St Mary’s Catholic School, Bishop’s Stortford Review 2026: High expectations, strong GCSE outcomes, and a clear Catholic identity

This is a large, oversubscribed Catholic secondary with sixth form, shaped by high academic ambition and an unusually consistent culture of calm behaviour. The most recent external evidence is strong: the October 2024 inspection graded both Quality of Education and Behaviour and Attitudes as Outstanding, alongside Good for Personal Development, Leadership and Management, and Sixth Form provision.

Academic outcomes back up that picture. GCSE performance ranks within the top quarter of schools in England on FindMySchool’s measure, and the Progress 8 score indicates well above average progress from students’ starting points. Sixth form results are more mixed, sitting closer to the middle of England schools overall, but with a healthy A level A to B profile. This combination tends to suit students who respond well to structure, clear expectations, and a faith-informed approach to school life.

A Catholic ethos is not a side note here. It is positioned as a defining part of daily routines, values, and pastoral language, with chaplaincy and structured reflection presented as central rather than occasional. The school’s history page roots that identity in its founding by the Sisters of St Mary of Namur, beginning in May 1896, and frames the school as an extension of that mission into modern Bishop’s Stortford.

Leadership is a useful context for families assessing trajectory. Deirdre McHugh has been in post since March 2024, following an interim period, and was confirmed into the permanent headteacher role from January 2025. This matters because the latest inspection and current direction sit under the same headship, which reduces the common “new leadership, old inspection” mismatch that can complicate interpretation.

The school is part of the St Francis of Assisi Catholic Academy Trust, with trust-wide Catholic formation and governance structures described within the inspection documentation. For families, the practical implication is that strategic decisions, staffing development, and some policies are likely to be shaped at trust level as well as school level.

GCSE outcomes are a clear strength, both in absolute terms and in comparative positioning.

Ranked 926th in England and 4th in Bishop’s Stortford for GCSE outcomes (FindMySchool ranking based on official data), the school sits comfortably within the top 25% of secondary schools in England. That positioning aligns with a strong Progress 8 score of +0.43, which indicates students typically make well above average progress from their prior attainment.

Attainment 8 stands at 54.6, well above the England benchmark figure used. EBacc indicators are more nuanced: 29% are recorded as achieving grades 5 or above in the EBacc measure used here, which may reflect entry patterns, option choices, or cohort mix rather than a simple “strength or weakness” judgement. The broader message remains consistent: progress and overall attainment are strong.

For sixth form, the picture is more balanced. Ranked 1,027th in England and 4th in Bishop’s Stortford for A level outcomes (FindMySchool ranking based on official data), results sit in line with the middle 35% of sixth forms in England. Grade distribution suggests a solid high-grade profile overall: 55.48% of grades at A level fall in the A* to B band, compared with an England average of 47.2%. A* to A sits at roughly 21.6%, slightly below the England average comparator of 23.6%.

Two practical takeaways for families: first, GCSE performance is a standout and is likely to be felt in lesson pace and expectations from Year 7. Second, sixth form outcomes look strongest for students aiming for consistent A to B profiles, with the very top end less dominant than some of the most selective sixth forms.

Parents comparing nearby options can use the FindMySchool Local Hub and Comparison Tool to see how these rankings sit against other Bishop’s Stortford secondaries and sixth forms, using the same underlying methodology.

The most helpful way to understand teaching here is through the combination of curriculum clarity and classroom routines.

The curriculum is described as well-designed and commonly understood, which usually translates into consistency between departments, predictable lesson structures, and fewer surprises for students moving between subjects. That tends to suit students who thrive on clear success criteria and frequent feedback, and it can be particularly valuable for those transitioning from smaller primaries where subject-by-subject expectations can feel new.

Support for literacy is also prominent in the school’s external profile, with a stated emphasis on identifying weaker readers quickly and putting targeted support in place. For families, the implication is that students who arrive in Year 7 with reading gaps are less likely to be left to “catch up by osmosis”, and more likely to encounter structured interventions.

At sixth form, enrichment is treated as part of the academic package rather than optional garnish. The school explicitly references the Extended Project Qualification, Duke of Edinburgh, and student chaplaincy leadership as part of its sixth form “super curriculum” approach. The practical implication is that students aiming for competitive university courses should find a ready-made framework for evidence of independent study and leadership, provided they are willing to engage.

University and employment destinations suggest a broadly academic sixth form with visible vocational and employment routes as well.

For the 2023 to 2024 leavers cohort, 62% progressed to university, 5% to apprenticeships, 21% to employment, and 1% to further education. These figures do not capture every destination type, but they give a useful high-level view of pathways beyond Year 13.

Oxbridge is a small but real element of the destination profile. Across the measurement period 11 students applied to Oxford or Cambridge and 1 secured a place. In a comprehensive, faith-based school with an inclusive intake, that is best read as evidence that the academic ceiling is high for the most ambitious students, rather than as a dominant pipeline.

For families, the implication is straightforward: students with strong GCSE profiles and sustained academic focus can aim for the most selective outcomes, while the broader sixth form cohort still has clear routes into university, apprenticeships, and employment.

