Sir Christopher Hatton Academy Review 2026: Strong Performance in the East Midlands

The academy is named after a Tudor courtier who famously danced his way into Queen Elizabeth I's favour. That blend of tradition and fresh energy characterises the school today. Sir Christopher Hatton Academy sits in Wellingborough, a market town in Northamptonshire, serving approximately 1,475 students aged 11-18. Established in 1983 following the merger of Westfield Boys School and Breezehill Girls School, the academy converted to academy status in 2012 and now leads the Hatton Academies Trust, a multi-academy trust spanning primary and secondary schools across the region. Co-Principals Nicholas Salisbury and Alastair Mitchell have led the school since 2019, overseeing what staff describe internally as "Team Hatton." The school ranks 1,064th in England for GCSE results (top 25% nationally, FindMySchool data), and 940th for A-level (middle 35% nationally, FindMySchool data). In October 2022, Ofsted rated the school Good overall, with Personal Development rated Outstanding and Sixth Form Provision rated Outstanding. The school is comprehensively non-selective, serving all abilities across the community.

Walking onto campus reveals a purposeful, busy environment where students move between lessons with clear direction. The atmosphere is orderly without feeling rigid. Staff know students well; the school's size (within its 1,254-place capacity) means anonymity is not a feature here. Co-Principals Salisbury and Mitchell describe their philosophy as "aiming for excellence" across all aspects of academy life, a phrase that appears throughout the school's literature and messaging. This is not just marketing language; it shapes daily practice. The school operates under the core values of Excellence, Aspiration, Achievement, Inspiration and Community, which students encounter repeatedly through the Hatton Baccalaureate programme, a character education framework running from Year 7 onwards.

The physical environment reflects investment in contemporary education. The Westfield Auditorium represents a significant building project and serves as a performance space for drama, music and assemblies. The campus includes the newer all-weather multi-use games area (MUGA), recently approved for expansion to support football and other sports. For a state academy, the facilities feel well-maintained and thoughtfully developed. The house system divides students into named houses, each with its own identity and pastoral team, creating smaller communities within the larger school. This structure underpins the pastoral approach and drives inter-house competitions throughout the year.

The school's location in Wellingborough, a town centre setting, means students often see the school as part of their community rather than isolated from it. The academy actively partners with local organisations: the sports facilities are regularly used by Wellingborough Town FC's youth teams and Sunday league football clubs. This community integration is deliberate rather than incidental.

GCSE Performance

In 2024, students at Sir Christopher Hatton Academy achieved an average Attainment 8 score of 50.6, compared to the England average of approximately 45.9. This represents solid above-average performance. The Progress 8 measure (showing how much progress students make between Key Stage 2 and Key Stage 4, relative to peers with similar starting points) stands at +0.37, indicating that students make above-average progress during their time at the school. In 2024, 29% of pupils achieved grades 5 or above in the English Baccalaureate (a measure of breadth across core and complementary subjects), compared to the England average of approximately 41%.

The school ranks 1,064th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 25% of schools nationally. Locally, it ranks 2nd among Wellingborough schools for GCSE performance. Approximately 55% of pupils achieved grade 5 or above in both English and mathematics, the government's measure of basic competency in core subjects.

A-Level Performance

At A-level, the picture is one of consistent achievement. In 2024, 5% of entries achieved A*, 19% achieved A, and 33% achieved B, placing 57% of all entries in the A*-B bracket. This exceeds the England average (approximately 47% achieve A*-B). The school reports a 100% pass rate (all students achieved at least an E grade) at A-level in recent years, a marker of pastoral support and student determination. The A-level cohort ranks 940th in England (FindMySchool ranking), placing the school in the middle 35% nationally (25th-60th percentile). Locally, it ranks 2nd for A-level performance.

One student, Jamie Hopkin, achieved A*s in Mathematics, Further Mathematics, Chemistry and Physics and is progressing to study Physics at Oxford University. While individual achievement at elite universities represents a small fraction of leavers, it demonstrates the school's capacity to stretch high-attaining students.

The curriculum follows a traditional academic structure, with 25 academic periods per week plus three tutor periods, one 55-minute Lifeskills (PSHE) period and one 50-minute Enrichment period. This timetable design ensures breadth: students encounter both academic core subjects and character development in equal measure. The school offers over 23 A-level subjects alongside 5 vocational qualifications, Extended Project Qualification (EPQ) and Core Maths, giving sixth form students meaningful choice in their specialisation.

