Harton Academy Review 2026: A calm, structured secondary with an outstanding sixth form offer

Harton Academy is a large, mixed 11 to 18 academy in South Shields, with a strong emphasis on routines, behaviour, and an ambitious curriculum taught by subject specialists. The latest Ofsted inspection (6 and 7 February 2024) judged the school Good overall, with Outstanding grades for personal development and sixth form provision.

Leadership has recently changed. Mr Jon Skurr took up the role of Head Teacher on 1 January 2024 and is listed as CEO and Headteacher in official records. For families weighing local options, the combination of calm classrooms, a broad curriculum, and a sixth form that offers both academic depth and meaningful enrichment will be the main draw.

There is a clear, orderly tone to daily life here. Expectations are explicit, routines are embedded, and classrooms are described as calm, with respectful relationships between pupils and staff. Lessons are intended to be well structured and knowledge rich, with subject teachers encouraging accurate vocabulary and regular recall so that pupils can connect new learning to what they already know.

A distinctive feature is how strongly the school positions personal development, not as an add-on, but as a central strand. The school’s published vision frames its role in terms of aspiration, inclusion, and preparing young people to be responsible citizens, with personal, social, health and education topics embedded across school life. This matches the school’s own internal programmes, including a tiered Personal Development Award for Years 7 to 9, which sets clear expectations around volunteering, skills, physical activity, and challenge activities at increasing levels.

The physical set-up supports a “big school” experience. Sport and activity are prominent, helped by on-site facilities that include a swimming pool and a floodlit 3G pitch. The site also reflects the school’s history, with a “1936 building” referenced in school materials alongside later development of specialist spaces for science, technology and sixth form.

This is a secondary school with sixth form, so the picture is best read in two parts: GCSE outcomes and post-16 outcomes.

GCSE outcomes (FindMySchool ranking)

Harton Academy is ranked 1,971st in England for GCSE outcomes (FindMySchool ranking based on official data) and ranks 2nd in South Shields. On the core metrics provided, the school’s Attainment 8 score is 43.3. Progress 8 is -0.48, which indicates that, on average, progress is below the England benchmark for pupils with similar starting points. The proportion achieving grades 5 or above in the English Baccalaureate suite is 21.4%, with an average EBacc point score of 3.97.

In plain English, the GCSE data suggests a school that is competitive locally, with outcomes that sit in line with the middle 35% of schools in England (25th to 60th percentile) on this measure. The key priority for families is to look past any single headline and focus on fit, especially for pupils who may need more structured support to maximise progress.

A-level outcomes (FindMySchool ranking)

For A-levels, Harton is ranked 1,085th in England (FindMySchool ranking based on official data) and ranks 1st in South Shields. The grade breakdown provided shows 6.4% at A*, 17.1% at A, and 27.7% at B, with 51.2% of grades at A* to B. On the England comparator supplied, A* to B is above the England average (51.2% versus 47.2%), while A* to A is broadly in line (23.5% versus 23.6% when A* and A are combined).

For families focused on sixth form quality, the data points to a stronger post-16 profile than the GCSE progress figure alone might imply, which aligns with the school’s external evaluation of sixth form provision.

Parents comparing local performance can use the FindMySchool Local Hub pages to view GCSE and A-level indicators side by side with nearby schools, then shortlist based on both outcomes and admissions practicality.

Teaching is designed around subject expertise and structured delivery. The curriculum is described as broad and ambitious, with content mapped carefully so that key knowledge and vocabulary are identified within each unit and revisited through recap and re-teaching when needed.

Where this approach works well, pupils build understanding cumulatively across years. A concrete example cited in external evaluation is geography, where concepts such as pressure are revisited and extended across Key Stages 3, 4 and 5, moving from introductory work to more complex application over time. That “spiral” approach matters because it helps pupils who do not grasp a concept immediately to consolidate later, while still extending those ready for deeper work.

A realistic point for parents is that consistency of delivery has been highlighted as an area still being improved in some subjects. When lesson delivery is uneven, some groups, particularly disadvantaged pupils, are less likely to retain the most important knowledge securely. For families, the practical implication is to ask targeted questions at open events: how departments quality assure teaching, what targeted intervention looks like, and how the school checks that disadvantaged pupils are keeping pace.

Support for pupils with SEND is a clear strand. The school hosts a resourced provision to support pupils with speech, language and communication needs, alongside mainstream timetables and bespoke interventions. In day-to-day terms, this tends to mean that teachers receive clear guidance on needs and strategies, with additional sessions used where appropriate to build confidence, reading fluency, and access to the wider curriculum.

The sixth form is a key part of Harton’s offer, both in evaluation and in the school’s own published outcomes narrative.

From the school’s published A-level results messaging, over 75% of students were progressing to higher education, and more than 40% were securing places at Russell Group universities. This is a useful indicator for families who want evidence of ambitious progression, without assuming that every strong student must take the same route.

For Oxbridge specifically, the recorded numbers for the relevant measurement period show two applications, one offer, and one acceptance. In a large sixth form, that represents a small but real pipeline, typically best interpreted as “supported when appropriate” rather than a dominant feature of sixth form culture.

