Archbishop Ilsley Catholic School Review 2026: Catholic secondary with sixth form and strong pastoral structure

A large Catholic secondary with sixth form, Archbishop Ilsley serves Acocks Green and surrounding parts of Birmingham, and is part of the St Teresa of Calcutta Multi-Academy Company. The school opened on its current site in 1957, with roots in earlier parish schooling in Acocks Green, and it remains closely shaped by Catholic Social Teaching and community links.

Demand is a defining feature. For Year 7 entry, the most recent published admissions data shows 728 applications for 210 places, around 3.47 applications per place, so families should treat admission as competitive and plan early. The school day structure is clearly set out, with form time beginning at 8:45 and Period 5 finishing at 15:15, which helps families assess travel and after-school feasibility.

Performance is mixed across phases. GCSE outcomes sit broadly in line with the middle range nationally, while A-level outcomes are weaker in the context of England-wide benchmarks. The sixth form pipeline is nonetheless real, including a small Oxbridge footprint in the latest measured period, alongside a majority progression to university for the most recent published leavers cohort.

The school’s language about identity is explicit and consistent. Its mission centres on helping young people to let their light shine, framed through Gospel values and an expectation that pupils will combine academic development with service, dignity, and responsibility. This is not positioned as an add-on but as the lens through which curriculum and wider life are presented.

Day-to-day culture is shaped by clear routines and a defined pastoral architecture. A practical example is the Character Centre, described as the behaviour base, with pupils expected to be ready, safe, respectful and kind, and with a structured “refocus and reflect” pathway when standards slip. That combination of clarity and follow-through matters in a school of this size, where consistency is often the difference between calm corridors and low-level disruption.

Pastoral support extends beyond behaviour. The Hub is presented as a wellbeing support point, focused on advice, coping strategies, and helping pupils sustain engagement with learning by addressing barriers early. For families, the implication is that support is designed to be practical and accessible, not only reactive in moments of crisis.

The October 2023 Ofsted inspection confirmed the school remains Good overall, while signalling that a graded inspection could land lower if improvement priorities do not embed quickly enough.

Ofsted also confirmed safeguarding arrangements are effective.

GCSE outcomes sit in the broad middle of the national pack on the available metrics. The Attainment 8 score is 44.7, and Progress 8 is -0.13, which indicates progress that is slightly below the national benchmark once prior attainment is taken into account. EBacc average point score is 3.75, compared with an England average of 4.08.

A clear way to triangulate the overall picture is the FindMySchool ranking, which is a proprietary ranking based on official performance data. Ranked 2428th in England and 58th in Birmingham for GCSE outcomes, results reflect solid performance in line with the middle 35% of schools in England (25th to 60th percentile).

Sixth form outcomes are more challenging. A-level grades show 28.69% at A* to B, with 1.64% at A* and 8.2% at A. Against the England average of 47.2% at A* to B, that indicates meaningful scope for improvement in post-16 attainment. The FindMySchool ranking reinforces the point. Ranked 2189th in England and 44th in Birmingham for A-level outcomes, this is below England average performance.

For parents, the implication is straightforward. Year 7 to Year 11 outcomes look broadly steady and predictable for a large comprehensive-intake Catholic secondary, while the sixth form needs closer questioning about subject-level performance, teaching capacity in small-entry A-levels, and how academic support is structured for students aiming for competitive university pathways.

Curriculum intent is presented as broad, balanced, and ambitious, with clear sequencing and endpoints. A useful, school-specific example is the way reading is treated as a deliberate strand rather than an assumption. The site highlights Reciprocal Reading, Form Readers, and Lexia Reading interventions, signalling a structured approach to literacy development for pupils who need it, rather than leaving catch-up to chance.

At GCSE option stage, careers education becomes part of the academic planning story. External evaluation notes that Year 9 options are a meaningful transition point with careers support, including an annual careers fair and engagement with apprenticeship and college providers. The implication for families is that the school is attempting to reduce “default choices” and make routes after Year 11 and Year 13 feel visible and realistic, not only university-focused.

In sixth form, the enrichment model gives some insight into learning expectations. Students take three principal subjects plus an additional enrichment option, including EPQ or Core Maths, as well as CoRE, which indicates an intent to keep academic and personal development running in parallel rather than treating enrichment as optional.

The most recent published destination cohort (2023 to 2024, cohort size 57) shows 63% progressing to university, 9% to apprenticeships, and 18% into employment. For a community-serving sixth form, that is a blended destinations picture rather than a single-path narrative, and it is often a better match for families who want both academic and vocational credibility to be respected.

At the very top end, Oxbridge activity exists but is small. In the latest measured period, there were 6 Oxbridge applications and 1 acceptance. The implication is that ambitious applicants are supported to apply, but Oxbridge is not a high-volume pipeline, so students targeting Oxford or Cambridge should probe what tailored preparation looks like, including subject mentoring and interview practice.

For Year 11, the school’s own sixth form is an obvious pathway, and current messaging indicates active recruitment for both internal and external applicants. Parents should treat sixth form as a distinct choice and compare it to local sixth-form colleges and other school sixth forms, especially if students are aiming for A-level profiles that require consistently high grades.

