at 15:30, with Year 7 enrichment on Mondays extending the day to 16:30. Reception opening hours are listed as 07:45 to 17:00.

For travel, the Department for Education’s school experience listing describes the academy as around ten minutes from Parsons Green tube station and close to the River Thames, which is a helpful proxy for day-to-day commuting feasibility for older students.

• A high-structure environment. The curriculum and behaviour model rely on consistent routines and a strong pace. This suits many students; others may need time and active support to settle.

• Enrichment is an expectation, not a bonus. With a timetable that includes clubs and interventions across year groups, students may have longer days than families initially assume, especially in Year 7 and Key Stage 4.

• Internal stretch is real, but it is not selective entry. The Grammar Stream is selected after admission via induction testing. Families should treat it as an internal pathway rather than an admissions route.

• Post-16 requires planning. As an 11 to 16 school, families should explore sixth form options early and understand the linked pathways presented by the academy.

For families seeking a non-selective London secondary with top-tier inspection outcomes, strong progress measures, and a defined culture of scholarship and character, The Hurlingham Academy stands out. Best suited to students who benefit from clear routines, direct teaching, and structured enrichment, and to families comfortable with a school culture where expectations are explicit and consistently enforced.