Queen Mary’s College Review 2026: A large sixth form with strong enrichment and clear pathways

Queen Mary’s College is a state-funded sixth form provider for students aged 16 to 19 in the Basingstoke area, operating as part of the North Hampshire Education Alliance. It is built around a broad curriculum mix, with both A-level and vocational routes, plus a structured tutorial and enrichment offer that aims to help students transition into adult-style study habits.

Ofsted inspected in December 2022 and judged overall effectiveness as Good, with Behaviour and attitudes graded Outstanding.

For families, the immediate appeal is choice and scale. Around 2,000 students study here, with most on level 3 programmes and a significant cohort of students with high needs supported through dedicated arrangements.

This is a college that leans into the “step up” from school. The published approach emphasises a mature learning environment, with no uniform and students addressing staff by first names, alongside independent study periods and timetabled enrichment.

Leadership is closely tied to the trust structure. The Principal is Mark Henderson, who is also CEO of the North Hampshire Education Alliance.

A helpful contextual anchor is its sixth form identity. The college celebrated 50 years in 2022, tracing its modern sixth form model back to 1972, with an ethos focused on supporting students of different starting points to achieve strongly.

The tone of official material places inclusion and belonging at the centre, particularly for students who want a larger peer group and a wide menu of courses and activities. External evidence aligns with this, with students described as feeling safe and valuing the inclusive culture, including those with special educational needs and disabilities.

A-level outcomes sit around the middle of the England distribution. Ranked 1436th in England and 1st in Basingstoke for A-level outcomes (FindMySchool ranking, based on official data), performance is in line with the middle 35% of providers in England (25th to 60th percentile).

In the latest dataset provided, 4.46% of grades were A*, 15.51% were A, and 24.18% were B. That equates to 44.14% at A* to B. The combined A* to A rate is 19.97%, compared with an England benchmark of 23.6% for A* to A, while A* to B is slightly below the England benchmark of 47.2%.

The most useful way to interpret this is not that the college is weak academically, but that outcomes are consistent with a large sixth form serving a broad intake and offering both academic and vocational routes at scale. Students seeking top-end grade concentration should pay attention to subject-level patterns and entry requirements, because performance can vary considerably by programme in large colleges.

It is also worth triangulating with qualitative evidence. The December 2022 inspection record highlights that high grades are generally high or very high in most subjects, and it points to examples of very strong progress in areas such as chemistry and politics when teaching is well sequenced and students receive targeted support.

Parents comparing local options should use the FindMySchool Local Hub to view outcomes side-by-side and filter by course type and performance context, rather than relying on a single headline grade statistic.

Curriculum breadth is a defining feature. The course list spans a wide A-level range, plus vocational programmes, additional qualifications such as the Extended Project Qualification, and routes for students building confidence toward level 3 study.

Sequencing and coherence show up repeatedly in official material. In subjects such as chemistry and mathematics, the described approach starts by reinforcing core skills and then moves into more complex content, aiming to help students build secure foundations rather than simply accelerating coverage.

A distinctive strand is digital and industry-linked provision. The college has invested in a dedicated esports offer, describing itself as the largest provider of BTEC Esports in the UK, and pairing the qualification with specialist facilities designed for competitive play, broadcasting, and digital production.

For families, the implication is clear. This is well-suited to students who want a wide subject choice, who value a college model with independent study periods, and who benefit from structured tutorial and enrichment time alongside taught lessons.

Where Students Go Next

The college does not consistently publish a single, quantified Russell Group progression figure on its main pages, so destination statistics here rely on the provided dataset. For the 2023 to 2024 leaver cohort, 44% progressed to university, 5% started apprenticeships, 33% entered employment, and 2% went to further education, from a cohort size of 972.

Alongside that broad progression picture, there is an established Oxbridge application pipeline. In the measurement period provided, 26 students applied to Oxford or Cambridge and 4 secured places. This is a meaningful data point for a large generalist sixth form, because it indicates both aspiration and structured support for highly competitive routes.

That support appears to be formalised through high achiever pathways. Published materials describe the Triple A+ programme as a structured academic extension route, with an Oxbridge strand and specialist preparation, positioned alongside tailored support for medics and vets.

