Jack Hunt School Review 2026: Large Peterborough secondary with a strong community mix and improving classroom culture

Hard Work, Integrity and Kindness are presented as the organising principles here, and the school is explicit that behaviour, punctuality and preparation matter. The scale is also a defining feature. With capacity for 1,950 pupils and a sizeable sixth form, it operates more like a small town than a small secondary, which can suit students who like breadth and choice.

The latest Ofsted inspection (15 to 16 November 2023) judged the school Good overall, with Good grades across quality of education, behaviour and attitudes, personal development, leadership and management, and sixth form provision.

For families, the key question is fit. Students who respond well to clear routines and a purposeful learning climate often do well, while those who need a smaller setting may prefer to compare alternatives carefully.

A consistent theme in the school’s public messaging is high expectations paired with an inclusive, comprehensive ethos, and that comes through in how the day is structured and how students are expected to show up ready to learn. The school even codifies readiness through its “BUS” expectation, bag, uniform, stationery, as a straightforward routine that reduces daily friction.

The most recent inspection evidence reinforces the idea of a calmer, more focused classroom climate than some parents might associate with a very large comprehensive. Lessons are described as orderly, students move between classes with purpose, and social spaces are maintained in a pleasant condition. The same evidence also highlights that the student body is proud of the school’s diversity, and that respect and tolerance are deeply embedded, with bullying reported as uncommon and dealt with quickly when it occurs.

The school’s house structure adds a second layer of belonging inside the larger institution. Houses are named after figures such as Brunel, Curie, Einstein, Kennedy, Mandela and Nightingale, and the house pages emphasise student leadership through house committees and participation. This can be a practical advantage in a large school, because house identity creates smaller communities for pastoral touchpoints and participation.

Since the school was built in 1969 and expanded its age range to include sixth form in 1975, it has been a long-standing Peterborough institution serving a broad cross section of the city. That breadth is explicitly recognised in the school’s own description of its intake and local communities served.

On headline GCSE indicators, outcomes sit slightly below England average overall, with progress broadly in line with the national picture. The school’s Attainment 8 score is 40.8 and its Progress 8 score is +0.03, which indicates that, on average, pupils make broadly typical progress from their starting points.

In FindMySchool’s proprietary rankings based on official data, the school is ranked 2,934th in England for GCSE outcomes and 12th locally within Peterborough. That places it below England average overall, and it suggests that local families should weigh the school’s wider offer and fit alongside results, particularly if they are comparing several Peterborough secondaries.

For EBacc, the average point score is 3.54 compared with an England average of 4.08, and 7.3% of pupils achieved grade 5 or above in the EBacc measure included here. Parents with children who are likely to follow a highly academic, EBacc heavy pathway should discuss subject routes and support early, particularly around language and humanities choices.

At A-level, the picture is more challenging against England averages. 32.08% of entries were graded A* to B, compared with an England average of 47.2%. At the very top end, 1.89% were A* and 7.55% were A. In FindMySchool’s proprietary A-level ranking based on official data, the school is ranked 2,101st in England and 14th locally in Peterborough.

What matters for parents is what sits behind those numbers. The latest inspection evidence describes a redesigned, ambitious curriculum and a defined structure for learning, with clear planning and strong explanations in many lessons, but also points to inconsistency in how assessment is used to check understanding and address misconceptions. That combination tends to produce variability between subjects and classes, so families should probe how the school supports consistency, particularly at GCSE and post 16.

The school’s curriculum story is best understood as a deliberate effort to standardise what is taught, when it is taught, and how knowledge builds across years. The latest inspection evidence describes subject specialists identifying key knowledge and sequencing it carefully, then teachers using those plans to design learning activities and explanations that connect new content to prior learning. The implication is a clearer baseline experience for most pupils, which is important in a school of this size.

Where the approach is strongest, students benefit from clear explanations, well chosen examples and structured support that helps them articulate answers and secure core knowledge. The improvement area is assessment practice, specifically identifying misconceptions across the class rather than relying on a small number of responses. For parents, the practical takeaway is to ask how teachers check understanding in your child’s subject set, what happens when gaps appear, and how quickly interventions are put in place.

Reading is a stated priority, framed as a gateway to the whole curriculum. The inspection evidence suggests multiple strategies are in place, but that support is not always precise enough to accelerate weaker readers quickly. In day to day terms, this matters most for students arriving in Year 7 below age related expectations, because it can affect access across subjects. Families should ask about screening on entry, targeted programmes, and how progress is tracked.

SEND support is described as inclusive in intent, with pupils following the same ambitious curriculum as peers and teachers adapting resources using detailed information on individual barriers to learning. The school also describes specialist support for pupils who are physically impaired and those who are deaf, with enhanced resources alongside mainstream integration for most learning time.

For many families, the deciding factor is whether the sixth form provides credible routes into university, apprenticeships and employment, and whether students are guided well enough to land those next steps.

For the 2023/24 leaver cohort (124 students), 62% progressed to university, 2% to apprenticeships and 16% moved into employment. A further 1% progressed to further education. These pathways suggest that, while university is the main route, the sixth form also supports practical transitions into work and training for a meaningful minority.

At the highest academic end, the most recent recorded Oxbridge cycle shows two Cambridge applications and one Cambridge place secured. That is not a volume pipeline, but it does indicate that top end applications are possible with the right student profile and support, particularly when combined with strong subject choice and sustained academic habits.

Careers education is described as structured, with students supported to make informed choices about the future. For parents, the best way to judge this is practical, ask what employer encounters look like, how personal guidance is delivered in Key Stage 4 and Key Stage 5, and how the school supports students who want apprenticeships alongside those targeting university.