Year 7 entry is competitive and governed by a combination of Local Authority coordination and school-led faith admissions documentation.

Applications are made through coordinated admissions, but this school also requires additional information, typically through a supplementary information form submitted directly to the school. The Hertfordshire admissions page is explicit that the school is its own admitting authority and sets out how places were allocated in prior years.

Demand is strong. In 2024 there were 496 applications for 186 places, and in 2025 there were 486 applications for 186 places, which is around 2.6 applicants per place. Competition at this level means families should treat the admissions criteria as central to planning, not as background reading.

Faith criteria and community context matter. Allocation data for previous years shows places distributed across categories including baptised Catholic children (with sub-categories such as sibling), other baptised Catholic applicants, other Christian denominations supported by their minister, and other applicants, alongside the usual statutory priorities such as an Education, Health and Care Plan. The practical implication is that Catholic families who can evidence practice, and families with siblings already in the school, are likely to have stronger priority than families applying without a faith basis.

Key deadlines for the September 2026 intake follow Hertfordshire’s published timetable, with the main secondary application deadline falling on 31 October 2025 and allocations released on 02 March 2026. Open events are typically concentrated in September and October each year, and families should check the school’s current calendar to confirm dates in the relevant cycle.

For families weighing location and likelihood, the FindMySchool Map Search is the simplest way to sanity-check realistic options and reduce reliance on hopeful assumptions.

Sixth form admissions run separately. The school publishes a specific application deadline of Monday 08 December 2025 at 9am for sixth form applications. Sixth form is presented as open to applicants of all faiths and none, although published entry requirements and subject suitability criteria still apply.

Pastoral systems here appear tightly connected to the school’s Catholic identity and to a calm behavioural culture. A key signal is that behaviour is not described as something managed intermittently, but as the product of consistent expectations and adult modelling, which usually means fewer “policy swings” year to year and a clearer sense of what will happen when things go wrong.

Safeguarding arrangements are confirmed as effective in the most recent inspection documentation, which is the baseline reassurance families should expect when making any shortlist. Beyond that baseline, the school also describes structured pastoral touchpoints and student support services, including a Student Hub approach referenced in timings and practical information pages.

For students with SEND, the most useful implication from the school’s published profile is that needs are intended to be met through consistent classroom practice and targeted support, rather than separation from mainstream learning, which tends to suit students who benefit from structure but still want full participation in wider school life.

The co-curricular programme is broad, but what matters for families is the presence of named, structured options that match different student personalities.

From the published clubs programme, examples include Crest Science Club, DT Makers Hub, Public Speaking Club, Young Writers’ Club, and a range of library-based activities such as Books and Biscuits and Crime and Mystery sessions. Creative options include Drama Club, Rock and Pop, Worship Band, and production rehearsals (for example, Moana rehearsals are listed for the relevant term). There are also practical and wellbeing-adjacent options such as Eco and Gardening Club and Cookery Club, alongside sport through fixtures, football, netball, and volleyball.

The sixth form enrichment structure reinforces this. EPQ and Duke of Edinburgh are explicitly positioned within the enrichment offer, and student chaplaincy and leadership roles are framed as normal parts of sixth form development rather than niche add-ons. The implication is that students who want to build a personal statement, apprenticeship application, or CV will find a clear set of internal opportunities, but those opportunities still depend on student initiative.

The school day is clearly structured, with students able to arrive on site from 8.15am and a morning start around 8.40am for registration. Finish times are staggered by year group, with an end-of-day window around 3.05pm to 3.15pm in the published timings.

Transport is well documented. Bishop’s Stortford rail station is described as around a 15 minute walk, cycling is supported through a bike shelter (capacity noted as up to 20 cycles), and there are references to both dedicated coach routes and public bus options for travel into town.

Before and after-school childcare is not typically a feature of secondary provision, and specific wraparound arrangements are not presented as a headline offer. Families needing supervised early arrival or late collection should check the most current student support and on-site supervision arrangements directly with the school.

• Competition for Year 7 entry is real. Recent years show around 2.6 applications per place for 186 places, so families should read the admissions criteria carefully and plan for realistic alternatives.

• Catholic life is central rather than optional. Families comfortable with a clear faith identity often find that this adds coherence to expectations and pastoral language; families seeking a wholly secular approach may prefer other local options.

• Sixth form outcomes are solid rather than elite. A level results are strongest for students aiming for consistent A to B grades, with less emphasis on very high volumes of A* and A compared with the most selective sixth forms.

• School-day logistics need planning. Staggered finish times and a substantial on-roll cohort mean travel routines and pick-up arrangements should be mapped early, especially for families relying on public transport.

For a state-funded Catholic secondary with sixth form, this is a compelling option: GCSE outcomes are strong, behaviour expectations are clear, and the school’s identity is coherent across curriculum, enrichment, and pastoral life. It best suits families who want a faith-informed culture and a structured academic environment, and who are prepared to engage seriously with admissions requirements and deadlines. Entry remains the primary hurdle.