Leigh Academy Hundred of Hoo

A two-storey languages block opened for modern foreign languages, a visible sign of investment that links directly to the Academy’s International Baccalaureate (IB) influenced approach and its growing emphasis on language learning.

This is an all-through state academy in Hoo, Medway, taking pupils from Reception through to sixth form. The structure is split into primary and secondary leadership, with a Primary Principal and a Secondary Principal.

The headline judgement remains Good, with the most recent inspection (March 2024) indicating the evidence could support a higher grade at a future graded inspection.

As an all-through setting, the strongest draw is continuity. Families can secure a single school journey from age 4 to 18, with an academic model shaped by the IB Primary Years Programme and Middle Years Programme.

The Academy places significant weight on routines, consistency and an orderly learning climate. Classrooms are described as calm, and there is structured support for pupils who find behaviour regulation difficult, so that learning is protected for everyone.

A defining feature is expectation, not just around academic work, but around how pupils participate. Pupils are expected to contribute in discussions, including those with special educational needs and disabilities, with staff support designed to help them participate rather than opt out.

The IB thread shapes the tone. The curriculum is designed to connect learning across subjects, helping pupils speak confidently about how ideas relate across different disciplines. That cross-curricular emphasis tends to suit pupils who like seeing the bigger picture, and it can also help those who need repeated links and reinforcement between topics.

On leadership, the Academy’s model is explicitly phase-led. Mr Carl Guerin-Hassett is Secondary Principal and Mr Mike Etheridge is Primary Principal. Mr Guerin-Hassett moved into the principal role in 2020, after serving as a deputy principal within the same trust network.

Because this is all-through, it is best assessed in three layers: primary attainment, GCSE outcomes, and sixth form outcomes.

Primary (Key Stage 2)

In the current FindMySchool ranking based on official data, the Academy is ranked 5,150th out of 14,978 primary schools in England for academic outcomes and 6th in the Rochester area for primary outcomes.

At the expected standard in reading, writing and mathematics combined, 80% of pupils met the benchmark. At the higher standard, 20% achieved greater depth across reading, writing and mathematics.

Scaled scores are also solid, with reading 105 and mathematics 105. In practical terms, that profile points to a primary phase that is producing broadly secure attainment for most pupils, with a meaningful higher-attaining group.

GCSE

At secondary, outcomes are more mixed. Attainment 8 is 43.2 and Progress 8 is -0.07, indicating progress close to England average but slightly below.

In the current FindMySchool ranking based on official data, the Academy is ranked 3,857th out of 3,895 schools in England for GCSE academic outcomes. The Rochester secondary hub lists it 6th locally, with an overall England rank of 2,130th, so the profile remains mixed with scope for improvement in headline GCSE measures.

EBacc measures reinforce that picture. The average EBacc APS is 4.0. Achievement in grades 5 and above in the EBacc is 11%, which suggests the EBacc pathway is not yet a dominant route for most students.

Sixth form (A-levels)

A-level outcomes, on the available measures, remain modest. A*-B is 30%, A* is 0%, and the current dataset records 95 A-level exam entries.

In the current FindMySchool ranking, the sixth form is ranked 2,348th out of 2,549 schools in England for A-level academic outcomes. The Rochester sixth-form hub lists it 6th locally, with an overall England rank of 2,012th.

The implication for families is straightforward. If your child is strongly academic and sixth form results are the decisive factor, you will want to interrogate subject-level performance and pathways carefully at open events. If your priorities include a structured all-through journey, an orderly environment and a strong personal development programme, the overall model may still suit well.

A major strength is curriculum coherence. The curriculum is designed to run seamlessly from Reception through to sixth form, with the IB used as a practical organising framework. The payoff is that pupils are encouraged to link learning across disciplines rather than treating each subject as an isolated unit.

Reading is treated as a foundational priority from the start of school. Early language modelling begins in Reception and, where pupils struggle, intervention is timely and matched to need. That approach is described as continuing into secondary where required, supporting pupils to read with confidence and enjoyment.

Classroom practice emphasises clear explanations, probing questioning and quick identification of misconceptions. Assessment is used frequently, with an explicit effort to avoid creating unnecessary workload for staff through the way feedback is delivered.

A specific feature of the secondary timetable is five one-hour teaching periods, delivered over a two-week cycle. There is also an additional end-of-day period used for intervention, enrichment and clubs, with compulsory participation for Year 11.

The sixth form route is designed for both internal progression and external applicants. Sixth form entry requirements include five GCSEs at grade 5, including English and mathematics, alongside course eligibility requirements.

For broader destinations, the most recent published leaver data (cohort size 64) indicates that 39% progressed to university, 9% to apprenticeships and 36% to employment. This suggests a mixed set of post-18 pathways, with a meaningful employment route alongside higher education.