Teaching quality, according to Ofsted in October 2022, is good. The school employs rigorous approaches to assessment and intervention, particularly during examination periods. For those needing additional support, the school provides revision sessions and targeted teaching. The school's progress measures suggest that teaching is effective across the ability range: the Progress 8 score of +0.37 indicates consistent value-add, not just for high-attainers but across the cohort. The curriculum includes character development as a deliberate strand, not a bolt-on extra. The Hatton Baccalaureate guides students to record achievement in five core values (Excellence, Aspiration, Achievement, Inspiration, Community) through a structured portfolio system, reinforcing the idea that excellence encompasses more than grades.

Ofsted's inspection in October 2022 noted Personal Development as Outstanding, a specific strength. The house system is the primary pastoral structure: each house has a dedicated team, and form tutors maintain close relationships with their groups. For sixth form students, mentoring and leadership development are explicit: students join Sixth Form committees, serve as mentors for younger pupils, run societies and participate in the Flourishing Leaders programme. This creates a clear leadership pathway and embeds responsibility.

The school identifies vulnerable students early and offers counselling and emotional support. Staff survey data cited on the school's website indicates high confidence in school leadership and a supportive workplace, which typically correlates with positive pastoral culture. The combination of house affiliation, tutor group stability and explicit leadership opportunities means students develop strong connections to the school.

Enrichment and extracurricular provision represent significant strengths. The school offers over 32 hours per week of extracurricular music tuition alone, a remarkable figure for a state academy. Music lessons cover a comprehensive range: strings (violin, viola, cello, double bass), woodwind (flute, clarinet, oboe, saxophone, bassoon), brass (trumpet, cornet, French horn, tenor horn, baritone, euphonium, trombone, tuba), percussion, drum kit, piano, keyboard, guitar and singing. Over 90 students receive instrumental lessons, and the school runs ensemble groups including orchestral strings, woodwind and brass sections. Music is not a niche activity; it is embedded as a core strength.

Drama is equally prominent. The school's most recent large-scale production was Oliver!, staged over three nights to packed audiences. An audience survey noted it as "the greatest show in Hatton memory." Dance workshops run regularly, with students given opportunities to attend live ballet performances and create original routines. The Westfield Auditorium provides a professional-standard venue for these productions. Hatton's Got Talent, a school-wide talent showcase, celebrates music, drama, dance and student creativity more broadly.

Sports facilities include football and netball courts, with the newly approved all-weather pitch expanding capacity for football and other outdoor activities. Sports clubs run regularly and include football, rugby, squash and table tennis, among others. The Rowing Cup, an annual inter-house competition, drives participation in rowing; students compete as part of house teams, making sport accessible beyond elite selections. House Sports Day is a calendar highlight, with competitive events across multiple disciplines. The school also offers Duke of Edinburgh Award (up to Gold level) and Combined Cadet Force (CCF), both of which develop resilience, teamwork and leadership.

For Year 7 and 8, the Enrichment programme is structured, with Tuesday Period 6 dedicated to activity-based learning. The carousel of activities includes Short Story Writing, Games and Challenges, British Sign Language, Debating, and Fit For Life. These rotations ensure all pupils sample diverse interests before selecting their specialist enrichment in later years. The Hatton Eco Team demonstrates student agency in community action, with pupils organising local litter picks and environmental initiatives. Peer Mentoring develops leadership among older students, and Sport Leaders create opportunities for younger students to discover new activities. Additional sessions cover revision support, inter-school competitions and tournaments. For sixth form, enrichment expectations shift toward university preparation and career-focused activities: Careers Day brings representatives from employers and universities; students hear from apprenticeship providers and attend workshops on post-18 pathways via Unifrog. A dedicated Year 12 enrichment slot (one hour per week) focuses on careers-related tasks and government-funded courses, embedding career exploration into the timetable.

Post-GCSE Destinations

In 2023-24 (the most recent reported cohort), 71% of sixth form leavers progressed to university, 4% entered apprenticeships, and 16% entered employment. No students reported further education as a destination, suggesting a strong progression to either higher education or direct employment. This pattern indicates that the school successfully supports students into post-secondary pathways aligned to their interests and capabilities.

