Heathside School Review 2026: Strong A-Levels and Accessible Excellence

Beyond the quiet lane lined with playing fields and trees lies a school that punches well above the weight you might expect from a state comprehensive. With a sixth form in the top 10% of the country, Heathside attracts families from across Elmbridge, Walton, and Hersham despite stiff competition for the limited 225 Year 7 places available annually. The school's three defining values — Respect, Commitment, Endeavour — shape daily life here, translated into concrete practices: a house system that fosters identity, an ADHD-friendly approach that supports students with additional needs, and consistent pursuit of high standards across both academics and character development.

The previous institution operated on this site for decades; the academy conversion in 2015 marks the beginning of its present chapter. Under the leadership of Head of School Gareth Lewis, who arrived in September 2021, the school has refined its offer whilst maintaining the strong pastoral traditions that made it sought-after in the first place. The executive principal, Anne Cullum, oversees strategic direction across the Every Child, Every Day Academy Trust (FindMySchool data).

Walking the campus reveals a school designed for purpose. The setting beside a cemetery and playing fields creates an unexpectedly serene environment; the architecture blends functional modern buildings with retained heritage. Parents report that engagement here is remarkably high — one recent survey recorded 100% attendance at a parents' evening, an indicator not just of parental commitment but of genuine partnership between school and families.

The school describes itself as a "harmonious" community where students move through corridors with purposeful energy. Year groups progress through named houses, each with distinct identity and leadership opportunities built in. Sixth formers mentor younger pupils in literacy support, embedding the culture of service into the final two years. The student voice matters here; students can petition leadership for new clubs, and recent initiatives include Neurodiversity Celebration Week, signalling the school's commitment to inclusive practice.

Class sizes in lower years hover around 28, dropping into smaller sets for A-level study. Teachers are credited with subject expertise and genuine enthusiasm, though the school's own literature notes ongoing investment in staff development.

GCSE Performance

At GCSE, the picture is solid but not elite. The Attainment 8 score of 56.2 sits modestly in the middle range. The proportion of pupils achieving grades 5-7 (traditionally considered "strong passes") stands at 26%, placing the school in the middle 35% of schools in England (rank 1411 out of 4593; FindMySchool ranking). This is in line with the England average of 54% achieving top-tier grades, but lower. The Progress 8 measure of +0.42 is encouraging; students make above-average progress from their starting points, suggesting the school adds measurable value.

The school takes English Baccalaureate seriously, with 39% of pupils entering the full scheme. This breadth — ensuring students study sciences, humanities, languages, and mathematics — reflects the commitment to well-rounded learning.

A-Level Performance

The sixth form tells a strikingly different story. At A-level, 68% of students achieved A*-B grades, well above the England average of 47% (FindMySchool data). This tier of performance earned the school an ALPS Platinum Award, placing it in the top 10% of sixth forms and colleges in the country nationally. The acceleration from GCSE to A-level suggests strong value-added teaching and student maturation; Year 12 and Year 13 students who may not have excelled at 16 find their stride at 18. The most recent cohort achieved a 99% pass rate (A*-E), with 21 students securing three or more A or A* grades. Individual honours include students securing places at the London School of Economics, University of Bristol, University of Sheffield, University of Bath, Royal Veterinary College, and University College London for courses including Mathematics, Psychology, Neuroscience, and Veterinary Medicine.

The curriculum balances traditional academic study with contemporary breadth. Sixth form students choose from 30 A-level subjects, enabling specialist focus without narrowness. Lower school teaching follows the national framework with enrichment: the school emphasises speaking and listening skills, creative writing, and numeracy embedded across subjects. Staff hold subject qualifications and demonstrate clear pedagogical structure.

PSHE (Personal, Social, Health, Economic education) and RSE (Relationships and Sex Education) run as dedicated programmes, allowing students to explore contemporary topics — consent, diversity, intercultural respect, British values — in structured, age-appropriate ways. Year 13 Chemistry students recently competed in the Chemistry Olympiad, achieving bronze recognition. SATRO Problem-Solving competitions and visits to institutions like the Bristol Neuroscience Festival indicate an expectation that learning extends beyond the classroom.

Design and Technology gains institutional support; the PTA has invested in branded equipment and resources, signalling that practical disciplines receive parity with academic subjects.

Roughly 77% of sixth form leavers progress to university, with the overwhelming majority attending Russell Group institutions. Sixth form destinations in recent cycles have included LSE, Bristol, Sheffield, Bath, Royal Veterinary College, and UCL. This concentration at prestigious universities reflects both the quality of teaching and the selectivity of the sixth form entrance itself. Medical school entry remains competitive; 18 students from the recent cohort secured places.

For those not pursuing sixth form, nearly 75% of GCSE students transition to vocational pathways or further education colleges. The school works proactively with feeder primaries and local secondary alternatives to support smooth onward movement, signalling a commitment to broader outcomes than exam grades alone.

This is Heathside's most vibrant dimension. The school invests substantially in extracurricular life, and the breadth of named programmes reveals genuine diversity rather than token choice.

Drama & Performing Arts

Annual plays and musicals anchor the calendar. Recent productions have included Little Shop of Horrors and Alice in Wonderland, alternating year-on-year, with full casts, orchestras, and professional-standard staging. The Spring Fling Concert showcases the vocal ensemble and wider musicians. Drama is available as both a GCSE and A-level option, embedding performance into formal study rather than relegating it to lunchtime activity.

