The North Bristol Post 16 Centre opened in September 2007 as a collaborative venture between Cotham School and the newly established Redland Green School. Based at two campuses, Charnwood House in Cotham and Redland Court Road in Redland, the centre operates as a single entity with separate administrative and pastoral structures. What distinguishes it immediately is its geographical reach. The centre serves six named partner schools (Cotham, Redland Green, Fairfield, Henbury, Monks Park, and Portway), yet remains genuinely open to students from any school across Bristol and the surrounding areas. This means roughly half the cohort are students whose secondary schools have no formal partnership, creating a diverse, genuinely mixed peer group.
A-level results position the centre in the middle-to-upper tier in England. In 2024, 56% of entries achieved A* or A grades, placing the centre above the England average of 47%. The FindMySchool data ranks the centre 714th in England for A-level outcomes (FindMySchool ranking), positioning it in the national typical band, solid, consistent performance that sits slightly above England's middle 35% of post-16 providers. The centre produced one Oxbridge acceptance across 13 applications in the measurement period, suggesting selective undergraduate universities receive applications from here but places are rare.
Students describe feeling treated as adults. The testimonials on the centre's website speak to a supportive atmosphere where personal development matters as much as academic outcomes. Class sizes are managed carefully, with most students studying three A-levels (a few take four). The two learning communities maintain their own student services teams and tutoring systems, creating more intimate pastoral care than a single large sixth form might offer.
The dual-campus model creates two distinct identities. Cotham's Post 16 centre operates from Charnwood House, a Victorian building in the affluent Cotham neighbourhood; Redland's campus sits on Redland Court Road. Students choose which community they join at the start of Year 12, and that choice shapes their immediate peer group and pastoral structure. Despite being part of the same centre, the learning communities maintain separate social rhythms, enrichment programmes, and staffing arrangements.
The broader culture feels distinctly Bristol and deliberately inclusive. Alongside the named partner schools (Cotham, Redland Green, Fairfield, Henbury, Monks Park, Portway), a significant proportion of the cohort comes from other secondaries across Bristol and further afield. This diversity is intentional and celebrated. Recent termly news mentions initiatives such as the Black Excellence Art Project and sessions featuring speakers such as Guy Bailey OBE, whose role in the Bristol Bus Boycott provides direct connection to local history and social justice.
Student voice is genuinely embedded in the structure. A rigorous election process, including interviews, hustings, and a student vote, selects leadership roles: a Student President in Year 13 and Vice President in Year 12, plus six committee head roles covering Learning and Wellbeing, Facilities, Charities, Outreach, Respect, and Equity and Diversity. The Student Leadership Team meets regularly to shape centre-wide policies. This is not tokenistic; the structure creates real responsibility for older students. Additionally, all students are invited to become NBP16 Ambassadors, representing the centre at open evenings and induction events.
Pastoral care operates through tutor groups and a consistent tutor system where staff aim to remain with a student for the full two years. Morning registration occurs in tutor bases for 15 minutes daily, creating continuity. Both learning communities have student services teams dedicated to welfare, with an assistant headteacher leading each community. The commitment to student wellbeing is articulated clearly: staff follow an open-door policy, and mental health support is available through trained counsellors and wellbeing initiatives.
In 2024, results demonstrate consistent, above-average performance. At A-level, 56% of all entries achieved A* or A grades, compared to the England average of 47%. The centre's ranking of 714th in England (FindMySchool ranking) places it solidly in the upper-middle tier, not elite, but markedly above average. Breaking down the grades further: 12% achieved A* (England average ~10%), 18% achieved A (England average ~13%), and 27% achieved B (England average ~22%). This distribution suggests strength across multiple subjects rather than a narrow concentration.
The subject portfolio is genuinely comprehensive. The centre offers over 40 A-level subjects, structured into clear subject families: Art and Design Technology (Fine Art, Photography, Textiles, Product Design, Food Technology); Business (Business Studies, Economics); English and Media (English Language, English Language & Literature, English Literature, Film Studies, Media Studies); Health and Sport (Physical Education); Humanities (Ancient History, Classical Civilisation, Geography, History, Philosophy & Ethics); ICT and Computing; Mathematics and Science (Biology, Chemistry, Further Mathematics, Mathematics, Physics); Modern Foreign Languages (French, German, Spanish); Performing Arts (Dance, Drama & Theatre Studies, Music, Music Technology); and Social Sciences (Government & Politics, Psychology, Sociology). Students can also take Critical Thinking as an AS level and the Extended Project Qualification.
