The Thomas Alleyne Academy Review 2026: Nearly Five Centuries of Education in Stevenage

When Thomas Alleyne, a sixteenth-century rector of Stevenage, drew up his will in 1558, he endowed three schools across England. Nearly five centuries later, the school bearing his name continues to serve the community from its original site on High Street in Stevenage Old Town. Today, around 1,000 students aged 11 to 18 study here across a thriving mixed academy. The most recent Ofsted inspection in October 2024 confirmed the school's Good status while specifically praising its outstanding leadership and management. In the 2025 GCSE dataset, performance places the academy in the middle tier nationally, with an Attainment 8 score of 48, reflecting solid achievement.

The Thomas Alleyne Academy occupies a site with tangible history. The Grade II* listed reception building, recently renovated from a disused structure, anchors the front; behind it stretch modern teaching spaces, sports facilities, and dramatic performance spaces. The school is part of Hart Schools Trust, a multi-academy partnership that has allowed greater autonomy over finances and curriculum since academy conversion in 2013. Headteacher Mark Lewis, who leads the school, is also managing director of the trust.

The academy's motto is "Achieving excellence through personal growth," a phrase that shapes daily culture. Staff engagement is notably high, with 97% reporting they enjoy their work and have gained new skills. Behaviour is calm and purposeful. Students describe lessons as engaging and appreciate the range of subjects available. The atmosphere reflects what inspectors noted: that this is a happy, caring, and secure community where success is expected and celebrated.

Historically, the school has notable connections. Francis Cammaerts, who served as headmaster from 1952 to 1961, was a decorated SOE (Special Operations Executive) agent during World War II and a French Resistance leader. He was also the uncle of the celebrated author Michael Morpurgo, who based a fictional story, In the Mouth of the Wolf, on his uncle's wartime experiences. The school occupies a building with an industrial heritage too: the Vincent motorcycle factory operated from the current reception building between 1928 and 1955, manufacturing the legendary Vincent Black Lightning — now a collector's item commanding six-figure sums at auction.

GCSE Performance

In the 2025 GCSE dataset, students achieved an Attainment 8 score of 48, placing the school 1,498th out of 3,895 schools nationally for academic performance. This represents solid, stable performance. For English and mathematics combined, 70.3% achieved standard passes at grades 9-4 and 52.6% achieved strong passes at grades 9-5.

For the critical combination of English and Mathematics, 70.3% of pupils achieved standard passes (grades 9-4) in both subjects, while 52.6% achieved strong passes at grades 9-5. Progress 8 showed students making progress in line with their starting points (score of +0.04), indicating the school effectively supports learners across the ability range.

The school ranks 3rd locally among Stevenage secondaries and 1,498th out of 3,895 schools nationally for GCSE academic performance, within the national typical band.

A-Level Performance

In the sixth form, students achieved an A*-B range of 50% in the 2025 A-level dataset. This indicates A-level performance sits in a steady middle range, and the school provides a valuable pathway for internal progression and for students joining from other schools. The school ranks 4th locally for sixth-form outcomes.

Teaching is structured and knowledge-focused. Curriculum refinements since the last inspection have improved knowledge retention, with more students now attaining the English Baccalaureate than previously. In each subject, knowledge is logically sequenced. Teachers deliver content effectively and create enriching learning opportunities that help students build understanding over time. Regular checks on student understanding allow teachers to identify who needs additional support or practice.

The school maintains historic links with Cambridge University, using these connections to inspire its most academically able students. A dedicated partnership with North Hertfordshire College supports sixth form provision and post-16 pathways. Careers advice is described as highly effective, supported by strong local connections with employers and charities that help students build confidence and explore ambitious future paths.

In the 2023-24 cohort, 48% of leavers progressed to university, 6% entered further education, 13% began apprenticeships, and 26% moved directly into employment. The sixth form operates in partnership, providing a good range of A-level and technical courses that prepare students for multiple pathways beyond school.

For sixth form leavers, destinations are mixed. While specific university breakdowns are not published by the school, the sixth form's emphasis on progression supports movement into higher education, vocational training, and employment across a range of sectors.

Entry at Year 7 is highly competitive. In the most recent data, the school received 508 applications for 169 places (3.01 applications per place), making it oversubscribed. Places are allocated according to the school's published admissions policy; families can check the Hertfordshire County Council website for detailed criteria and the school's own admissions rules.

The school is its own admitting authority as an academy. Open evenings typically occur in September; the school website provides specific dates each year. Tours of the school run on weekday mornings during term time. Registration for Year 7 entry occurs in September of the preceding year, with results released in spring.

The academy serves a broad catchment covering Stevenage and surrounding areas including Aston, Benington, Datchworth, Graveley, Great Ashby, Knebworth, Langley, and Wymondley.

The school prioritises student wellbeing and safety. Ofsted confirmed that safeguarding measures are effective. Disabled students and those with special educational needs achieve well, receiving appropriate support and resources to thrive academically. Behaviour management is consistent and fair, with staff trained to identify and respond quickly to bullying or concerns.