For students who are not aiming for elite university entry, the college’s scale and breadth can still be a strong fit. Large sixth forms can offer the flexibility to pivot between academic and applied routes, and to find course combinations aligned to degree apprenticeships and employment as well as university.

Admissions are direct to the college rather than co-ordinated through local authority secondary admissions, and the key determinant is course suitability, with entry requirements used to ensure students are appropriately placed.

For 2026 entry, the college published a clear timeline: open events took place on 24 and 25 September 2025, with applications closing on 7 December 2025, and on-time applications prioritised.

If demand exceeds capacity, published policy sets out a priority order that begins with on-time Year 11 applications, then Year 11 applicants more broadly, then previous early leavers, followed by geographical proximity, and other defined circumstances such as relocation-related moves.

Families planning ahead should treat deadlines as annual, with the pattern suggesting early autumn open events followed by an early December application deadline for the following September start. The college also signals that the next cycle typically opens in October for the subsequent year of entry.

Pastoral systems are structured around a tutorial programme and student support teams, with an emphasis on inclusion and safety. Students, including those with high needs and special educational needs and disabilities, are described as feeling safe and supported, and behaviour is positioned as a key strength in formal external evaluation.

A practical feature of support in large sixth forms is access to guidance and signposting, particularly for wellbeing, careers, and progression, and the college presents its parent and student guidance materials as a way to make systems clear.

Financial barriers are also addressed through multiple support routes. The college publishes financial support and bursary information aligned to government guidance, intended to help students in proven financial need complete their programme of study.

Enrichment is not treated as an optional extra. The published model encourages all students to take enrichment alongside their main study programme, which matters in a sixth form context where wider experience can strengthen university applications, apprenticeship interviews, and employability.

What stands out is the specificity and range. Examples include the Law Mock Trial enrichment, aligned to the National Bar Mock Trial competition format, and a structured set of sessions that can culminate in regional heats and a national final.

There is also a deliberate bridge between enrichment and modern skills. The college’s esports development includes enrichment sessions in titles such as Overwatch, Valorant and Minecraft, alongside a facility built for competitive play and broadcasting style activity.

For students drawn to performance and creative disciplines, Central Studio is presented as a multi-purpose venue hosting comedy, dance, drama, and live music, and the college references performance and recording spaces as part of its specialist facilities.

The implication for families is that students who are proactive can build a profile, not only by taking subjects, but by collecting evidence of skills such as public speaking, teamwork, leadership, performance, and technical production.

This is a state-funded provider with no tuition fees. Families should still plan for typical sixth form costs such as transport, equipment for certain courses, and trips where applicable.

The college day is published as typically running from 9:00am to 3:40pm, with designated study periods plus time allocated for sport, enrichment, and other activities.

Travel is a practical consideration for many students. The college describes Stagecoach bus links into Basingstoke town centre, followed by an approximate 15-minute walk, and it also operates direct college buses on certain routes, with passes allocated on a first-come, first-served basis.

• A-level grades are mid-distribution in England. The A* to B rate is slightly below the England benchmark provided. Students aiming for the very highest grade concentration should check subject-specific fit and entry requirements carefully.

• Deadlines can be early. For 2026 entry, applications closed on 7 December 2025, shortly after late-September open events. Families who miss the window may find some courses fill quickly.

• Scale is an advantage, but it demands self-management. The model includes independent study periods and a more adult learning culture. That suits many 16 to 19 students, but those who need constant close prompting may need to lean on tutorial and support systems from day one.

• Tutorial consistency is a known improvement area. The inspection evidence highlights that the tutorial curriculum is not always planned with the same level of detail as academic and vocational programmes, so families may want to ask how tutorial content is structured and quality-assured.

Queen Mary’s College is a high-capacity sixth form with serious breadth, strong enrichment infrastructure, and a clear expectation that students will take ownership of their learning. Academic outcomes sit around the middle of the England distribution, but the college offers credible stretch pathways, including structured support for competitive university applications, alongside vocational and employment-focused routes.

Best suited to students who want choice, value an adult learning environment, and will use enrichment to build a rounded profile for university, apprenticeships, or employment. Entry remains most straightforward for those who engage early with open events and apply within the published window.