St John’s Catholic School & Sixth Form College Review 2026, Catholic secondary with a broad sixth form and clear routines

A school day that starts with congregation and tutor-led preparation sets the tone. Expectations are explicit, routines are structured, and staff use a shared teaching model to help students build knowledge step by step.

St John’s serves Bishop Auckland and surrounding County Durham communities as an 11 to 18 Catholic academy. Its mission statement is framed around Gospel values and a commitment to peace, justice, equality, and respect for life, with an emphasis on a safe and healthy community.

Results sit in the middle performance band for England in both GCSEs and A-levels in the FindMySchool ranking set, but with a Progress 8 figure that indicates students generally do better than similar pupils nationally from their starting points. The sixth form keeps a wide post 16 offer and makes a point of careers and life preparation alongside academic study.

Faith is not treated as an add-on. The Catholic identity shapes language, community expectations, and the way personal development is organised, with the school describing itself as a learning community guided by Gospel values.

The school day structure reinforces that sense of collective identity. Students are expected to be in congregation areas by 8:45am, followed by tutor time, prayer, and daily preparation checks (the school calls this PREP), before lessons begin. It is a practical approach that can suit students who respond well to predictable routines and clear adult oversight.

A key feature in the school’s own external narrative is breadth. The most recent official review describes a wide range of educational experiences and a personal development programme that includes online safety, protected characteristics, and sixth form readiness for adult life, such as budgeting and rental contracts.

At Key Stage 4, St John’s Attainment 8 score is 50.6, with an EBacc average point score of 4.27 and a Progress 8 score of 0.16. A Progress 8 figure above zero indicates above average progress in England from the same starting points, which matters for parents looking beyond raw grades.

FindMySchool’s GCSE ranking places the school 1st locally in the Bishop Auckland area and 1,663rd in England for GCSE outcomes (a proprietary FindMySchool ranking based on official data). This sits in line with the middle 35% of schools in England (25th to 60th percentile).

For sixth form outcomes, 53.14% of grades are A* to B, including 5.14% at A* and 14.29% at A. Compared with the England averages provided the A* to B share is higher than the England benchmark for A* to B, while the A* to A share is below the England benchmark for that top bracket.

FindMySchool’s A-level ranking places the sixth form 2nd locally and 1,130th in England for A-level outcomes (a proprietary FindMySchool ranking based on official data), again aligning with the middle 35% of schools in England.

Teaching is anchored to a published model. The most recent official review references an approach the school calls ASPIRE, including recall tasks early in lessons and structured support for challenging work, with the note that implementation is still becoming consistent across classrooms.

Reading support is built in early for Year 7, with targeted interventions, including a phonics programme for students at the earliest stages of reading, plus a wider push for reading for pleasure through dedicated reading lessons, author visits, and local literary events. For families whose children are arriving with weaker literacy, that combination of intervention and culture can be more meaningful than a simple “catch up” label.

Support for students with special educational needs and disabilities is described as practical and teacher-facing. The school uses “pupil passports” to summarise strategies for individual students, and the most recent review notes additional capacity being created to strengthen consistency.

Where Students Go Next

Post 16 provision is a significant part of the school’s offer, both in subject breadth and in preparation for next steps. The official review notes that sixth form students are supported well to meet the higher academic demands and that they study a programme designed to help them make informed decisions about learning, training, and employment.

In the 2023 to 2024 leavers cohort (110 students), 47% progressed to university, 18% to apprenticeships, 23% to employment, and 1% to further education. These figures suggest a sixth form where applied and employment routes are a material part of the picture, not a marginal outcome.

Oxbridge entry exists but is not a defining pipeline in the measured period. Across the measurement window, five applications were made, one offer was received, and one student accepted a place. That is best read as evidence that highly academic routes are supported where appropriate, while the broader sixth form experience remains oriented to a wider range of outcomes.

The sixth form website highlights partnerships with Russell Group universities (it gives examples including Durham, Newcastle, and Oxford) but does not publish a destination percentage.