University Destinations & Oxbridge

In 2024, five students applied to Oxbridge, and one received an offer and subsequently accepted a place at Cambridge University. While the absolute number is small, the success rate (20% offer rate, 1 acceptance) exceeds England averages. Broader university progression shows that approximately 29% of sixth form leavers progressed to Russell Group universities in 2024. This includes students at prestigious institutions like Imperial College, UCL, Durham, Edinburgh and Bristol alongside Oxbridge. The school does not publish detailed breakdowns of specific university destinations, but the presence of a student studying Physics at Oxford indicates the school's capacity to prepare students for Oxbridge-level rigour in STEM subjects.

Entry at Year 7

The school is non-selective, accepting pupils via coordinated admissions through North Northamptonshire Local Authority. In 2024, the school received 2.43 applications for every place offered (572 applications for approximately 235 places), making entry competitive but not heavily oversubscribed compared to some state secondaries. There is no published catchment boundary, but the school draws primarily from local primary schools. Students transferring from Hatton Academies Trust primary schools (Ecton Village Primary, Victoria Primary Academy and Oakway Academy) represent a natural pipeline, though the majority of pupils will come from external schools.

Entry at Sixth Form

Sixth form entry is based on GCSE results and student aspiration. The school requires a minimum of four GCSEs at grade 4 or above for A-level study, and higher grades may be required for specific subject combinations (e.g., STEM subjects typically require grade 6 or above in relevant GCSEs). Internal progression from Year 11 to Year 12 is not automatic; students must meet subject entry criteria. The sixth form admits external students, broadening the cohort and introducing new perspectives into Years 12 and 13. The school's Outstanding rating for sixth form provision (Ofsted, October 2022) reflects strong outcomes and student progression to university.

The school day runs from approximately 8:50am to 3:20pm (exact times should be confirmed with the school). Wraparound care is available: breakfast club and after-school provision are offered, managed through external providers including Premier Education. Holiday club operates during school holidays, supporting working families. Transport links are adequate; Wellingborough has regular bus services, and the school's town-centre location makes walking and cycling viable for local families. Parking at the school is limited, typical of town-centre sites, so car access may be restricted during school hours. Parents are advised to contact the school directly for current transport and wraparound care arrangements.

Oversubscription and competition for places. With 2.43 applications per place, entry is competitive. Families should research feeder primary schools and consider proximity carefully, as distance-based allocation is the primary criterion. The non-selective nature means the school serves all abilities, which is a strength for many families but means mixed-attainment teaching in core subjects.

Strong extracurricular culture. While the breadth and depth of music, drama and sport are genuine strengths, this culture expects active participation. Students who prefer quieter, more independent interests may find the school's emphasis on team events and house competition somewhat overwhelming. The Enrichment programme is compulsory for Year 7-8, and participation in extended activities is encouraged throughout.

Sixth form facilities and experience. The sixth form is rated Outstanding by Ofsted, and student feedback suggests a positive experience. However, the sixth form shares a single site with Year 7-11, meaning facilities are not physically separated. This promotes inter-year mentoring but also means sixth form students navigate a busy secondary site rather than enjoying collegiate sixth form independence.

Sir Christopher Hatton Academy is a school doing its job well: strong GCSE and A-level results, consistently above-average student progress, and a genuine commitment to character development and extracurricular enrichment. It is neither elite nor struggling; it is solid, well-led and genuinely invested in the whole child. The pastoral care is attentive, the teaching is effective, and the range of clubs and societies creates genuine opportunities for students to discover interests beyond the classroom. For families in or near Wellingborough, or those willing to travel to access this school, it represents good value for the state-funded secondary experience. The Outstanding rating for both personal development and sixth form provision is noteworthy; both areas often reveal a school's true priorities, and here they are aligned with student wellbeing and progression.

Best suited to families seeking a comprehensive, non-selective secondary with a strong community feel, good pastoral structures and varied extracurricular opportunities. The house system, character education framework and explicit support for student leadership will appeal to families valuing a structured community environment. Less suited to those seeking a highly selective grammar school experience or seeking a purely academic environment with minimal extracurricular expectation. Those prioritising proximity to school may face challenges; location will determine whether the school is practically accessible.