Callywith College Review 2026: Purpose-built sixth form college with ambitious teaching and strong student support

For students in North and East Cornwall who want breadth after GCSEs, this is a specialist 16 to 19 setting with a clear academic culture and a well-developed enrichment offer. Callywith College opened in September 2017 as a 16 to 19 academy, and it operates in association with Truro and Penwith College.

The latest Ofsted inspection, on 12 and 13 March 2024, confirmed the college continues to be Outstanding. Leadership is led by Principal Dr Jonathan Grey. On outcomes, FindMySchool’s A-level rankings place Callywith in line with the middle 35% of sixth forms in England (25th to 60th percentile), with the strongest indicator locally being that it ranks 1st in the Bodmin area.

This is a college built for post-16 students, which matters because the tone is different from a school sixth form. The student experience messaging emphasises independence and preparation for adult environments, alongside active work on equality, diversity and inclusion. That emphasis shows up in how support is framed, as accessible, non-stigmatising, and shaped by student and parent feedback.

A key feature is the tutorial structure and the expectation that students will manage directed independent study alongside taught time. The admissions policy sets a minimum full-time study programme of 580 planned hours per year, combining the main qualification route with personal development tutorials, independent study and enrichment. The implication for families is that students who thrive here tend to be those ready to organise their time, ask for help early, and take responsibility for attendance and deadlines.

The physical environment reinforces the post-16 feel. Teaching rooms are equipped with 75 inch touch screens, and the facilities list is specific rather than generic: subject specialist spaces, a lecture theatre and drama studio, learning centres, plus sport infrastructure that supports both recreational activity and academy training. That mix is especially relevant for students balancing academic study with performance routes in sport, creative media, or progression-focused programmes like law or medical applications.

Leadership continuity also helps shape culture. Dr Jonathan Grey is named as Principal, and an official trust financial statement records his appointment date as 5 September 2019. For parents, that matters less as a biography point and more because a stable senior team usually supports consistent routines, reliable pastoral systems, and sustained improvement cycles.

Callywith College is a post-16 provider, so the most useful quantitative lens is A-level performance, alongside the context of what kinds of programmes students are actually taking. FindMySchool’s A-level data indicates:

• A* grades: 5.41%

• A grades: 12.06%

• B grades: 24.65%

• A* to B combined: 42.11%

On the standard comparator that parents often use, A* and A combined are 17.47% at Callywith, compared with an England average of 23.6%. For A* to B, Callywith is at 42.11%, compared with an England average of 47.2%. These figures suggest outcomes that are solid, but not uniformly at the very top of the national distribution. The more positive signal is consistency and local standing, rather than being an outlier on headline grades.

Rankings help place that in context. Ranked 1521st in England and 1st in Bodmin for A-level outcomes (FindMySchool ranking based on official outcomes data), Callywith sits in line with the middle 35% of providers in England (25th to 60th percentile). This is a useful framing for families weighing it against school sixth forms locally, because the comparison is not just about grades, it is also about the scale and specialism of provision available in a dedicated sixth form college.

It is also worth noting the programme mix described in the most recent inspection. At the time of inspection, 1540 students were studying on education programmes for young people, with the largest course areas including science, mathematics, English, humanities, health and social care and sport. That breadth matters when interpreting results, because different subject mixes can shift grade distributions.

Parents comparing post-16 options across Cornwall can use the FindMySchool local comparison tools to view A-level outcomes side by side, and then layer in qualitative differences such as subject range, enrichment structure, and transport practicality.

The most distinctive teaching evidence here is how course teams structure learning over time, and how subject specialists extend students beyond short-term exam technique. In chemistry, external review evidence describes students revisiting complex concepts until understanding is secure, rather than moving on quickly and hoping revision fixes gaps later. The implication for students is that those who enjoy grappling with hard material, and who benefit from teachers checking understanding repeatedly, are likely to find this approach effective.

