Cardinal Griffin Catholic College Review 2026, Catholic secondary with sixth form in Cannock

For families in Cannock and the wider Staffordshire area who want a Catholic secondary with sixth form, Cardinal Griffin Catholic College positions itself as an inclusive community with clear moral language and an explicit emphasis on personal formation. The school sits within the St Gabriel the Archangel Catholic Multi-Academy Trust and serves students aged 11 to 18, with a published Published Admission Number of 150 for Year 7.

Academic outcomes are mixed in the published data used here. At GCSE, the college is ranked 3,090th in England and 2nd locally in Cannock for GCSE outcomes (FindMySchool ranking based on official data). At A-level, it is ranked 2,206th in England and 4th locally in Cannock (FindMySchool ranking based on official data). Those headline positions matter because they set expectations for the level of academic stretch and the degree of independent study many students will need, especially across Key Stage 4 and sixth form.

Admissions are coordinated through Staffordshire, with a Supplementary Information Form also required by the school for the normal Year 7 admissions round. For September 2026 entry, the published deadline is 31 October 2025, with outcomes issued on Staffordshire’s National Offer Day, 02 March 2026.

Catholic life is not a bolt-on here, it is woven into the school’s public language and routines. The college talks directly about gratitude and generosity, and frames the student journey through a values lens that is intended to guide behaviour, relationships, and aspiration. For families seeking a faith-based setting that remains open to pupils from all backgrounds, that combination of clear ethos with stated inclusivity will be a central part of the appeal.

Leadership is stable and clearly presented. Mrs H Gibson is listed as Principal across the college’s leadership information, and she is also recorded as Headteacher on the most recent Ofsted documentation for the school’s predecessor URN. The current leadership structure also highlights an explicit safeguarding role within senior leadership, with the Assistant Principal for Sixth Form identified as Designated Safeguarding Lead, alongside named deputy safeguarding responsibility. For parents, the practical implication is that pastoral systems are described as a leadership priority rather than delegated only to heads of year.

A defining feature of the college’s public messaging is the emphasis on communication as a life skill. The curriculum overview stresses the development of communication and frames it as linked to wider life chances and personal development. That emphasis can be particularly helpful for students who need explicit support with confidence, or for those who thrive when schools make “how to learn” as visible as “what to learn”.

The school day structure is also clearly set out, which often correlates with a culture that values routine and predictability. Students are expected to be ready before 08:35, with the formal day running 08:35 to 15:15. For some students, that clarity reduces anxiety and improves punctuality. For others, especially those who benefit from a slower start, it is worth checking how flexible support is for mornings, particularly in winter or for those travelling longer distances.

At GCSE, Cardinal Griffin Catholic College is ranked 3,090th in England and 2nd in Cannock for GCSE outcomes (FindMySchool ranking based on official data). This places the school below England average overall, within the lower-performing band (60th to 100th percentile). In practical terms, that suggests outcomes are likely to be uneven across subjects and cohorts, and that strong progress will depend heavily on attendance, engagement, and the extent to which students use intervention and structured revision support.

The headline GCSE measures reinforce that picture. Attainment 8 is 41.2, and Progress 8 is -0.31. A negative Progress 8 score indicates that, on average, students make less progress than similar pupils nationally from their starting points. That does not mean individual students cannot do very well, it means families should look carefully at how teaching quality, intervention, and parental support combine for students with different starting points.

EBacc indicators also point to a narrower EBacc footprint. The percentage achieving grades 5 or above in the EBacc is 4.6, with an EBacc average point score of 3.34. For families for whom EBacc breadth is a priority, it is sensible to ask how languages, humanities, and sciences are timetabled and supported, and whether the pathway mix changes from year to year.

In sixth form, the A-level ranking is 2,206th in England and 4th in Cannock for A-level outcomes (FindMySchool ranking based on official data), again within the lower-performing band overall. The grade distribution in the published data is modest: 0.76% at A*, 9.16% at A, 19.08% at B, and 29.01% at A* to B. Compared with England averages A* to A is lower than the England figure (23.6%), and A* to B is also lower than the England figure (47.2%). The implication for students considering sixth form is clear: this route may suit those who benefit from structured guidance, consistent homework habits, and careful subject selection, rather than those relying on high-volume top-grade outcomes across the cohort.