The breadth is genuine. Unlike schools where certain subjects become niche, the centre maintains meaningful cohorts across creative, scientific, and humanities pathways. Historical data from 2019 highlight particular strengths: French, Further Mathematics, Film Studies, Mathematics, Economics, Photography, Physics, English Literature, and Fine Art all saw 70% or more of students achieving B grade or above. This suggests consistent quality across diverse disciplines rather than peak performance in isolated subjects.
In the measurement period, the centre submitted 13 applications to Oxford and Cambridge universities, receiving 4 offers and 1 acceptance. Specifically, students received 1 Cambridge acceptance (from 6 applications, a 17% offer rate) and 0 Oxford acceptances (from 7 applications, a 43% offer rate). These figures reflect the highly selective nature of Oxbridge; the centre's single acceptance represents a meaningful but modest pipeline to the elite universities.
Beyond Oxbridge, the centre publishes limited destination data, though qualitative evidence suggests progression to Russell Group and research-intensive universities is common. The centre's partnership with the university sector is active and deliberate. The Careers and Enrichment team coordinates widening participation initiatives in partnership with local universities, including the highly competitive Bristol Scholars programme. Additional partnerships with the National Citizen Service (NCS) and The Mentality Project provide accredited external leadership experience and support transitions beyond school.
Teaching is described consistently as structured, engaging, and ambitious. The centre operates within the national A-level framework, with most students studying three subjects (universities typically value three solid A-levels over additional borderline grades). The curriculum design reflects university entrance expectations: rigorous assessment, linear two-year courses, and internal progression reviews at the end of Year 12.
The approach to independent learning is explicit. A-level study requires substantial self-directed work; the centre supports this through dedicated study facilities and mentoring. The "Upgrade" system operates as a supervised study space where students can access resources and support during timetabled independent study periods. Academic Mentors work as a bridge between students, teachers, and parents. For some students, additional "Upgrade+" sessions are timetabled, providing small-group structured support focused on skills such as time management, organisation, revision, and stress management.
Teachers maintain high subject expertise. The depth of subject offerings (40+ qualifications) requires genuine breadth of staffing. Feedback from students highlights teachers who motivate, push forward learning, and never give up on individual students, language suggesting genuine belief in each student's potential rather than mechanical teaching to grades.
Destination data is limited in the public record. The centre's emphasis on university application support, access arrangement testing, and partnerships with research-intensive universities indicates that higher education is the intended destination for most leavers. The emphasis on Oxbridge applications, Russell Group university connections, and widening participation programmes all reinforce this assumption.
For students entering employment or apprenticeships, data is less visible, suggesting these remain minority pathways. The structure and culture of the centre are clearly designed around university progression.
Total Offers
4
Offer Success Rate: 30.8%
Cambridge
1
Offers
Oxford
3
Offers
Enrichment operates on a structured, compulsory basis. Every Wednesday afternoon, all Year 12 students at Cotham engage in a one-hour enrichment session, this is not optional, signalling the centre's belief that broader personal development matters alongside subject study. The breadth of offerings is genuinely impressive and reflects active student voice in co-design.
Drama and Theatre Studies is offered as a full A-level, encompassing devised performance, text in performance, and theatre makers in practice. Students create devised pieces using practitioner stimulus, rehearse and refine performances, and attend live theatre productions. The course combines exploration, creation, and critical analysis. Beyond A-level, a BTEC in Performing Arts provides an alternative pathway for students seeking practical performance experience. Students who engaged in recent theatre work note support from professionals; Agnes received praise from director Beth for professionalism and creativity during a Cue Theatre Company Winter Performance. Music is offered at A-level, covering performing, composing, and listening and understanding across three main musical disciplines. Music Technology caters to students interested in popular music production and composition using technology. Dance as an A-level focuses on solo and group choreography, performance within duets and trios, and practical and choreographic technique.
Fine Art, Photography, and Textiles options allow students to work across traditional and contemporary media. The photography curriculum emphasises visual exploration and recording; recent sessions by Justin Quinell on pinhole photography demonstrate engagement with specialist practitioners. Textiles and Product Design (3D design) encourage experimentation, creativity, and practical realisation of ideas. The centre recently hosted a specialist pinhole photography session, suggesting active partnerships with practising artists.
The Student Leadership Team operates through rigorous election and interview processes. Student President and Vice President roles carry genuine responsibility; six committee head positions (Learning and Wellbeing, Facilities and Resources, Charities and Events, Outreach and Communication, Lead Respect Ambassador, Equity and Diversity) offer leadership pathways for students less confident in public speaking. The Student Ambassadors programme invites all students to represent the centre at official events, building inclusive leadership culture. Recent activities highlight student agency: student leaders organised Culture Day, celebrating diverse identity and cultural dress; Year 12 students organised a mentoring scheme supporting Year 7 Reading Buddies.
