St Benedict's Catholic High School, Alcester Review 2026: A Catholic academy with clear ambition and a strengthening curriculum

St Benedict’s is a secondary school with a sixth form, so families should look at outcomes in two layers, GCSE phase and post-16 outcomes.

GCSE performance and ranking context

Ranked 1,830th in England and 3rd in Alcester for GCSE outcomes (FindMySchool proprietary ranking based on official data), St Benedict’s sits in line with the middle 35% of schools in England, roughly the 25th to 60th percentile band. This is solid, neither elite nor weak in England terms.

On the GCSE measures provided, the school’s Progress 8 score is 0.33, which indicates that pupils, on average, make above-average progress from their starting points compared with similar pupils nationally. Attainment 8 is 49.3, which, in plain terms, typically sits around the level of an average grade 5 across a pupil’s best eight qualifications, a signal of steady performance rather than exceptional grade profiles.

The EBacc-related detail is more nuanced. The average EBacc APS is 4.11, close to the England figure provided, and the proportion achieving grades 5 or above in the EBacc measure is shown as 12.8. These figures do not on their own explain entry patterns or subject uptake, so the more useful takeaway for parents is the combination of positive progress and a curriculum that is being strengthened and standardised.

A-level outcomes and ranking context

At post-16, the data points to a weaker grade profile against England averages. Ranked 2,469th in England and 2nd in Alcester for A-level outcomes (FindMySchool proprietary ranking based on official data), performance falls into the lower tier compared with other sixth forms nationally.

The A-level distribution provided shows 0% A*, 5.45% A, 10.91% B, and 16.36% A* to B. By comparison, the England average for A* to B is 47.2%, which puts St Benedict’s substantially below the national benchmark on this measure.

What this means in practice is not that sixth form is automatically the wrong choice, but that families should be clear-eyed about what they want from post-16. If the priority is high A-level grades and a strongly selective university pipeline, you would probe subject-by-subject outcomes and teaching capacity carefully. If the priority is a smaller sixth form, strong pastoral oversight, and a structured day with clear expectations, it may still suit well.

St Benedict’s current teaching story is about consistency and sequencing. The curriculum is described as ambitious and well sequenced, including in the sixth form, with the school identifying the knowledge pupils need in order to succeed. Most teachers present new content clearly, and there are shared routines, including “do it now” starter activities that help pupils revisit prior learning before building new knowledge.

The practical advantage of a routine like this is not the slogan, it is the predictability. Pupils benefit when lesson openings, practice, and checking for understanding follow patterns they recognise across subjects. That reduces cognitive load, especially for pupils who can lose focus, and it helps staff intervene quickly when concentration dips.

The key improvement point is also clear. In some subjects, checking whether pupils have secured essential knowledge before moving on is not consistently strong, and this can leave some pupils trying to build on shaky foundations. For parents, that is a targeted question to ask at subject level, particularly if your child finds some areas harder than others. How does each department test foundational knowledge? How quickly is misunderstanding picked up and corrected? How is this communicated to families?

Support for pupils with SEND is framed around access to the same ambitious curriculum, using “pupil passports” to help teachers adapt teaching. The benefit is twofold. It avoids narrowing pupils’ experience unnecessarily, while still offering practical adaptations that make learning accessible.

Reading also receives explicit attention. Specialist teaching is used to address weaknesses in phonics, grammar and comprehension, with reading encouraged during registration and a wider push to promote reading across the school. For families with a child who arrives in Year 7 with reading confidence gaps, this kind of deliberate, structured approach is often what makes the difference between coping and thriving across the full curriculum.

University and career destinations matter most when they are presented with context and realism. For St Benedict’s, the available destination data suggests a mixed set of pathways, which is often appropriate for a comprehensive intake and a smaller sixth form.

From the published leavers destination data for the 2023 to 2024 cohort (cohort size 46), 43% progressed to university, 13% started apprenticeships, and 26% entered employment. This is a spread that can work well for students whose strengths are practical, vocational or employment-led as well as academic.

At the highly selective end, the Oxbridge figures show a small but real pipeline. In the most recent measured period, two students applied to Cambridge and one secured a place. The practical interpretation is that very high academic aspiration is supported for individuals, but it is not a defining, mass-market feature of the sixth form. Students aiming for highly competitive routes should ask about mentoring, admissions test preparation, interview practice, and how subject teaching supports super-curricular depth.

Careers guidance is presented as a strength, with students receiving unbiased information on next steps and high-quality guidance, including awareness of apprenticeships and technical routes, aligned with provider access requirements. For many families, that breadth is a genuine advantage, particularly where a student is deciding between academic and applied pathways.

Admissions are best understood through two lenses, the coordinated Year 7 process, and the separate sixth form application route.

Year 7 entry for September 2026

Warwickshire’s secondary application process for September 2026 entry opened on 1 September 2025 and the deadline for on-time applications was 31 October 2025, with offers issued on National Offer Day, 2 March 2026.

St Benedict’s published admission number for Year 7 is 120. Because this is a Catholic school, families applying under Catholic criteria must complete a Supplementary Information Form and submit supporting evidence of baptism or reception into the Catholic Church by the same closing date, otherwise priority can be affected.

Oversubscription criteria follow a faith-first structure, then feeder links, then other categories, with distance used to break ties within categories. Named feeder primaries include Our Lady’s Catholic Primary School (Alcester) and several St Mary’s and St Gregory’s Catholic primaries across the area.