This is also the moment to use FindMySchool’s Comparison Tool on the Local Hub page, to put these outcomes alongside nearby options, especially if your child is deciding between staying for sixth form or moving to a sixth form college or another provider.

The published curriculum narrative is strongly centred on clarity of explanation and deliberate teaching routines. The college describes a consistent lesson model and highlights success criteria, assessment regularity, and planned intervention for students who are not on track. This matters because consistency can be a protective factor for students who struggle when different teachers use completely different approaches.

For Key Stage 4, the question most parents should ask is how the school balances ambition with realism. With mixed headline outcomes, the quality of teaching and the effectiveness of early intervention become decisive. Practical indicators to look for include: how quickly students are identified for additional support, how revision is structured in Year 11, and how subject leaders ensure that curriculum coverage does not slip under pressure.

In sixth form, the messaging is explicit that the experience is broader than qualifications, with leadership opportunities and a built-in enrichment allocation for Year 12. The school states that Year 12 students have two hours of protected time for personal development and wellbeing. For some students, that structured enrichment is the difference between simply completing A-levels and developing the practical skills universities and employers expect, such as presenting, organising time, or taking on responsibility.

The published sixth form materials also indicate a mixed academic and vocational offer. A school that offers both can be a strong fit for students who want to combine a traditional subject base with applied learning, provided timetabling is tight and guidance is honest about workload.

Where Students Go Next

The clearest destination signal available here is the Oxbridge pipeline data. Recent figures show six applications in the measured period, with one offer and one acceptance at Cambridge. That is a small number in absolute terms, but it does indicate that the school is supporting at least a small cohort through the most competitive application process, including high-grade predictions, admissions tests where required, and interview preparation.

What matters more for most families is the broader “Plan A and Plan B” picture: progression to a range of universities, apprenticeships, and employment routes. The publicly available destination percentages are not published here in a usable form, so families should ask the sixth form team how outcomes break down by pathway, and how the college supports students who decide not to pursue university.

From a practical point of view, the school’s careers information indicates a structured approach to guidance and employer engagement. That can be particularly valuable for students on vocational routes, and for those who need help translating interests into concrete post-18 plans.

Year 7 entry is coordinated by Staffordshire County Council, with the school requiring a Supplementary Information Form returned directly to the college for the normal admissions round. For September 2026 entry, the school states the deadline for both the local authority application and the Supplementary Information Form is Thursday 31 October 2025. The Published Admission Number is set at 150 for 2026 to 2027.

Staffordshire’s wider admissions timeline confirms outcomes are issued on National Offer Day, 02 March 2026. Families who are serious about a place should treat the Supplementary Information Form as non-negotiable, because in Catholic voluntary aided admissions the ranking of applicants commonly depends on evidence against the faith criteria and other oversubscription points.

The Staffordshire admissions arrangements page for the college sets out the Catholic ethos and the principle that, when oversubscribed, Catholic children are prioritised in accordance with published criteria. The implication for non-Catholic families is straightforward: it may still be possible to gain a place, but priority is likely to be lower when demand is strong.

Open events are part of the decision process, and the college advertised an open evening for prospective families exploring September 2026 entry, with booking encouraged. For planning purposes, this suggests open events typically run in September, but families should check the school calendar each year for the current schedule.

For sixth form entry, the school publishes an application route and states that both internal and external candidates complete an application form returned to the Head of Sixth Form. The college also states that course entry requirements are published alongside the prospectus for the most up to date information. For parents, the key question is how GCSE performance links to sixth form suitability, particularly for academically demanding A-level combinations.

When comparing faith-based oversubscription criteria across schools, parents can use FindMySchoolMap Search to understand practical travel options and shortlist realistically, then cross-check each school’s published admissions rules.

The college’s public documentation makes safeguarding and wellbeing visible within leadership responsibilities, and the sixth form enrichment programme explicitly includes protected time for personal development and wellbeing. That combination usually signals a pastoral model that aims to be proactive rather than reactive.

For students who need additional academic and organisational support, the extra-curricular timetable includes Homework Club in the Learning Resource Centre, which is a practical, low-friction intervention that can make a meaningful difference for students who struggle to work effectively at home.

