Thornhill Academy Review 2026: A rebuilding school with a clear inclusivity mission

Change is a defining theme here. A government-backed rebuild is planned for a school building dating from the mid-1960s, alongside a larger push to sharpen routines, raise expectations and stabilise outcomes.

Leadership has also moved decisively. Liam Clark is the current Principal, with his term recorded from 01 September 2025, after previously serving as Deputy Head. That timeline matters because the school has been on a measurable improvement journey since 2022, culminating in a Good inspection outcome in May 2024.

Thornhill serves Sunderland families as a mixed 11 to 16 secondary. It positions itself as “family-sized”, placing emphasis on students being known well, and on ensuring pupils joining mid-year, including those new to the country, settle quickly and safely.

The most distinctive aspect of Thornhill’s day-to-day character is how explicitly it is built around inclusion and mobility. The school’s most recent inspection notes that many pupils join at different points in the year, often from overseas, and that students value the diversity of cultures within the community. That context changes what “pastoral” means in practice. It is not only about supporting the small minority in crisis, it is about making arrival, belonging and stability work for a larger share of the roll than in many schools.

The routines are structured and deliberately used as a stabilising mechanism. The published day model includes form time, a daily afternoon reading slot, and an extended period after 15:05 for Years 10 and 11. This is a school trying to build consistency through timetable architecture, not just through policy documents.

There is also a clear attempt to make pupils’ voice and leadership visible. A student council is an established feature, and the inspection narrative links this to pupils feeling they can influence change. For families, the practical implication is that Thornhill’s culture is not framed as “you fit in or you do not”. It is framed as a community that expects students to contribute, with adult systems in place when they struggle.

On FindMySchool’s GCSE outcomes ranking (based on official data), Thornhill is ranked 3,193rd in England and 13th in Sunderland. This places it below England average, within the lower-performing 40% of secondary schools nationally.

The attainment profile shows:

• Attainment 8 score: 39.2

• Progress 8 score: -0.4

• EBacc average point score: 3.21, compared with an England benchmark of 4.08

• Percentage achieving grade 5 or above in the EBacc: 6.9

Interpreting this for parents: the negative Progress 8 figure indicates that, on average, pupils make less progress than pupils with similar starting points nationally. The EBacc point score being well below the England benchmark points to a particular challenge in sustaining strong outcomes across the full EBacc suite.

There is an important contextual caveat that is officially recognised. The school’s May 2024 inspection notes that historical examination outcomes do not reflect the improving curriculum, and that outcomes are negatively affected by high pupil mobility. For families deciding whether to back the school’s direction of travel, this is the key tension: a school that is structurally improving, with outcomes still catching up.

If you are comparing options locally, FindMySchool’s Local Hub and Comparison Tool are particularly useful here, because the headline ranking can be understood alongside other Sunderland schools with similar intakes.

Curriculum ambition is a stated priority, and the inspection narrative describes a wide range of subjects and qualifications intended to support progression to the next stage. The practical strength, especially for a school with a mobile roll, is the focus on building secure foundational knowledge and clear lesson routines.

At the same time, there is a specific improvement point that matters for classroom experience. The May 2024 inspection identifies that learning routines are not consistently embedded across all teaching, and that pupils can sometimes be moved on before they are ready, without enough practice to secure understanding. In parent terms, that can show up as variability between subjects or classes, even when the whole-school direction is positive.

Reading is treated as a whole-school lever rather than a departmental add-on. The inspection describes phonics being used appropriately for weaker readers, daily reading for pleasure, and class libraries. This is complemented by the school’s published timetable, which includes dedicated afternoon reading time.

Support for English as an Additional Language is unusually explicit. A dedicated EAL team is referenced in the inspection, guiding teachers on resources and strategies for students at early stages of English acquisition. For families where English is not the first language, that is a concrete indicator of capability, not just intent.

As an 11 to 16 school, Thornhill’s key destination moment is post-16. The school’s careers programme is positioned as a whole-school entitlement for Years 7 to 11, with a focus on employability, enterprise and financial capability, rather than limiting careers work to Year 11 only.

The inspection notes that personal development and careers work has been reshaped since the prior inspection cycle, and that the school places emphasis on ensuring pupils are prepared for next steps. Practical examples on the website and in school communications include careers events, a Careers Café, and links with employers and further education providers through structured encounters.

For families, the implication is straightforward. If your child is likely to remain in education or training to 18, you should evaluate Thornhill not only on GCSE delivery, but on how effectively it supports transitions to Sunderland’s sixth form and college options. Ask specifically about: guidance interviews, taster experiences, and how the school handles post-16 applications for students joining mid-year.