The LGBTQIA+ Alliance operates as a student-led advocacy collective, providing community and support for LGBTQ+ young people. Other advocacy initiatives include regular mentoring schemes and peer support structures.
Critical Thinking, available as an AS level, develops logical argumentation and higher-order thinking skills. The Extended Project Qualification gives students control over independent study, allowing exploration of a subject aspect or personal interest. Business Studies students undertake industry visits; recent placements have included visits to McCann Bristol, where students pitched new Yeo Valley products, connecting classroom learning to professional contexts.
First aid training, mindfulness sessions, and crochet clubs feature in the enrichment calendar, indicating attention to practical skills and stress management. The Post-16 Library provides quiet study space, textbooks, fiction and non-fiction resources, laptops (18 available), and 4 iMacs, plus video camera resources for media students. A wellbeing corner offers space for drawing and relaxation.
Bristol Scholars programme (highly competitive, accessed through university partnership) bridges the gap between school and higher education. NCS (National Citizen Service) and The Mentality Project provide accredited external leadership and wellbeing experiences.
The centre welcomes applications from Year 11 students across Bristol and beyond. Admissions operate through ApplicaaOne, with applications typically opening in October and an initial deadline in early December (5 December 2024 for September 2025 entry), though the centre notes it can offer places to most applicants who meet the deadline. In recent years, the centre has operated a waiting list but advises that on-time applications significantly improve chances of securing places.
Entry is not selective based on prior attainment, though grade entry requirements exist for individual subjects. The centre requires students to demonstrate suitability in subject areas. For example, Design and Technology requires either a grade 4 in Resistant Materials, Product Design, or Graphic Products, or submission of a portfolio showing aptitude. Most STEM subjects expect GCSE grade 5 or above; humanities subjects are more flexible.
Students select their preferred learning community (Cotham or Redland) at application. Only one application to the centre can be made; applications to both sites are not possible. The admissions policy provides opportunity for subject change following application, recognising that Year 11 students may be uncertain. A guidance conversation with the Post 16 team occurs during the application discussion meeting.
Open events occur in October, and the centre encourages attendance but does not require it. Subject-specific films on the website help students explore options remotely. Both learning communities hold identical open events.
The centre operates across two sites, reflecting its unique federated structure:
Based at Charnwood House, 30 Cotham Park, Bristol, BS6 6BU. Contact the school directly for enquiries. Post-16 students attend lessons and independent study here. The Victorian building sits in an affluent area with existing secondary students.
Redland Court Road, Bristol, BS6 7EH. Contact the school directly for enquiries. Similarly structured, Redland's Post-16 cohort uses this campus.
No on-site parking is available; parking follows the Redland and Cotham Residents Parking Scheme. The centre advises contacting administrative staff for accessibility needs. Both sites have libraries, study facilities, and IT resources. Eighteen laptops and 4 iMacs are available within the Learning Resource Centre, alongside printer/photocopier/scanner and video camera resource packs.
Students entitled to free school meals from secondary school can continue to access this provision at post-16.
A bursary scheme exists. Students previously entitled to free school meals or pupil premium funding are encouraged to apply; assessment is based on household income.
School hours are not explicitly stated on the available pages, but standard post-16 timetables typically run 9:00am to 3:30pm with independent study periods built in.
The centre emphasises that ages 16-19 represent challenging years marked by significant personal change and transition toward adult independence. Structured support acknowledges this reality.
Tutor groups provide the primary pastoral contact. Tutors aim to remain with students for both years, building continuity and trust. Morning registration (15 minutes daily) creates routine and opportunity for check-ins. Tutors serve as the first point of contact for parents.
The Upgrade system operates as supervised study facility where Academic Mentors monitor progress, link students and teachers, and identify those requiring additional support. Upgrade+ sessions provide small-group structured workshops on time management, organisation, revision, and stress management.
A Post 16 team operates an open-door policy for support requests. Trained counsellors are available. Wellbeing bulletins are distributed to parents. Specific mental health partnerships (The Mentality Project) provide additional external support.
Students with prior SEND history are encouraged to disclose during induction so provision is established from the start. The centre identifies additional needs as students progress, coordinates with teachers, and organises access arrangement testing where appropriate. Training sessions ensure students understand and optimise their support during examinations.