Music

Music permeates the school day. The ensemble programme includes instrumental groups for violin, cello, guitar, wind instruments, ocarina, recorder, and flute. Individual instrument lessons are available across the school, and the chapel choir and broader vocal groups perform throughout the year at concerts in the school hall. The investment in musicians suggests that those taking GCSE or A-level music benefit from substantial rehearsal time and performance opportunity.

Sport

Locally renowned for competitive success. Football has earned District Champions status; teams in netball, cricket, and athletics compete regionally and occasionally nationally. The breadth of provision — yoga, cheerleading, table tennis, basketball — ensures access across ability and interest spectra. A swimming training week in Lanzarote during half term, open by selection to strong swimmers, indicates elite pathways alongside inclusive mass participation. The school runs a ski trip to Saalbach, Austria, during February half term, offering adventure and team-building on an international scale.

STEM & Employability

Year 13 Chemistry students compete in Olympiad-style competitions. Young Enterprise Trade Fair participation at Spitalfields Market signals entrepreneurial engagement. Fourteen Year 12 students attended the Bristol Neuroscience Festival, a targeted enrichment opportunity for those considering science-related university courses. The SATRO Problem-Solving competition encourages applied thinking in mathematics and science.

Leadership & Voice

The student council operates as a deliberate leadership pipeline, with elected representatives from each tutor group meeting regularly. A dedicated "student impact team" contributes to school-wide decisions on wellbeing and mental health strategy, embedding genuine student voice rather than tokenistic consultation. Head Boy and Head Girl elections operate through democratic ballot, teaching political process in practice.

ADHD-Friendly Transition

Prospective Year 6 students requiring additional support access the 'Hurry to Heathside' transition support programme, an explicit commitment to neurodiversity. The school holds accreditation as ADHD-friendly, signalling staff training and systemic support for students with attention or executive function needs. This extends beyond diagnosis; the school's approach to mobile phone management — allowing use only when explicitly sanctioned by teachers — reflects intentional structure that benefits students across the spectrum.

This is a state school; there are no tuition fees. Families may incur costs for uniform, school trips (including the voluntary skiing expedition and summer exchanges), and music lessons. The school supports students eligible for free school meals, and learning support is offered at no additional charge through the SEN provision, which is integrated throughout the school rather than segregated.

This is a non-selective state school serving the Elmbridge area. Entry at Year 7 is administered by Surrey County Council as part of coordinated admissions. With 665 applications for 225 places in the measurement year (2.96:1 ratio), entry is highly competitive. Oversubscription is described as the norm; the school is positioned as the state school of choice across Weybridge, Walton‑on‑Thames and Hersham, attracting some families who could afford private education but choose not to pursue it.

Admissions criteria prioritise looked-after children and those with Education, Health and Care Plans naming the school. Within the standard cohort, allocation follows catchment proximity and sibling connections. A supplementary form may be required; prospective families should contact the school directly for current application deadlines and procedures.

For sixth form entry, students must meet subject-specific A-level entry requirements (typically grades 6 and above in relevant GCSEs) and demonstrate engagement with the school's character and expectations.

The house system forms the backbone of pastoral support. Each house has a named leader and tutoring structure; tutors of 6-8 students track academic progress and personal wellbeing through regular contact. For students experiencing emotional difficulty, a trained counsellor visits the school weekly. The overall behaviour policy is consistent and proactive; pupils display high standards of conduct and the school's anti-bullying culture is explicitly embedded in training and practice.

Transition from primary school is supported through careful familiarisation visits and the bespoke "Hurry to Heathside" programme for those with additional needs. Post-16 guidance is robust; Year 12 students visit universities — recent cohorts have toured St Hilda's College, Oxford — to build knowledge of admissions and aspiration. Sixth formers who aspire to Oxbridge receive guided support through the application cycle.

School day runs 8:50am to 3:20pm. The site is accessible via Weybridge town; drop-off is managed at the top of Brooklands Lane to avoid traffic congestion during peak hours. Public transport links via local buses serve the catchment. The playing fields and facilities are located on the school's main campus, enabling integration of sports into the daily routine.

GCSE floor. The school's middle-range GCSE performance (26% grades 9-7, vs. England average of 54%) means students beginning secondary with lower primary attainment may struggle to keep pace. The school's Progress 8 score indicates it does add value, but families expecting elite GCSE outcomes should look to selective grammar schools or independent alternatives.

Sixth form selectivity. Entry to the sixth form is by achievement, not automatic. Students from state primaries or those arriving from other secondaries must meet A-level entry requirements in their chosen subjects. The cohort composition shifts; many GCSE students depart, and external students arrive, altering peer group dynamics.

Oversubscription. With demand exceeding supply by nearly 3:1, securing a Year 7 place requires living within the school's effective catchment. Distance-based allocation means proximity to Weybridge is essential. Families relying on this school for secondary provision should verify catchment distances with the Local Authority before committing to a house purchase or rental.

Heathside excels where it most matters for many families: a strong, well-led sixth form in the top 10% of the country, paired with inclusive pastoral care and genuine breadth beyond academic silos. GCSE results are modest, but sixth form transformation demonstrates the school's real value. Best suited to families within the competitive Elmbridge catchment who prioritise sixth form quality, inclusive practice, and student wellbeing over headline GCSE metrics. For those who gain entry and progress to Year 12, the educational offer is exceptional. The primary challenge is securing the place in the first instance.