Course pages reinforce that expectation of sustained effort. For example, A Level Biology guidance sets a clear independent study expectation of around 4 to 6 hours per week, alongside midpoint assessment in the first year and mock opportunities before final examinations. That is a practical signal to families that study habits matter as much as raw ability. It also suggests a structure that can suit students who want a steady rhythm of feedback and consolidation.

Creative and technical routes appear to be treated with similar seriousness. Inspection evidence references industry standard facilities for media production, games, animation and visual effects, plus use of industry mentors and live briefs. This is not just a facilities point. It implies that coursework quality and portfolio development can be supported in a way that mirrors professional expectations, which can strengthen progression to apprenticeships, higher education, or employment in competitive sectors.

Academic stretch is also embedded through formal programmes rather than being left to individual initiative. The Academic Academy is structured as a 25-week programme of lectures and seminars, with weekly Wednesday afternoon sessions and guest speakers, including an Oxford professor and the Director of Experiments at CERN. For students aiming at competitive universities, that kind of intellectual extension can help build confidence with unfamiliar ideas, and improve personal statement and interview content.

Because Callywith is a standalone post-16 provider, destinations are a central part of value. The college clearly positions itself as a place where students should have a plan for progression, and where careers guidance is integrated through tutorials, specialist support and work experience.

On the most selective end, Oxbridge data for the measurement period shows 6 Cambridge applications, 1 offer, and 1 acceptance, with Oxford fields not recorded. That profile suggests a small but present Oxbridge pipeline, where support systems can matter more than scale. Linking this to college structures, the Academic Academy is explicitly designed to support students applying to competitive universities, which aligns with that aspiration.

For broader progression, DfE 16 to 18 leaver destinations for the 2023 to 2024 cohort indicate: 33% progressed to university, 3% started apprenticeships, 2% went into further education, and 41% entered employment. This distribution signals a college that supports multiple routes rather than pushing every student into a single definition of success.

Practical destination support shows up in the admissions guidance. Destinations Day is described as offering more than 60 specialist careers talks, alongside sector networking lunches and related trips and events across the year. In addition, first-year students are expected to complete a week of industry immersion placement during Your Future Week in June or July, supported by personal development tutors and the destinations team. For families, that means employability is not treated as optional add-on; it is a structured expectation.

Applications for September 2026 are open, with a clear deadline signal. The college states that to guarantee an interview for September 2026 entry, applicants should apply by 20 February 2026, and it frames that date as the last day of the February half-term holiday in the spring term. The same admissions information also makes a practical point that is often overlooked: students can hold simultaneous offers at post-16 stage until enrolment, so families are encouraged to keep a realistic back-up destination.

Open events are part of the admissions journey. A specific Open Morning is listed for Saturday 24 January 2026, 10am to 1pm. For families planning visits, the safest approach is to treat open events as seasonal, with confirmation always checked close to the time, because dates can change.

Entry requirements are course-specific, but the admissions policy provides a clear baseline. For A-level programmes, the minimum entry requirements are 5 GCSEs at grade 4 or above, including English Language or Literature and or mathematics at grade 5. For Level 3 Extended Diploma programmes, the baseline is 4 GCSEs at grade 4 including English Language or Literature and or mathematics at grade 4, and some routes such as health and social care or childcare require a clear DBS check as a condition of enrolment.

The policy also clarifies how GCSE resits are handled. Applicants without at least grade 4 in English and or maths are required to continue studying these at GCSE level alongside their main programme, and students with grade 3 in English and or maths on entry must study GCSE English and or maths. This is a key fit point: students who need resits can still progress, but the timetable commitment is real and needs to be planned for.

Pastoral support is framed as a central driver of outcomes rather than a bolt-on. Student services provision includes on-site counselling, a dedicated mental health adviser, and links to external services including CAMHS when needed. The model described is practical: drop-in access plus regular one-to-one check-ins, and guidance for online safety and social media issues.

