Three Rivers Academy Review 2026: A modern Hersham secondary with clear routines and strong personal development

A relatively young school by Surrey standards, Three Rivers Academy opened as a fresh start academy in September 2016, then moved into a new building in February 2018, bringing with it sizeable sports, drama, dance and music facilities that are also used by local community organisations outside school hours.

Leadership is stable. The current Principal is Miss Barbara Mayaire, who took up post in April 2021.

The school is part of The Howard Partnership Trust, and it serves students from Year 7 to Year 13. The most recent Ofsted inspection, carried out on 15 and 16 October 2024, graded each area as Good, including sixth form provision.

Three Rivers Academy presents as a school that leans on clarity and structure rather than tradition. The timetable published for the current pattern, applicable from September 2025, shows a deliberately full day, with breakfast available from 08.00, registration at 08.30, the core day finishing at 15.00, and an extended day running until 16.00. For families, that matters because it signals predictable routines and time for supervised enrichment or academic catch up at the end of the day, without relying on informal arrangements.

The school’s self-description emphasises inclusive expectations and modern facilities. The more useful question for parents is what that means for a child on an ordinary Tuesday. The evidence points to an environment where pupils feel secure, behaviour is generally orderly, and sixth form students are expected to model maturity for younger year groups. The presence of structured personal, social and health education through the school’s Aware lessons is another marker of this approach, with a stated focus on practical knowledge for modern life and student leadership opportunities.

For families weighing pastoral culture, Three Rivers uses a year-based pastoral system with a clear chain of support: Year Leads backed by Deputy Year Leaders, Pastoral Year Managers and tutor teams. The practical implication is that most concerns have an obvious first point of contact, while more complex issues can be escalated without improvisation.

Three Rivers is not positioned, on published outcomes, as a headline results school. The published figures suggest it sits closer to the middle of the England distribution at GCSE, with a weaker sixth form grade profile, although the wider curriculum and vocational mix may be part of that picture.

GCSE performance and ranking

Ranked 2,461st in England and 1st in Walton-on-Thames for GCSE outcomes (FindMySchool ranking based on official data), the school’s performance aligns with the middle 35% of schools in England (25th to 60th percentile).

Within the underlying measures, the school’s average Attainment 8 score is 43.1, and Progress 8 is -0.67, indicating students, on average, make below-average progress from their starting points compared with similar pupils nationally. EBacc measures are also low on the available indicators, with 12.4% achieving grade 5 or above in the EBacc element reported here, and an EBacc average point score of 3.74.

These figures matter because they point to a school where strong outcomes are more likely to depend on the individual child’s engagement, attendance, and the fit between subject offer and student strengths, rather than a uniformly high-performing cohort. (All figures in this paragraph are from the provided dataset.)

Sixth form performance and ranking

For A-level outcomes, the school is ranked 2,191st in England and 1st in Walton-on-Thames (FindMySchool ranking based on official data). This places it below England average overall, within the bottom 40% by percentile position.

The grade profile reported shows 2.34% A*, 5.47% A, and 28.91% A* to B. England averages are 23.6% A* to A and 47.2% A* to B, which gives parents a clear benchmark for how selective a sixth form might feel academically, and how much independent study is likely to be required to hit top grades. (All figures in this paragraph are from the provided dataset.)

How to use this sensibly as a parent: if your child is aiming for a highly competitive university pathway, you will want to probe subject-by-subject outcomes, the proportion of students taking vocational routes, and what academic support looks like in practice. The school’s published emphasis on academic mentoring and future pathways indicates that structured guidance exists, which can be particularly important where outcomes are uneven.

For comparisons with nearby schools, the FindMySchool Local Hub comparison tool is the fastest way to view GCSE and sixth form outcomes side by side.

Three Rivers describes itself as ambitious and inclusive, and the stronger evidence supports that the curriculum offer is broad and balanced, spanning both academic and vocational subjects, with a particular focus on reading as a cross-curricular priority and explicit support for pupils who have fallen behind.