There is also evidence of targeted support for some learners through provision such as the Wondering Minds club, described in Staffordshire SEND details and the school’s enrichment schedule. Families considering the school for a child with additional needs should ask how access is prioritised, whether sessions are time-limited, and how teachers coordinate adjustments so that support is consistent across subjects.

Faith schools can vary widely in how they integrate Catholic life for families with different levels of observance. Here, the published admissions messaging explicitly welcomes families of all faiths and none. The practical reality is often a spectrum: some families will be deeply engaged with parish life, others will value the ethos and pastoral structure more than formal religious practice. Parents should ask how collective worship, RE, and Catholic social teaching are delivered day to day, and how inclusive the experience feels for non-Catholic students.

Extra-curricular detail is unusually concrete, which helps parents gauge what school life looks like after 15:15. The published timetable includes both mainstream and distinctive options. For students who enjoy structured competition and creative projects, activities include Warhammer Club, Retro Gaming Club, Clay Sculpting, and a Film Club for Years 7 and 8. These are not generic add-ons, they point to staff willing to run clubs aligned to specific interests, which can be a strong lever for engagement for students who are not motivated purely by exams.

Music is also visible, with a Vocal Workshop, Keyboard Club, and Guitar Club listed in the programme. The implication is that students can participate without necessarily being on a high-performance pathway, which matters for confidence building and for students who want a social route into performing arts.

Sport runs alongside that, with Netball, Football, Rugby for Years 7 to 9, Table Tennis, Dance, and Trampolining listed. The presence of Trampolining and Table Tennis, both of which can suit students who do not feel at home in traditional team sports, is a useful signal of breadth.

There are also enrichment choices with a cultural and academic flavour. Mandarin Chinese appears as a scheduled club, which is unusual for a school of this type and can be a real differentiator for students with language interest, or those considering international-facing careers. Board Games via the maths department and House of Games also suggest informal routes into problem-solving and peer relationships, particularly helpful for students who build friendships around shared interests rather than large group sport.

Trips are referenced through the curriculum enrichment narrative, including mention of a bi-annual ski trip. Families should treat trip availability as variable by year, cohort, and staffing, but the fact it is presented as a recurring feature indicates the school sees educational visits as part of the wider offer.

The school day runs from 08:35 to 15:15 for all year groups, with students expected to be on-site and ready before 08:35. Breakfast is available from the canteen between 08:00 and 08:30.

The published term dates for 2025 to 2026 are laid out clearly, including inset days and holiday weeks, which supports forward planning for working families. Reception opening hours are listed as Monday to Thursday 08:00 to 16:00, and Friday 08:00 to 15:30.

Wraparound childcare is not typically provided in the same way as a primary school’s breakfast and after-school care, but the extra-curricular programme includes homework support and activity clubs after 15:15, which can effectively extend the supervised day for many students.

For travel planning, families should confirm the most realistic route at the times students actually travel, especially if relying on public transport or cross-town journeys. Where travel time is tight, the 08:35 readiness expectation is worth stress-testing in winter.

• Academic trajectory at GCSE. With a Progress 8 score of -0.31, many students will need consistent routines, strong attendance, and proactive use of intervention to reach ambitious targets. Families should ask how support is targeted from Year 9 onwards, not just in Year 11.

• Faith-based oversubscription. Priority is given to Catholic children when the school is oversubscribed, and the Supplementary Information Form deadline aligns with the main application deadline. This can materially affect chances for non-Catholic applicants, particularly in higher-demand years.

• Sixth form outcomes. A-level results in the published data are modest relative to England averages, so subject selection and study habits matter. Students aiming for highly competitive courses should ask about stretch provision, predicted grade processes, and how academic mentoring works in Year 12.

• After-school structure. Clubs and homework support are available, but families who require guaranteed childcare-style supervision should clarify what is offered on each day of the week, and how attendance is managed for younger students.

Cardinal Griffin Catholic College offers a clearly articulated Catholic ethos, an organised school day, and a practical extra-curricular programme with several distinctive clubs that can help students feel connected to school life. Academic outcomes are mixed in the published measures, which makes the quality of teaching, intervention, and home study routines especially important.

Best suited to families who value a Catholic setting in Cannock, want a structured day and a broad mix of clubs, and are prepared to engage actively with learning, especially through Key Stage 4 and into sixth form.