Year 7 admissions follow the County Durham coordinated process. For September 2026 entry, the timetable for secondary admissions shows applications opening on 1 September 2025 and closing on 31 October 2025, with offers issued on 2 March 2026. Late applicant ranking and reallocation dates are also set out in that published timetable.

Because the school is Catholic, families should expect faith and belief to play a part in the wider admissions and transport context, even where the application route itself is local authority coordinated. In County Durham, free transport criteria can differ for families choosing a school on religion or belief grounds, and St John’s publishes transport guidance that references Roman Catholic baptism requirements for certain free transport eligibility conditions.

Sixth form entry is handled directly through the sixth form application route. The sixth form site states that applications for 2026 entry close on 3 November 2025.

Parents comparing options should use the FindMySchool Map Search to understand practical travel time and to sanity-check feasibility of a daily journey from their exact address, particularly if you are relying on school transport rather than public routes.

The most recent official review describes a school where pupils are safe and cared for well, with calm and orderly routines and a strong personal development programme. It also highlights that bullying can happen but is dealt with effectively.

Attendance is the main pressure point flagged for improvement. The same review notes that some pupils do not attend regularly enough, leading to gaps in learning and weaker outcomes, particularly for older pupils approaching public examinations. That is useful context for families, because it indicates where leaders are likely to focus behaviour and pastoral capacity over the next cycle.

Staff wellbeing is referenced as an explicit leadership concern, with initiatives designed to recognise staff contributions. While that is not directly a pupil outcome metric, it often correlates with stability and consistent application of routines, which matters in a large 11 to 18 setting.

A school’s extracurricular offer matters most when it is concrete and accessible, not a long generic list. The most recent official review points to clubs spanning sports, sign language, debating, mindfulness, and diversity and equality. Those choices signal a programme that aims to serve both the energetic and the reflective student, and to create space for identity and belonging, which is particularly relevant in a faith school serving a broad community.

The review also references a successful bid to the Turing Scheme, enabling cultural visits to Canada, America, and Europe. For some families this will be a decisive enrichment feature, particularly where international experience is valued but private travel is not always feasible.

For sixth form students, the school positions enrichment as part of the offer rather than an optional extra. The sixth form site promotes a four day timetable, with Fridays presented as time for students to shape their own pathway, which may appeal to students who are ready to manage independent study, part time work, volunteering, or structured wider reading.

The published school day starts with congregation at 8:50am for some year groups and 8:45am congregation is referenced in the narrative guidance for attendance at designated areas. Lessons run through to Period 5, ending at 3:20pm.

Transport is a distinct practical strength. The school publishes guidance indicating a fleet of coaches covering main areas, plus minibuses for some rural routes, with most coaches provided by Garnett’s Coaches. It also describes a transport subsidy scheme to support families facing cost pressure, though families should check current eligibility rules and fares directly with the school as transport costs change over time.

Wraparound care is not typically a feature of secondary schools, and the school’s published information focuses on transport, enrichment, and the structured school day rather than breakfast or after-school childcare arrangements.

• Attendance is a live improvement focus. The most recent official review flags persistent absence as a barrier to achievement for some pupils, especially in examination years. Families should ask how the school monitors absence and what early interventions look like.

• Results are broadly mid-band for England, not a high-selecting profile. The FindMySchool ranking positions are in line with the middle 35% of schools in England for both GCSE and A-level outcomes. Families seeking an intensely academic, top percentile setting should compare locally using FindMySchool’s Comparison Tool before deciding.

• Sixth form independence will suit some students more than others. A four day timetable can be a genuine advantage for self-motivated students, but it requires good organisation and follow-through.

• Faith context matters for families. The school’s Catholic ethos is explicit and embedded. Families who prefer a fully secular approach should reflect carefully on fit, even if day-to-day practice feels inclusive.

St John’s Catholic School & Sixth Form College is a structured, values-led 11 to 18 setting where routines, personal development, and breadth of opportunity are central to the offer. Academic outcomes are steady rather than elite in England terms, but progress measures suggest many students do better than comparable peers, and the sixth form supports a wide range of next steps, including university, apprenticeships, and employment. Best suited to families who want a Catholic school with clear daily routines, accessible clubs, and a sixth form that offers increasing independence for students ready to manage it.