A useful way to interpret the school’s academic story is to split it by key stage. In Key Stage 4 and Key Stage 5, checks on learning are described as stronger, and the sixth form curriculum is highlighted as broad, including options that support re-takes in English and mathematics in Year 12. The implication is that students who need a second chance, or who improve markedly as they mature, may find the post-16 phase more structured than they expect, especially where re-take pathways are taken seriously.

The area that needs the closest scrutiny for parents of younger students is Key Stage 3. The evidence points to variability in how consistently teachers check whether pupils have learned and remembered key knowledge in Years 7 to 9, and this can translate into gaps that are harder to close later. If your child thrives when teachers spot misunderstandings quickly, it is worth asking how assessment works in each subject at Key Stage 3, and how the school intervenes when early gaps appear.

Where Students Go Next

For many families, destinations are less about prestige and more about clarity of routes. The published destination data for the 2023 to 2024 leaver cohort (cohort size 68) shows 49% progressing to university, 1% starting apprenticeships, and 24% entering employment. This indicates a mixed exit profile, with a substantial proportion moving directly into work rather than higher education. (All figures in this paragraph are from the provided dataset.)

On elite university pathways, the Oxbridge figures are modest: five applications in the reported period, with no offers or acceptances recorded. That is not unusual for a school with a mixed-ability comprehensive intake and a smaller cohort targeting Oxford or Cambridge, but it is a signal to families that the Oxbridge route is not a defining feature here. (All figures in this paragraph are from the provided dataset.)

Where Three Rivers does differentiate itself is in applied pathways connected to sport and vocational study. The sixth form promotes an American-style Sports Academy model alongside A-levels and vocational courses, currently in football and basketball. In practice, that means timetabling and coaching structures designed around both performance and study, which can be a strong fit for student-athletes who need a coherent plan rather than ad hoc training around lessons.

For families thinking longer term, the school’s Academic Mentoring and Future Pathways programme is framed as ongoing guidance across Years 12 and 13, supporting decisions about university, apprenticeships and employment. The value of this kind of programme is not in glossy statements, but in consistent one-to-one conversations and application support, particularly for first-generation university applicants.

Year 7 entry is coordinated through Surrey’s normal admissions process, with Three Rivers Academy’s Published Admission Number (PAN) set at 210 for September 2026 entry. To be treated as on-time for that intake, applications must be submitted to a child’s home local authority by 31 October 2025.

Surrey’s published timeline for secondary admissions confirms the key dates for the September 2026 round. Applications open from 1 September 2025, the on-time deadline is 31 October 2025, and Surrey notifies outcomes in the evening of 2 March 2026 for applicants who applied through Surrey.

Within the school’s own admissions arrangements, it is clear that the academy trust is the admissions authority and does not select by ability. Oversubscription is resolved using published criteria and a distance tie-break where required. If you are moving house and are considering relying on a place, use FindMySchoolMap Search to check realistic travel distances and to avoid assumptions based on postcode alone.

Sixth form admissions

For September 2026 entry, the school invites both internal and external applications. The admissions arrangements document sets an external Year 12 PAN of 20 for students joining the school for the first time, with the note that more places may be available depending on internal take-up. The school also publishes dedicated September 2026 application forms for internal and external candidates.

Pastoral care in practice is about two things: the system, and how consistently it is used. Three Rivers’ published model, with tutor teams and year leadership layers, is a sensible structure for a school of this size because it can combine daily oversight (tutors) with specialist case management (pastoral year managers) when issues become more complex.

Support for wellbeing is also framed through named provision. The school highlights a Thrive programme as part of its wellbeing support, and the wider evidence indicates that strong professional relationships are a key part of the culture, particularly for students facing challenges. Where this can make a practical difference is in attendance, early intervention and re-engagement, especially for disadvantaged students and those with additional needs.

On SEND, the school publishes a menu of interventions that includes daily homework support in the Learning Resource Centre (LRC), literacy interventions, organisational support, regulation support, and small group withdrawal for English and mathematics where appropriate. If your child needs support, the key question to ask is which interventions are time-limited and reviewed, and which become part of the weekly plan, so that support accelerates learning rather than unintentionally reducing curriculum access.