The wider sixth form experience is strongly shaped by enrichment. Sixth-form students are described as having access to additional courses such as British Sign Language qualifications and first-aid training, alongside a broader enrichment programme. This matters because it builds credible evidence for personal statements, apprenticeship applications, and employer interviews, not only exam grades.

Year 7 entry is Local Authority coordinated

Harton Academy has a Planned Admission Number (PAN) of 271 for Year 7. If applications exceed places, the published oversubscription sequence starts with pupils with an Education, Health and Care Plan naming the academy, then looked-after or previously looked-after children, then catchment residence, then sibling link, then distance to the main entrance measured in a straight line using the Local Authority’s geographic information system.

Deadlines for September 2026 entry

For South Tyneside residents applying for a Year 7 place for September 2026, the local application deadline is stated as 4.30pm on Friday 31 October 2025. Offer day is stated as Monday 2 March 2026.

Because distance is used as a tie-break in the published criteria, families should treat distance-to-gate as a practical planning variable. Parents should use the FindMySchoolMap Search to check their address positioning relative to the school gates and to sense-check the realism of a place, particularly if applying from outside the usual catchment area.

Sixth form entry

The sixth form has a stated capacity of 266, described as 133 per year group. Entry requirements depend on the chosen programme, but published thresholds include a minimum GCSE average point score of 5.5 from best eight GCSE results for level 3 courses, plus at least grade 4 in both English and Mathematics. Priority is given first to internal Year 11 students who meet requirements, then to other eligible applicants, with the same underlying criteria used if places need to be prioritised.

For September 2026 sixth form entry, the school publishes an application deadline of Saturday 31 January 2026, with late applications potentially still considered.

Pastoral support is described as well organised, with a committed team and multiple trusted adults available to pupils who need help. Bullying is not reported as widespread by most pupils, though a small number have experienced it, which is typical of a large secondary and reinforces the importance of clear reporting routes and consistent follow-up.

Behaviour expectations are a stated strength. The school operates calm, orderly social and learning spaces, and published routines extend to punctuality and structured intervention time within the school day. Ofsted confirmed that safeguarding arrangements are effective, and that leaders have strengthened training and internal systems for recording and acting on concerns.

A practical point for parents is to ask how pastoral systems interact with academic monitoring, particularly for disadvantaged pupils or pupils with SEND. In strong schools, these are not separate tracks; the best results come when form tutors, subject teachers, and specialist staff share a single picture of what is going well and what needs to change.

Extracurricular life at Harton is closely linked to personal development and character education rather than being treated as optional decoration. There is a strong practical offer in sport and physical activity, helped by facilities that include a 20m x 7m swimming pool, a floodlit 3G pitch, and indoor spaces used for fitness and sport.

The Duke of Edinburgh’s Award (DofE) is a genuine pillar. The school publishes DofE participation and updates across year groups, and external evaluation notes that participation is very high, supported by trips and wider volunteering opportunities. For pupils and students, the implication is clear: DofE here is not just about the expedition, it is a structured pathway that builds independence, teamwork, and credible evidence of commitment.

In the sixth form, enrichment is more formally built into the weekly rhythm. Examples on the sixth form enrichment pages include Film Club and football sessions coached through the Newcastle United Football Foundation, alongside placements and leadership experiences. The school also publicises overseas expeditions and trips across multiple years, which, when taken up, can shape confidence and maturity in ways that translate into better interviews, clearer goals, and stronger applications.

The school publishes a “new school day” timetable from September 2024, with Lesson 1 starting at 8.40am and structured time after lessons for enrichment from 3.10pm. Term dates for 2025/26 are published on the school site, which is useful for planning.

As a secondary school, wraparound childcare is not typically a core feature in the same way it is for primaries. The school does, however, place strong emphasis on after-school enrichment, which families should consider as the practical “end-of-day” option for supervised activities.

• GCSE progress picture: The Progress 8 score of -0.48 indicates below-average progress from starting points on the measure provided. For some pupils, the structured approach and intervention time may help; for others, families should ask how departments ensure consistency and how targeted support is delivered for disadvantaged pupils.

• Large-school experience: With a large roll and a broad offer, pupils who like variety and clear routines often thrive. Pupils who feel overwhelmed by scale should pay particular attention to pastoral structures, tutor systems, and transition arrangements.

• Catchment and distance criteria: The published criteria include catchment and then straight-line distance as a tie-break. If you are outside the normal catchment, the realistic chance of a place may be limited in some years. Use mapping tools and keep alternative preferences strong.

• Sixth form competitiveness by course: Entry requirements depend on course viability and demand, and some programmes will have higher thresholds than the minimum. Students should plan GCSE subject choices and effort with post-16 routes clearly in mind.

Harton Academy is at its strongest where structure, personal development, and post-16 ambition intersect. The school combines calm learning conditions with a sixth form offer that is consistently framed as outstanding, with enrichment that goes beyond generic clubs into qualifications, volunteering, and expedition opportunities. Best suited to pupils and students who respond well to clear routines, want a broad curriculum, and are likely to take up the wider opportunities, especially at sixth form. Securing the right place, at the right phase, is where families should focus their planning.