Parent feedback from Ofsted Parent View (2024) shows strong agreement that students are happy and feel safe. 86% of respondents agreed their child is happy at school; 87% confirmed their child feels safe. When families raise concerns, the school deals with these promptly and properly. Staff wellbeing is actively managed by leaders, creating a supportive working environment that reflects in student experiences.

Extracurricular life is purposeful and varied, with a wide range of clubs, societies, and sporting fixtures running throughout the year. The school does not simply offer activities; it cultivates genuine engagement across creative, sporting, and intellectual pursuits.

Sports

Sports run both before and after school, with competitive fixtures both home and away. Rugby teams have toured France. Netball and rugby teams are highly active in regional competition. Additional sports offered include hockey, football, basketball, badminton, and table tennis. The school has excellent facilities: a sports hall, gymnasium, three large fields, and access to pitches for competitive matches. The outdoor programme includes Duke of Edinburgh Award schemes and competitive team sports at local and regional levels.

Performing Arts

Drama is central to school life. The academy has two dedicated drama studios plus a main performance space with seating for up to 250 people. Recent renovations have upgraded lighting and sound systems. The main theatre features raked seating and professional lighting control. Thomas Alleyne Performing Arts Society (TAPAS) produces regular shows; recent major productions have included musical theatre. Students in younger years encounter drama through curriculum lessons; older students can specialise and reach performance standard for A-level.

Music

The academy offers instrumental and vocal lessons through Hertfordshire Music Service, available during and outside the school day. Students can learn at the school's music centres or at the academy itself. Regular ensemble opportunities exist, though specific ensemble names are not detailed on the public-facing enrichment pages. Music remains part of whole-school life through assemblies and performance opportunities.

STEM and Technology

Science Club provides hands-on experiences with equipment not typically used in standard lessons. Over a school year, pupils work on mini-projects spanning all three sciences, earning British Science Association CREST Discovery or Bronze awards and STEM Club certificates. This bridges between curiosity and qualification.

Design Ventura offers a project-based challenge where students create products to meet a design brief, then compete with other schools in the national Design Ventura Challenge. Winning designs are manufactured and sold in the Design Museum shop in London — a tangible outcome that motivates genuine engineering thinking.

Clubs and Societies

Beyond these pillars, the school runs a rich array of smaller clubs. The Eco-Committee brings together environmentally minded students from all year groups to improve the school's sustainability and tackle local, national, and international environmental issues. Film Club meets after school on Tuesdays; Gaming Club runs on Wednesdays. Hispanic Club offers conversational Spanish for learners at all levels. Writing Club combines remote field trips, short-film analysis, and creative discussion. Book Club develops appreciation for literature through group reading and discussion. Art Club explores diverse media and creative career paths in fashion, film, crafts, advertising, and design. Ukulele Club offers instrumental tuition in a small group setting.

A Student Parliament ensures pupils have genuine voice in school decisions. The school also partners with Lewis Hamilton's Mission 44 initiative on the Pioneering Young STEM Futures programme, providing access to local STEM jobs and career pathways for young people from Stevenage.

School day

8:50am to 3:20pm.

Facilities

The academy houses a sports hall, gymnasium, main hall seating 250, a conference centre, three large fields, two drama studios, and numerous classrooms. Recent capital improvements include LED lighting (2017) and conversion to biomass heating fuelled by sustainably sourced wood pellets.

Transport

The school is situated on Stevenage High Street, close to the town centre. The East Coast Main Line runs approximately 200 metres to the east. Local bus services connect the school to surrounding areas. Parking is available on-site for staff and visitors.

Highly competitive entry. With over three applications per place, securing a Year 7 spot is challenging. Families living outside the school's priority areas may struggle to gain admission. Check admissions criteria carefully and consider alternative secondaries as backup options.

Middle-tier performance. While solid, GCSE attainment sits in the national middle tier rather than the top tier. Families seeking a school near the top nationally may wish to explore selective grammars or high-performing comprehensives. The school serves students across the full ability range, which is reflected in results.

Sixth form in partnership. The post-16 phase operates in collaboration with North Hertfordshire College rather than as a standalone sixth form. This partnership model works well for many students but differs from single-site sixth forms. Students should understand the timetable and any travel involved between partner sites.

Admissions timeline. Registration occurs in September; results are released in spring. Late applications may miss the deadline. Check the Hertfordshire County Council website and the school's own admissions page for precise dates each year.

The Thomas Alleyne Academy is a deeply rooted school with nearly half a millennium of educational history behind it. It serves its Stevenage community well, offering a stable, supportive environment where students of varying abilities can progress. Teaching is sound and progressively more ambitious. Behaviour and safety are strong. Extracurricular life is genuinely rich, from serious performing arts productions to hands-on science clubs to competitive sports.

The school is best suited to families living within or near the academy's catchment who value a comprehensive, mixed-ability intake and community-focused secondary education. It works particularly well for students who thrive in a supportive, structured environment and want access to a broad range of clubs and activities beyond traditional academics. The main barrier to entry is simply demand; places are keenly contested. For those who secure admission, the academy delivers on its motto: achievement through personal growth.