The advantage of a newer build is that enrichment can be supported by facilities designed for modern use, not retrofitted spaces. Three Rivers’ site includes a multi use games area configured for six tennis courts or three netball courts, a large sports field with seasonal pitches (11-a-side and 9-a-side football, plus cricket and rugby), and purpose-built dance and drama studios. The dance studio is described as having a sprung floor, mirrors and double barre, while the drama studio includes dimming lights and blackout curtains. These are not cosmetic details, they shape the kind of extracurricular provision a school can realistically run week after week.

The most convincing enrichment evidence is the published club timetable. Examples include Love Languages Club (modern foreign languages enrichment), a theology and philosophy debate group titled Do you exist…..?, Politics debate, Competitive Chess Club, Film Club and Film Making, a Coding Club built around a national coding challenge, and a Tabletop gaming club using Dungeons and Dragons and Warhammer. Alongside these are practical and creative options such as Gardening Club, Art Club, Choir, and In the spotlight drama club. The implication for parents is that a child does not need to be sporty to find a niche, and equally that students who benefit from structured after-school time can use clubs as a stabilising routine.

For older students, the Duke of Edinburgh Award shows up in the school calendar with Bronze, Silver and Gold expeditions and related activities. A school that runs multiple levels of Duke of Edinburgh tends to have the staffing and organisational competence to manage risk, logistics and sustained participation, and it creates an informal leadership ladder as older students model the commitment required.

Finally, the sixth form sports academy routes are unusually specific for a state school. The football pathway is run in association with Walton and Hersham F.C. Academy and describes structured tutoring and mentoring alongside UEFA A licensed and ex-professional coaching. The basketball pathway, Surrey 89ers, is positioned as enabling high-level competition alongside study, with participation in the Academy Basketball League and reported progression into the club’s wider roster. For a student whose motivation is closely tied to sport, this can be a very practical retention tool at post-16.

The published school day structure, applicable from September 2025, starts with breakfast availability from 08.00 and registration at 08.30. The core day runs to 15.00, with an extended day continuing until 16.00.

For planning the year, the school publishes term dates for 2025-26 and 2026-27, including INSET days where the school is closed to students.

On transport, Hersham and Walton-on-Thames rail stations are the nearest obvious rail links for many families, and the school is in a residential part of Hersham, so walking and cycling routes can be realistic depending on exact location. Surrey’s home-to-school travel policies vary by distance and eligibility, so families considering longer commutes should check entitlement and route options early via local authority guidance.

• Key Stage 3 consistency. Evidence indicates that checks on learning are not yet as consistent in Years 7 to 9 as they are later in the school, which can allow early gaps to persist. Families should ask how teachers identify misconceptions in each subject at Key Stage 3 and what intervention looks like in practice.

• Attendance for disadvantaged pupils and some SEND learners. Overall attendance has improved, but disadvantaged pupils, including some with SEND, are still absent too often according to formal evaluation. If your child has a history of anxiety-related absence or disrupted schooling, ask how attendance support is structured and which services are involved.

• Sixth form outcomes. The A-level grade profile is below England averages, which makes subject choice, study habits, and academic support particularly important for students targeting competitive universities. A careful conversation about entry requirements, re-take support, and mentoring is worthwhile before committing.

• Admissions timelines are non-negotiable. For September 2026 Year 7 entry, Surrey’s on-time deadline was 31 October 2025, with offer notifications in the evening of 2 March 2026 for Surrey applicants. Families planning a move should factor these dates into housing decisions.

Three Rivers Academy is best understood as a modern, system-led school with strong facilities and a clear emphasis on personal development and structured pastoral support. Its GCSE outcomes sit around the middle of England schools in the provided ranking, while the sixth form profile suggests that high attainment post-16 is more likely for students who make good use of mentoring, re-take pathways where needed, and consistent independent study.

Who it suits: families in Hersham and the wider Walton-on-Thames area who value clear routines, broad extracurricular options, and practical pathways that include sport and vocational routes alongside A-levels. Securing the right fit is less about chasing a headline results brand and more about whether your child will engage with the structure and the opportunities available.