Careers education is a clear pillar within the secondary phase, including work experience opportunities and structured advice, with targeted support and life skills for sixth form students.

Admissions are shaped by being all-through, but still include separate entry points.

Reception

Reception entry is coordinated through the usual local authority process. For the September 2027 intake, Medway's published timetable shows primary applications opening on 01 September 2026 and closing on 15 January 2027, with offers on 16 April 2027.

Year 7

Year 7 entry is also local authority coordinated. For the September 2027 intake, the secondary admissions timetable opens on 13 May 2026 and closes on 31 October 2026, with offers issued on 01 March 2027 via Medway Council, and a published acceptance deadline of 12 March 2027.

Demand is material at both phases. For Reception, there were 152 applications for 60 offers, which equates to 2.53 applications per place, and the intake is classified as oversubscribed. For Year 7, there were 554 applications for 291 offers, around 1.9 applications per place, again oversubscribed.

All-through continuity

A key practical advantage is that pupils who start in the primary phase can continue into the secondary phase within the same all-through academy structure. For families prioritising stability and a single community, that continuity is often decisive.

Open events

For Year 7 entry, families should use the current admissions timetable and check the Academy's current listings for open-event dates, tour arrangements, and booking details before applying.

To sense-check catchment practicality, families should use the FindMySchool Map Search to compare home-to-school distance with recent allocation patterns, then validate details directly with the local authority before relying on proximity.

Pastoral systems are closely tied to behaviour consistency and inclusive participation. The Academy has put in place intensive support for pupils who struggle with self-regulation, which reduces disruption and supports calmer classrooms.

There is also a specifically resourced provision for pupils with autism, with published capacity for 46 pupils. For families seeking mainstream education with additional structured support, that inclusion model can be a strong fit, provided the placement aligns with the pupil’s needs.

Safeguarding is confirmed as effective in the most recent inspection.

Co-curricular life is organised to be frequent and accessible. Inter-college competitions run regularly across a broad mix of activities, from sports and chess to debates and poetry, with points contributing to a larger house or college competition structure.

The Academy also lists a schedule of named clubs. Examples include Maths Club, Chess Club, Lego Club, Pride Club, and a Film and Creative Writing Club. Food Tech Club is also offered with controlled session sizes, alongside Dance Club in a designated performance space.

Academic support also sits within this wider offer. A Homework Club runs after school Monday to Thursday for one hour, and on Friday for half an hour, based in the Technology department.

A concrete facilities marker is the new two-storey languages block, opened as a dedicated modern foreign languages teaching space, with additional facilities designed to improve accessibility and support student wellbeing.

This is a state school with no tuition fees.

Primary pupils arrive 8:30am to 8:45am, with the day ending at 3:15pm. Secondary students arrive 7:50am to 8:25am, with the main day ending at 3:00pm Monday, Tuesday, Thursday and Friday, and at 2:00pm on Wednesday.

Wraparound care is published for the primary phase. Breakfast club runs 7:45am to 8:30am and after-school provision runs 3:05pm to 6:00pm. Breakfast club is priced at £3.50 per day and after-school provision at £13 per session, both including food.

For driving, the Academy highlights a managed drop-off system for primary, and flags limited on-site parking at peak times, encouraging families to reduce congestion where possible.

• GCSE and A-level headline measures. Secondary and sixth form outcomes sit below England averages on key published indicators, including Attainment 8 and A*-B at A-level. Families with highly academic pathways in mind should ask for subject-level patterns and sixth form progression routes.

• Demand for places. Both Reception and Year 7 are oversubscribed in the most recent published admissions figures. Put simply, this is not a low-pressure admissions environment, especially at Reception.

• IB approach is not everyone’s preference. The cross-subject emphasis and IB framing can work well for curious, reflective learners, but some students prefer a more traditional subject silo approach. A tour and a curriculum discussion will clarify fit quickly.

• Later-stage outcomes vary. Leaver destinations show a broad mix across university, apprenticeships and employment. That can be a strength if you want multiple credible routes, but it also means you should check how well your child’s intended route is supported in practice.

The Hundred of Hoo Academy offers something many families actively seek: an all-through, structured education from age 4 to 18, underpinned by an IB-influenced curriculum and a strong focus on calm, consistent routines. The latest inspection supports the view that daily culture and curriculum intent are strong, with safeguarding confirmed as effective.

Best suited to families who value continuity, an orderly learning environment, and a curriculum built around connections between subjects. Those prioritising the very strongest GCSE and A-level headline outcomes should probe sixth form routes and subject-level performance carefully before committing. Families comparing local options can use the FindMySchool Local Hub comparison tools to weigh outcomes alongside admissions demand.