Year 7 entry is coordinated by Peterborough City Council rather than directly by the school. For September 2026 entry, the first round ran from 12 September to 31 October 2025, with offers released on 2 March 2026. A second round runs from 1 November 2025 to 31 March 2026, with outcomes issued by letter by 1 May 2026 for second round applicants.

For oversubscription, the school’s published arrangements set out priority groups including children with an Education, Health and Care Plan naming the school, looked after children and previously looked after children, children in specified primary catchment areas, children of eligible staff, siblings, and children attending specified Keys Academies Trust primary schools. Remaining places are allocated by distance, measured in a straight line to the school. The Published Admission Number for Years 7 to 11 is 330, which reflects the school’s large intake and helps explain the breadth of provision on offer.

Sixth form admissions are handled by the trust as admissions authority. The sixth form capacity is stated as 300 across Years 12 and 13, with a Published Admission Number of 10 external places per year. For entry to A-level courses, the published minimum entry requirement is six GCSEs at grade 4 or above, including grade 4 in English Language and Mathematics, with higher subject specific requirements for some courses. Applications are made through UCAS Progress, and the school indicates that late applications are considered after on time external applicants where oversubscription criteria apply.

Open events matter, especially for a large school where day to day routines, corridor culture and subject leadership can vary. For the September 2026 Year 7 cycle, the council listed a Jack Hunt open day on 25 September 2025, and a post 16 open day on 13 November 2025. The practical implication is that open evenings typically cluster in late September for Year 7 and November for sixth form locally, but families should still confirm the current calendar directly.

FindMySchool tip: if you are weighing several Peterborough options, use the Local Hub comparison tool to view GCSE and A-level indicators side by side, then shortlist based on both outcomes and the feel of the school on visit.

Pastoral strength in a school of this scale usually depends on systems that work consistently rather than heroic individual effort. The school describes pastoral teams led by Heads of Year, a comprehensive personal, social, health and economic education programme, and a house structure designed to give students smaller communities inside a large setting.

The inspection evidence supports a picture of a school that has raised expectations for behaviour, with most pupils responding well and the majority of lessons proceeding without interruption. Where behaviour does disrupt learning, staff are described as dealing with it quickly and consistently. That matters for learning time, but it also matters for wellbeing, because predictability reduces anxiety for many students.

The report confirmed that safeguarding arrangements are effective.

For families with SEND needs, it is worth exploring how the inclusive curriculum approach works in practice for your child. The inspection evidence suggests teachers adapt effectively when they are using detailed information on individual barriers, and the school’s published admissions information also signals an established resource base for physical impairment and deaf students.

The extracurricular offer is strongest where it aligns with the school’s scale and facilities. Sport is a clear example. The school offers a Football Academy on Tuesdays (with separate sessions for younger years and older years) alongside after school netball and other team sports options. That matters because it provides regular, structured participation rather than one off events, and it suits students who benefit from routine and coaching as part of weekly life.

Facilities support that ambition. The sports hall is configured for multiple indoor activities and is equipped with eight basketball hoops, including two league standard hoops. Outdoors, there is an all weather 3G pitch available as a full pitch or in thirds, and there are two tennis courts and two netball courts. For students, this translates into more stable access to training and fixtures across seasons, and for parents it signals that PE and sport are supported by infrastructure rather than goodwill alone.

International education is another distinctive strand. The school reports receiving the British Council International School Award and describes a calendar that has included events such as Interfaith Week, World Hijab Day, International Mother Language Day, Fairtrade Fortnight and a whole school Diversity Day. It also reports delivering over 60 international themed activities across a school year. The implication for students is a community that actively teaches cultural literacy, which can be especially valuable in a diverse city setting.

The school also hires out substantial spaces for community use, including a main assembly hall that seats up to 300 and rooms used for activities ranging from meetings to dance and martial arts. This matters in a subtle way, it signals a school that is embedded in local life and accustomed to hosting events, performances and larger gatherings.

The published school day runs from tutor time at 8:40am to the end of lesson 6 at 3:10pm, with break 11:10am to 11:30am and lunch 1:30pm to 2:10pm. The school states that students experience 32.5 hours of learning time in a typical week.

As a secondary school, there is not a standard wraparound care model in the way parents may expect from primary, but there is a programme of lunchtime and after school clubs. Families who need early drop off or late pick up arrangements should clarify what is available for specific year groups.

For travel, the school notes that car park access is on Bradwell Road and that visitors check in via reception near the swimming pool area. Parking is also referenced as available on site for sports and community bookings, which is relevant for fixtures and evening events.

• Large school dynamics. With capacity for 1,950 pupils, scale brings breadth, but it can also mean that students need confidence, organisation and willingness to seek help when needed.

• Consistency in classroom checking and feedback. The most recent inspection evidence highlights variability in how well teachers assess understanding and address misconceptions. Ask specifically how this is being tightened, particularly in GCSE and sixth form subjects.

• Reading support precision. Reading is prioritised, but the same evidence indicates that support is not always precise enough to accelerate weaker readers quickly. This is particularly relevant for students entering Year 7 below expected reading levels.

• Sixth form external places are limited. The published admission number for external sixth form entry is 10 places per year, so external applicants should treat deadlines and subject availability seriously.

Jack Hunt School is a very large, comprehensive Peterborough secondary that combines clear behavioural routines and a strong inclusivity narrative with a renewed focus on curriculum structure. Outcomes sit below England average overall, but progress is broadly typical, and the school’s direction of travel is supported by evidence of calmer learning spaces and higher expectations. Best suited to students who value structure, benefit from scale and facilities, and are ready to engage with a purposeful school day, while families prioritising top end academic results may want to compare options carefully and probe subject level consistency.