Admissions are local-authority coordinated for normal Year 7 entry, with the school’s own admissions policy confirming applications are made through Sunderland’s system. The published admissions number for Year 7 entry in September 2026 is up to 210 pupils.

If oversubscribed, the policy sets out an ordered set of priorities, including children with an Education, Health and Care Plan naming the school, looked-after and previously looked-after children, attendance at designated cluster junior or primary schools, sibling links, exceptional medical or psychological reasons, then other applicants. Where a tie-break is required, the policy states priority by the shortest safe walking route to the main entrance, using the local authority’s GIS measurement.

For September 2026 Year 7 entry, Sunderland’s published application window runs from early September 2025 to 31 October 2025, with National Offer Day on 02 March 2026. The school also highlights the same closing deadline for applications.

Open events can be a helpful way to assess fit, particularly around behaviour routines, reading culture and pastoral support. A prominent recent example was an open evening scheduled for 09 September 2025, which suggests early September is a typical timing.

Parents considering this option should use FindMySchoolMap Search to understand realistic travel time and, where relevant, how address proximity might interact with oversubscription and the walking-route tie-break.

Pastoral care is shaped by the realities of mobility, EAL need and the challenges families can face. The inspection describes staff building a respectful environment where pupils feel safe, and notes the presence of clear support systems so pupils know there is an adult they trust.

Attendance is treated as a central operational priority, with published expectations and monitoring systems, plus explicit use of external partners to support improvement. The timetable and policy framework also point to structured intervention time after the main day for Year 11, a common approach when schools are serious about exam readiness and closing gaps.

SEND identification and staff training are specifically referenced in the inspection, with the judgement that pupils with SEND are supported to learn well. This is reinforced by the leadership structure, which includes a designated SENDCO role at assistant principal level.

The latest Ofsted inspection confirmed that safeguarding arrangements are effective.

Thornhill frames enrichment as a mechanism for confidence, resilience and employability, not as a “nice extra”. The school describes co-curricular as updated half-termly, encouraging students to participate weekly, and linking activity to values and opportunity.

The strongest evidence of breadth comes from named examples. On the school’s own co-curricular overview, specific academic and cultural activities mentioned include STEM club, a Holocaust Memorial Committee, Drama club and “Going for Grade 9!” sessions. These are the kinds of programmes that tend to support two groups who often need different things: high attainers seeking stretch, and students who benefit from structured catch-up and exam practice.

School communications also list practical, student-facing clubs, including Careers Café, Handbell Club, a Charity Club, Coding Club, Debate Club, and a Puzzle Club, alongside sport options such as netball, football, badminton and cricket. For many families, the key implication is equity of access. Where clubs sit at lunchtime or within the school day, as the inspection notes, participation is less dependent on parents being able to collect late or pay for travel.

The school is also developing new strands, including references to a Cricket Academy in open-event messaging. This is worth probing at open evenings: is it a structured pathway with coaching and fixtures, or an emerging offer at early stage.

The published school day runs from 08:35 to 15:05, with an afternoon reading slot built in, and an extended period for Years 10 and 11 running to 16:45. For families planning logistics, that extended day can be an advantage for supervised study, but it also changes transport and after-school arrangements for older students.

There is evidence of breakfast provision in policy documentation, with breakfast time referenced ahead of registration.

On travel, the school explicitly positions itself as accessible by Metro and bus routes, a useful consideration for families travelling across Sunderland rather than living within a narrow radius.

• Outcomes are still catching up. The school’s Progress 8 score of -0.4 indicates below-average progress from students’ starting points, and the FindMySchool GCSE ranking places the school below England average. Families should ask how intervention time and teaching routines are being used to close gaps.

• Consistency across classrooms remains a priority. The May 2024 inspection identifies that learning routines are not yet consistently embedded, with pupils sometimes moved on before understanding is secure. This can matter for students who need repetition and structured practice to thrive.

• High pupil mobility is a genuine factor. The school experiences substantial in-year movement and a high proportion of pupils with English as an additional language, which can shape peer stability and class dynamics. For some children this is enriching; for others it may require more active pastoral support.

• No sixth form. Post-16 progression is a planned transition rather than an internal step. That can suit students who want a fresh start at college or sixth form, but it may not suit those who prefer continuity into Year 12.

Thornhill Academy is best understood as a school in active rebuild, both physically and academically. The May 2024 Good judgement, the emphasis on reading and structured routines, and the explicit EAL and SEND capacity all point to a school with a clear improvement strategy and a strong inclusivity mission.

It will suit families who value a diverse, community-oriented environment, want strong pastoral structures for students who may be new to the area or new to English, and are willing to engage closely with the school’s improvement journey. For families seeking consistently high academic outcomes today, the most important due diligence is to test how consistently teaching routines are embedded across subjects, and how the extended day is translating into measurable progress.