The admissions guidance adds additional texture. It references peer support groups, drop-in clinics with specialist agencies, and a therapy dog, Macy, as part of the wider support mix. For students managing anxiety, bereavement, housing instability, caring responsibilities, or other pressures that can derail learning at 16 to 19, that breadth can be the difference between staying on track and drifting away from education.

The inspection confirmed safeguarding arrangements are effective. For parents, the practical question is not just policy, it is accessibility. The college repeatedly signposts how students contact support and safeguarding teams, which aligns with a culture where students are expected to use systems early, not wait until problems become crises.

A sixth form college lives or dies on what it offers beyond timetabled lessons, because enrichment often becomes the bridge between academic study and adult life. Callywith’s enrichment offer is unusually explicit. The Academies and Enrichment information lists named activities including Lingua Lounge, Music groups, Sustainability Group, Dungeons & Dragons, Creative Writing, plus support groups including Pride and Young Carers. These examples matter because they give students routes to belonging, identity and leadership in a setting where peer groups are newly formed after GCSE transitions.

Academies are positioned as structured programmes that sit within timetables rather than competing with study time. The Academic Academy, for example, is designed for students aiming at competitive universities, with a weekly lecture model and external guest speakers. The implication is clear: students who want intellectual stretch can access it without having to create it from scratch.

For students interested in technology, the Digital Academy provides concrete project examples: a near space mission, creating a college weather station, working with AI models using dedicated AI computers, and building hardware using a 3D printer. This is practical enrichment, with outputs that can strengthen applications and interviews, especially for apprenticeships or computing-related degrees.

Sport is available on multiple levels. The campus facilities include a 3G astroturf pitch used for football and rugby, a sports hall, and a gym in Fox Building with cardio equipment and free weights. At the same time, Callywith Active is positioned as inclusive, with gym and fitness sessions, mindfulness trail walks, badminton, table tennis and astro pitch activities. For families, this dual model matters, because it signals sport is not only for academy-level students.

Finally, personal development programmes provide some of the most memorable post-16 experiences. Admissions guidance references Ten Tors training for the 45 mile challenge, and Duke of Edinburgh’s Award participation. These activities are not simply character-building; they also develop planning, resilience, and teamwork, which feed directly into progression routes.

The admissions guidance for 2026 entry states that on the first day of term, students must arrive by 9.15am and the day finishes at 4.20pm. Daily timetables can vary by programme and study time allocation, so families should treat those timings as an orientation point rather than assuming every day mirrors induction.

Transport is a defining practical issue for a college serving a wide area. The admissions guidance describes a subsidised college bus pass on nominated routes, provided by Stagecoach, managed through the RideTandem app, with additional discounts for households with income below £50,000. The Ofsted report also notes leaders’ continued focus on safe travel and holding transport companies to account when reliability issues arise, which is a relevant reassurance for parents whose children rely on long bus journeys.

• Travel reality for a wide area intake. The college is built to serve a large catchment, and transport is a key dependency. Students relying on bus routes should test the routine early and build in contingency for occasional disruption.

• Course entry requirements are non-negotiable. A-level routes require 5 GCSEs at grade 4 or above, including a grade 5 in English Language or Literature and or mathematics, and some vocational routes require DBS clearance. Families should read the specific course page requirements, especially for sciences and high-demand subjects.

• Independent study is part of the deal. Course guidance sets clear expectations for several hours of independent study each week, plus mid-year assessments and mocks. Students who need tight external structure may need explicit planning support at home.

• Apply early and keep a back-up plan. The college warns that some courses can become oversubscribed, and it explicitly advises applicants to hold alternatives until enrolment. This is sound post-16 strategy, not pessimism.

Callywith College is best seen as a serious post-16 destination rather than an extension of school. Strong teaching practice, substantial student support, and an unusually named and structured enrichment programme make it a credible choice for students aiming at university, apprenticeships, or employment with meaningful work experience behind them. Best suited to students who want breadth after GCSEs, can handle independent study expectations, and will make use of academic and careers support early. The main practical decision is whether the travel routine and course entry requirements fit the student’s plan.