A practical tip for families is to treat the Supplementary Information Form as a core part of the application, not optional paperwork. If you are relying on Catholic priority, evidence and timeliness can matter as much as proximity. Families can use FindMySchool’s Map Search to understand distances and to explore realistic alternatives nearby, especially if they are uncertain about oversubscription pressures.

Sixth form entry for September 2026

Sixth form applications follow a different route. The admissions arrangements state that completed application forms should be returned to the school by 31 January 2026.

Capacity information is explicit. The sixth form campus is described as having capacity for 160 pupils overall, with 80 places in Year 12. If fewer than 70 internal pupils transfer into Year 12, additional external pupils can be admitted up to capacity.

Minimum entry requirements are stated as five GCSEs at grades 9 to 4, with the note that this minimum does not include English or Mathematics in that count, and subject-specific course requirements also apply. Families should read this carefully and confirm how it is applied in practice, since many sixth forms also set expectations around English and mathematics for particular courses.

Pastoral care at St Benedict’s is framed as values-led and preventative. The personal, social, health and economic curriculum is planned and sequenced, covering healthy relationships, online safety and fundamental British values. The value of a sequenced approach is that it reduces reliance on reactive assemblies or one-off sessions. Pupils receive messages that build across year groups, which tends to be more effective for both safety and confidence.

Attendance is highlighted as an area that still needs attention. The school recognises that absence levels are higher than they should be and continues to work with families. For parents, this is not only a data point but a practical indicator of how much the school is leaning into engagement and support. If your child has a history of anxiety-related absence, or if there are complex family factors, ask what early intervention looks like, how escalation works, and what external agency support is routinely used.

SEND identification and support appear to be structured, with adaptations built into classroom practice via pupil passports, and with an intention that pupils with SEND access the same ambitious curriculum as their peers. That approach can work well where staff confidence is high and monitoring is consistent across departments.

Inspectors stated that safeguarding arrangements are effective. (This is the only safeguarding judgement families ultimately need, but it is still wise to ask practical questions about online safety, reporting concerns, and how pupils are educated about risk.)

A useful way to judge extracurricular life is to ask whether it reinforces the school’s stated priorities, and whether participation is meaningful rather than token.

St Benedict’s has clubs that directly support literacy, character, and faith life. Named examples include poetry, cooking, and chaplaincy. These are not generic add-ons. A poetry club can strengthen vocabulary and confidence with language, which has knock-on benefits in English and humanities. Cooking often provides a practical route into teamwork and life skills, particularly for pupils who learn best by doing. Chaplaincy provides a structured outlet for service and reflection, which aligns with the school’s Catholic identity and wider personal development ambitions.

Debate and discussion also feature, with pupils valuing opportunities to engage with topics such as artificial intelligence and climate change. The implication for parents is that classroom culture likely supports thoughtful disagreement and structured discussion, a skill that matters in GCSE English, humanities subjects, and later in interviews and university-style learning.

Charity engagement is presented as active rather than symbolic. A sixth form sleep out to raise awareness for homelessness charities is a strong example because it connects empathy, awareness and action, and it typically involves student leadership and organisation. For students, that kind of project can build confidence and evidence of contribution, which feeds into references, personal statements, and apprenticeship applications.

Facilities can also enable breadth. Independent design work for the school’s sixth form centre describes a three-storey building with flexible teaching space and specialist areas, including a small lecture theatre or cinema, a dance or drama studio, science laboratories, and a rooftop garden with a contemplation pavilion. Even allowing for changes over time, the basic point is that post-16 study space and enrichment are supported by a purpose-built setting rather than being squeezed into adapted classrooms.

St Benedict’s is based in Alcester, serving families across the town and surrounding parts of Warwickshire and nearby areas. Most families will be travelling by car or local bus networks, and it is sensible to plan journeys with peak-time congestion in mind, particularly around morning drop-off and afternoon collection.

School-day start and finish times, and any before-school or after-school provision for older pupils, should be confirmed directly with the school, as these details are not consistently published in the formal admissions documents. Families relying on public transport, or coordinating siblings across different sites, should check timings early.

As the school is part of a multi-academy company, parents may also see some trust-wide approaches to policy and improvement planning. For families comparing options, FindMySchool’s Local Hub and Comparison Tool can help you evaluate GCSE and sixth form outcomes against nearby alternatives using the same measurement basis.

• Catholic admissions requirements. If you are applying under Catholic criteria, the Supplementary Information Form and evidence of baptism or reception can affect priority. Late or incomplete paperwork can reduce your chances.

• Sixth form outcomes. A-level grade distribution sits well below the England average on the provided measures. Students aiming for very high grades should ask subject-specific questions and consider whether another sixth form is a better fit.

• Attendance remains a priority area. The school recognises that too many pupils miss too much school, and is working with families to address this. If your child has a history of absence, ask how support is structured and how quickly it escalates.

• Consistency across subjects. The school’s improvement work is strong in many areas, but checking that pupils have secured key knowledge is not yet consistently effective in every subject. This matters most for pupils who need more practice and retrieval to build confidence.

St Benedict’s Catholic High School is a values-led, improving secondary academy with a purposeful culture and a curriculum that has been strengthened and standardised. GCSE performance looks steady, with above-average progress, while the sixth form data is a clear prompt for careful questioning about subject strengths and support.

Who it suits: families who want a Catholic school environment, clear routines, and a school that is actively building consistency after leadership and staffing changes, and students who respond well to structure and explicit teaching. For sixth form, it best suits students who value a smaller setting and strong guidance, and who are prepared to choose courses thoughtfully based on teaching capacity and fit, rather than headline grade outcomes.