St Richard's Catholic College Review 2026: High expectations, strong progress, and a clear Catholic identity

The academic picture is best explained as strong progress combined with solid attainment.

FindMySchool ranking context (based on official data)

Ranked 572nd in England and 1st in Bexhill-on-Sea for GCSE outcomes, which places it above England average, within the top 25% of schools in England.

On headline measures, the school’s Progress 8 score is +0.65, which indicates students, on average, make well above average progress across eight subjects from the end of primary school to GCSE. Attainment 8 is 56.4, suggesting a broadly strong set of grades across the same basket.

For families who care about the academic breadth of the curriculum, the EBacc indicators provide additional detail. The average EBacc APS is 5.32, and 49.8% of students achieved grade 5 or above in the EBacc.

A useful way to interpret these figures is this: the school appears to combine high expectations with systems that help students move forward from their starting points, rather than relying on a narrow intake profile. That can be attractive for families who want a comprehensive ethos with outcomes that remain competitive.

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to view GCSE indicators side-by-side with other schools in East Sussex, because performance can look very different once you place it in local context.

Curriculum intent is clearly positioned as ambitious and carefully sequenced, with the strongest evidence pointing to well-developed planning in core academic areas. Formal evaluation highlighted that leaders and teachers are clear about what students should learn and why, including those with special educational needs and disabilities, and that curriculum thinking is particularly developed in areas including languages, geography and mathematics.

Breadth at Key Stage 3 is also explicit in the school’s published subject outline. In the first three years, students study Religious Education, English, mathematics, science, humanities, design technology, computing, physical education, and the arts, alongside a modern foreign language option that includes French, German or Spanish.

The main development point raised in the last published inspection was not about ambition, but about consistency of responsive teaching. The issue identified was that checks on students’ understanding were not always used well enough to address misconceptions before moving on, particularly where subject areas were still developing their curriculum plans. For parents, the practical implication is straightforward: if your child needs frequent, specific feedback to stay confident, it is worth exploring how departments communicate next steps and how they intervene when gaps appear.

Where Students Go Next

This is an 11 to 16 school, so the primary destination question is transition at the end of Year 11.

Because the school does not publish a single, quantified destination breakdown on its main pages that we reviewed, families should treat post-16 planning as an enquiry topic at open events. Ask about typical local progression routes, support for competitive sixth form entry, and how the school handles students aiming for apprenticeships or specialist technical training.

Admissions are coordinated through the local authority route for Year 7 entry, with the school’s own Supplementary Information Form used to apply faith and feeder-school criteria correctly.

For September 2026 entry, the published deadline for applications via East Sussex County Council is 31 October 2025, and the school deadline for returning the Supplementary Information Form is also 31 October 2025. The Published Admission Number for Year 7 entry is 200.

Faith priority is clearly defined. The admissions policy sets out a hierarchy that prioritises Catholic looked-after children first, then Catholic children (with distinctions around sacramental evidence and parish verification), followed by other looked-after children, then applicants of other Christian denominations and other faiths, and finally any other children. Within categories, priority factors include named feeder primary schools and siblings, with distance used as a final tie-break. The policy also states that the school does not operate a specific catchment area, although it identifies the deanery community it was established to serve and lists named feeder primary schools.

If you are applying under a faith criterion, the practical message is simple: submit the Supplementary Information Form with the supporting evidence by the deadline, because the policy is explicit that missing documentation can move an application into the lowest criterion.

Families planning travel should use the FindMySchoolMap Search to sense-check journey times and transport options, particularly if relying on rail or bus services.

Pastoral systems appear intentionally structured rather than informal. The school day is organised so that form time is a daily check-in, and Tuesdays extend registration to include Personal, Social, Health and Economic education, which is presented as a planned programme designed to build real-world knowledge and skills.

Safeguarding culture was described as strong at the time of the last published inspection, with staff training routines and clear reporting pathways for students. Students were also described as confident that bullying is addressed quickly, which aligns with the school’s emphasis on high expectations for conduct.

There is also evidence of specific community-facing work around online behaviour, including a whole-school campaign referenced as “Delete the hate”, which was framed as successful in raising awareness and reducing offensive online language.

Extracurricular life is presented as a core part of student development, with a mix of sport, arts, travel, and award schemes.

Trips and enrichment are notably specific. The school references recent opportunities including visits to Berlin, Austria, France, Iceland, and CERN in Switzerland, alongside UK field trips such as the Eden Project and CAT Camp (Centre for Alternative Technology). Departments also run weekend retreats and curriculum-linked trips, which helps learning feel connected to real experiences rather than confined to classroom assessment.

Creative arts appear well-resourced for a state secondary. Music provision includes a recording studio with digital mixing and recording equipment, a music suite with thirteen iMac computers running industry-standard software, and multiple ensembles including two choirs, an orchestra, brass ensemble, string ensemble, rock school, and a drumming club. Drama runs clubs for Year 7 and older students, and the department highlights participation in Shakespeare Schools Festival and National Theatre Connections Festival, as well as an annual summer show.

Sport is broad and participation-focused, with lunchtime and after-school clubs covering activities from basketball and table tennis to rugby, hockey, cricket, athletics, and fitness training, with inter-form and house competition also referenced. Award schemes also feature, including The Duke of Edinburgh’s Award with Bronze and Silver described as available pathways through Key Stage 4.

The school day expects students on site by 8.40am, with afternoons typically concluding at 3.15pm for Key Stage 3 and 3.20pm for Key Stage 4. Most clubs run after school from 3.20pm to 4.15pm, and there is structured homework support through Prep Club Plus and Prep Club on weekday afternoons. The library is also available before and after school on most days, which is helpful for students who benefit from a quieter workspace.

For transport, families commonly look at rail connections via Bexhill station and local bus routes. Parking and drop-off logistics are worth checking directly with the school at peak times.

• Admissions evidence matters. If you are applying under a faith criterion, the policy is explicit that missing Supplementary Information Form evidence can shift an application into the lowest priority category.

• A school in transition. A new Principal took up post in 2024 and the school joined Bosco Catholic Education Trust in October 2025, so families should expect some policies and systems to continue evolving.

• Consistency of responsive teaching. The most recent published inspection highlighted that checking understanding was not always used consistently well to address misconceptions before moving on, which can matter for students who need frequent correction to stay confident.

• No sixth form. Planning for post-16 pathways starts earlier, and families should be ready to engage with options well before Year 11.

This is a Catholic secondary that combines a clear ethos with academic outcomes that, on the available performance indicators, sit above England average. It is at its strongest for families who want structured routines, high expectations for behaviour, and a school culture shaped by Catholic social teaching and community contribution. Best suited to students who respond well to consistent standards and who will engage with enrichment opportunities such as music ensembles, drama festivals, and the Duke of Edinburgh’s Award. Admission is the obstacle; the education is the attraction.