Long Road Sixth Form College Review 2026: Independence in Cambridge

Sitting on a leafy campus adjacent to the Cambridge Biomedical Campus, Long Road Sixth Form College offers a distinct alternative to the city's school-based sixth forms and the nearby Hills Road. The atmosphere is closer to a university campus than a secondary school, serving around 2,600 students aged 16 to 19. It is an inclusive, comprehensive college that champions breadth, offering a vast mix of A-levels and Applied Diplomas.

The location defines much of the character. Bordered by woodland and the cutting-edge science hubs of southern Cambridge, the campus feels open and mature. Students move freely between the distinct blocks, coffee in hand, managing their own time in a way that requires, and builds, genuine independence.

Mr Steve Dann has served as Principal since 2024. His leadership emphasizes inclusivity and holistic development, steering the college away from being a mere exam factory. The culture is relaxed but purposeful. There are no bells and no uniforms. Staff are known by their first names, a small but significant shift that signals a partnership in learning rather than a traditional hierarchy.

The student body is diverse, drawing from schools across Cambridgeshire, Essex, and Hertfordshire. This mix creates a socially vibrant atmosphere that many students cite as a refreshing change from smaller school sixth forms. The college’s ethos is rooted in the belief that academic success and wellbeing are symbiotic, not competing forces.

In 2024, Long Road’s A-level performance reflects its broad, non-selective intake. The college ranks 1,711th in England for A-level outcomes (FindMySchool ranking), with 41% of grades at A*-B. This performance sits in the national lower band, placing it in the bottom 40% of schools in England.

However, raw A-level statistics tell only part of the story for a college where many students combine A-levels with Applied Diplomas or take full vocational courses. While the A-level metrics show 2.9% achieving A* grades, the college is a major hub for Applied General qualifications, which are not captured in these specific rankings but are central to the college's academic offer.

For families comparing local options, it is important to view these results in the context of the college’s inclusive admissions policy, which differs significantly from the highly selective criteria of some neighbours.

The curriculum is one of the widest in the region. Students can choose from over 35 A-level subjects and a substantial range of Level 3 Applied Diplomas (equivalent to A-levels). The college is particularly strong in its ability to mix these pathways; a student might study A-level Psychology alongside a Diploma in Criminology and A-level Photography.

Teaching relies on specialist staff who focus exclusively on the 16-19 age group. There are no distractions from younger year groups. Lessons are often collaborative, utilising the breakout spaces and study centres scattered across the campus. The Learning Resource Centre is the academic heart, providing a quiet counterbalance to the busy social spaces.

Support for learning is structured but relies on students seeking it out. 'Progress Coaches' monitor academic trajectory and wellbeing, acting as the first point of contact. This system mirrors university personal tutor models, preparing students for the level of autonomy they will face in higher education.

The college has a pragmatic and effective approach to progression. The majority of students move on to university, with a growing number exploring higher level apprenticeships, particularly in the local science and tech sectors.

In 2024, the college supported 11 Oxbridge applications, with one student securing an offer. While the college is not a traditional feeder for the ancient universities in the same volume as selective peers, it provides a dedicated 'Scholars Award' programme for those with high GCSE profiles, offering extension activities and competitive application support.

Destinations are diverse. Students progress to a wide range of institutions, from Russell Group universities to specialist arts colleges and modern universities. The Careers team is particularly active in highlighting alternatives to university, leveraging the college's proximity to the Cambridge biomedical cluster to secure work experience and employer engagements.

Long Road is a popular choice and is often oversubscribed. Applications are made directly to the college, typically opening in October for entry the following September. The deadline is usually mid-January (13 January for 2026 entry), and families are advised to apply early.

Entry requirements are accessible, reflecting the comprehensive ethos. The standard requirement is five GCSEs at Grade 4 or above, including English Language. However, specific A-level subjects often have higher hurdles; for instance, Mathematics usually requires a Grade 6 or 7.

The college holds Open Evenings in July and October. These events are crucial for gauging the 'campus feel' which differs so markedly from school environments.

Transitioning from a structured school environment to a large college can be a shock. Long Road manages this through its Progress Coach system. Every student is assigned a coach who delivers the tutorial programme and monitors attendance and progress.

Wellbeing support is robust. The college employs dedicated counsellors and wellbeing advisers who are available for drop-in sessions. The 'be well' programme integrates mental health awareness into the curriculum, covering topics from stress management to healthy relationships. The college was rated Good by Ofsted in January 2025, with inspectors noting that students feel safe and value the support they receive. Provision for students with high needs was rated Outstanding.

Life at Long Road extends well beyond the syllabus. The 'Long Road Plus' programme encourages students to engage in enrichment activities. Sport is a strong pillar, with the on-site Sports Centre offering gym facilities and hosting competitive teams in football, rugby, netball, and basketball. The college's hockey teams benefit from high-quality astroturf pitches.

Creative arts are another pillar. The college has expansive art studios, a photography darkroom, and performing arts spaces. The annual art exhibition is a highlight, showcasing work that is often professional in standard.

Clubs and societies vary annually based on student interest but typically include the Debate Society, Pride Club, and the Green Team, which works on sustainability initiatives across the campus.

The college day runs from 9:00am to 4:15pm, though students only attend when they have timetabled lessons. This 'free period' structure is a key part of the independent learning model.

Transport is a major consideration. The college is served by extensive bus routes from across the county. A dedicated college bus service supplements public transport. Large secure cycle sheds are provided for those cycling from the city or station. There is no student parking on site.

Independence is required. This is a large campus with over 2,500 students. There is no bell to signal the start of class and no one to chase students instantly if they drift. Students who struggle with self-motivation can sometimes find the freedom overwhelming.

Mixed ability cohort. Unlike selective sixth forms, classes will contain students with a wide range of prior attainment. For some, this is a positive, real-world environment; for those used to streaming, it can be an adjustment.

A-level focus. While the college offers A-levels, its position in the 'national lower' band for A-level performance suggests it may not be the primary driver for those solely focused on maximizing straight A* grades for elite courses, although the Scholars programme supports this. The college's strength often lies in its applied and mixed pathways.

Long Road Sixth Form College offers a genuine stepping stone to adulthood. It is a supportive, inclusive, and diverse community that treats students like young adults from day one. Best suited to students who are ready to leave the school gates behind and want a broader, more flexible curriculum in a mature, campus-style environment. The main challenge is handling the freedom; for those who can, it is a liberating place to learn.