The Post-16 Library provides quiet work environment with textbooks, fiction and non-fiction, magazines, and a wellbeing corner for drawing and relaxation. The library is staffed by a Post 16 Librarian and Literacy Coordinator.
Two-site model brings choice but logistical complexity. Students must commit to a single learning community for two years. While this creates intimacy and choice, it also means missing out on the other community's specific enrichment activities or facilities. The dual-site structure works for some and requires adjustment for others.
Large cohort with external intake. The centre recruits widely across Bristol, creating diversity but also a large, potentially anonymous Year 12 and 13 cohort. Students from the named partner schools have built-in peer groups; externally recruited students must actively build community. The centre's deliberate emphasis on mentoring and student leadership suggests awareness of this challenge.
Limited Oxbridge progression. With only one Oxbridge acceptance from 13 applications in the measured period, students aiming specifically for Oxford or Cambridge should recognise that chances remain selective. The centre provides support and facilitates applications, but the numbers suggest most competitive places go elsewhere.
A-level breadth over specialism. While 40+ subjects sounds expansive, small cohorts in some subject areas are inevitable. Students in niche subjects (Classical Civilisation, Dance, Music Technology) should verify cohort sizes and classroom experience before committing.
No on-site boarding or wraparound care. The centre is a traditional post-16 day provider. Students must arrange their own transport between the two sites if crossing communities for specific lessons or activities. Given Bristol's geography, this is manageable but worth considering.
The North Bristol Post 16 Centre offers a genuinely unusual post-16 pathway in Bristol: academically solid, structurally innovative, and deliberately inclusive. The dual-community model creates choice and intimacy that single-site sixth forms struggle to match. Results place it comfortably above average, though not in the elite tier in England. The breadth of A-level subjects, commitment to enrichment, and emphasis on student voice create an environment where intellectual engagement coexists with genuine personal development.
The centre works best for students who thrive in larger, mixed cohorts; who value diversity and inclusion; and who want a sixth form experience distinct from the "grammar school" culture of some Bristol alternatives. The two-campus structure is not a weakness but a feature, offering choice between Cotham's Victorian, established community and Redland's newer, more contemporary environment. For students across Bristol seeking a welcoming, academically strong sixth form with genuine student agency built into its structure, the centre merits serious consideration.
Yes. The centre ranks 714th in England for A-level outcomes (FindMySchool ranking), placing it above the England average. In 2024, 56% of A-level entries achieved A* or A grades, compared to 47% in England. Students report feeling treated as adults, with strong teacher support and engaged peer communities. One student stated: "I feel like I have been treated like an adult, all situations are handled seriously and I have found all members of staff really helpful."
The centre offers over 40 A-level and related qualifications: Art (Fine, Photography, Textiles), Business, English (Language, Literature, Language & Literature), Film Studies, Media Studies, Economics, Mathematics, Further Mathematics, Physics, Chemistry, Biology, Modern Languages (French, German, Spanish), Geography, History, Classical Civilisation, Ancient History, Philosophy & Ethics, Psychology, Sociology, Government & Politics, Physical Education, Computing, ICT, Design & Technology, Food Technology, Drama & Theatre, Music, Music Technology, Dance, Critical Thinking (AS level), and Extended Project. Subject availability and class sizes vary; students should verify specific subject offerings during application.
The centre is oversubscribed and operates a waiting list in recent years, but aims to offer places to most applicants who meet the early December deadline. There is no automatic selection by attainment; entry depends on meeting subject-specific grade requirements and application quality. External students (those not from named partner schools) are actively encouraged; roughly half the cohort comes from schools outside the primary partnership.
The centre provides supervised study (Upgrade), academic mentoring, counselling, and a library with textbooks, computers, and wellbeing resources. Bursary support is available for students previously entitled to free school meals. Access arrangement testing and support are available for students with SEND. Both sites have IT facilities and learning resources. Free school meals continue for eligible students.
Yes. The centre has a dedicated Futures (Careers) team and partnerships with local universities including the Bristol Scholars programme (highly competitive widening participation). Staff support with university applications, references, and personal statements. However, Oxbridge places are competitive; only 1 student secured an Oxbridge place from 13 applications in the measured period.
Both sites operate as a single centre but maintain separate pastoral teams, student services, and enrichment programmes. Cotham's community is based in the established Victorian campus at Charnwood House in Cotham. Redland's community is based at Redland Court Road in the Redland area. Students select one community at application and remain there for both years. Both communities offer identical A-level subjects, though specific enrichment activities and cohort composition may differ slightly.
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