Year 7 entry is coordinated through Birmingham’s local authority process, with an additional Catholic Supplementary Information Form required as part of the school’s oversubscription process. Key dates for the 2026 to 2027 admissions cycle are clearly stated. Applications needed to be made by 31 October 2025, and families are advised of outcomes on 1 March 2026 (or the next working day).

Because the school is Catholic, faith-based criteria matter when the school is oversubscribed. The published admissions arrangements make clear that the school was founded to provide education for children of Catholic families, and the Supplementary Information Form process is central to allocating places fairly within that ethos.

The practical implication is that families who are practising Catholics should ensure parish and sacramental evidence is organised early, and families who are not should be realistic about how oversubscription criteria may affect their likelihood of an offer in a competitive year.

Sixth form admissions are separate from the Year 7 local authority route, with the school indicating a closing date for September 2026 applications of Friday 13 February 2026.

Students considering entry at Year 12 should also review entry criteria carefully, particularly if they are applying from another school and need subject-specific grade profiles to access certain courses.

For planning, FindMySchool’s Map Search is useful for testing realistic travel times and day-to-day practicality, especially where after-school enrichment, intervention sessions, or late finishes for sport may apply.

Pastoral care is organised through visible systems rather than informal goodwill. The Character Centre functions as a structured behaviour base with clear expectations and a defined reintegration approach. This tends to suit pupils who respond well to consistent boundaries and predictable consequences, and it can reduce the “grey areas” that often create friction in large schools.

Wellbeing support is framed as enabling pupils to stay engaged academically. The Hub’s emphasis is on advice, coping skills, and practical support so that pupils can sustain attendance, participation, and progress. This matters most at pinch points, including Year 9 options, Year 11 exam periods, and the transition into sixth form where workload and independence expectations rise sharply.

In the external evaluation narrative, pupils are described as happy and well cared for, with positive staff relationships and a culture of respect and inclusion. For parents, the most useful takeaway is that the school’s pastoral and safeguarding foundations are described as secure, even as academic systems are asked to sharpen around checking understanding and reading identification.

The enrichment offer is broad and, importantly, specific. On the academic-cultural side, the school highlights regular residential and overseas experiences that connect to curriculum and cultural development, including annual trips to Berlin, Belgium (including battlefields), and trips to France and Spain. For pupils, these experiences tend to build confidence and extend real-world context, particularly in humanities and languages.

For sixth formers, international and service-oriented experiences are positioned as part of the school’s Catholic social action identity. School communications reference global links opportunities and planned travel for a small number of Year 12 students, which signals an enrichment model that goes beyond standard university application support.

Sport is unusually well-resourced for a state school, at least on the facilities and partnerships described. On-site provision includes a sports hall, gymnasium, astro-turf pitch, fitness suite, swimming pool, and a Multi-Use Games Area. The school also cites links with named local clubs including Solihull Moors FC, Edwardians RFC, and Birmingham Rockets Basketball Club. This mix of facilities plus community links can suit pupils who thrive when sport is regular and structured, not occasional.

The Duke of Edinburgh’s Award is an established strand, launched at the school in June 2008 and now offered at Bronze, Silver and Gold. For families, the value is not only the award itself but the habit of volunteering, planning, and resilience that can translate into stronger sixth form personal statements and apprenticeship applications.

The published school day runs from form time at 8:45, with lessons finishing at 15:15. This is a conventional structure for a Birmingham secondary and helps families model travel and after-school commitments.

As a state school, there are no tuition fees. Families should still plan for the usual costs associated with secondary education, including uniform, curriculum-related trips, and optional enrichment activities, with details set out via school communications.

For transport, families should assess the practicalities of the Acocks Green location against the school’s start and finish times, and consider whether after-school clubs, interventions, or fixtures create regular later collections.

• Competitive entry at Year 7. With 728 applications for 210 places in the latest published data, admission is oversubscribed and families should prepare paperwork early, especially the Catholic Supplementary Information Form.

• Sixth form outcomes need scrutiny. A-level attainment is below England averages on the available measures, so students aiming for highly competitive courses should ask detailed questions about subject-level results and academic support.

• Reading and checking understanding are stated improvement priorities. External evaluation flags the need to identify reading gaps more consistently and to improve how well teachers check understanding before moving on, which may matter for pupils who need structured scaffolding.

• A big-school experience. With capacity around 1,190, the environment can suit pupils who like a wide peer group and lots of activity options, but some children prefer smaller settings with more informal familiarity.

Archbishop Ilsley Catholic School offers a clearly articulated Catholic identity, substantial sporting facilities, and a pastoral model that is explicit and structured. GCSE outcomes sit around the broad middle nationally, while the sixth form picture is weaker on headline attainment, despite a destinations mix that includes university, apprenticeships, and a small Oxbridge footprint.

Who it suits: families seeking a faith-shaped secondary in Birmingham with a strong extracurricular spine, clear behaviour systems, and a large-school breadth of opportunity. The greatest barrier is getting a place at Year 7 in an oversubscribed year, and sixth form applicants should look closely at subject-level performance before committing.