When this school opened in 1959 as Blessed John Payne Roman Catholic School, it served a modest 346 pupils in a single building on the outskirts of Chelmsford. Over six decades, it has expanded across 25 acres to become a thriving coeducational community of 1,200 students, spread across four purpose-built buildings: the original Bosco Building, the 1969 Merici Block, the 1977 Aquinas Wing (formerly Chelmsford Technical High School), and the recently completed St Anne Line Sixth Form Centre, opened in 2018.
The June 2024 Ofsted inspection rated the school Good, confirming its consistent track record spanning over a decade. The school ranks 2,299th in England for GCSE performance (FindMySchool data), placing it in the middle 50% of secondary schools nationally. At A-level, it ranks 1,277th (FindMySchool data), again solidly within the middle band. With 58% of 2024 leavers progressing to university and one student securing a Cambridge place, the school provides a genuine pathway to higher education without the pressure of a highly selective environment. Pupils express genuine enjoyment at attending, citing strong staff support and a sense of belonging within the school community.
The spine of school life here is unmistakably Catholic. Words above the chapel entrance—"Be it known to all who enter here that Christ is the reason for this school"—shape everything from daily assemblies to pastoral care structures. The school's motto, Avita pro Fide (Legacy of Faith), reflects a lived commitment rather than a decorative statement. Each building bears the name of a saint of education, anchoring the school's identity in religious character.
Despite this strong faith foundation, the atmosphere is notably inclusive. The 48% proportion of students from ethnic minority backgrounds creates genuine diversity. Students describe the school as one where differences are respected and where those of other faiths or none are welcomed into a community centred on shared values rather than religious conformity alone.
Headteacher Thomas Coen, who arrived in 2018, leads with warmth and visible commitment to pastoral care. His predecessors — Henry Butt, Jack Brady, Antony MacDonald, Frank McEvoy, and Antony Schular — built the foundations of what has become a school known locally for stability and community connection. Staff turnover is low, and relationships between staff and pupils are notably strong. The school practises what inspectors noted as "discipline with dignity," balancing high expectations with genuine care for individual flourishing.
The house system divides the school into smaller communities, with each house electing leaders and worship representatives. This structure creates opportunities for younger students to be mentored by older peers and for every student to develop leadership experience. The catchment serves much of mid-Essex, drawing families from diverse socioeconomic backgrounds.
In 2024, 59% of GCSE entries achieved grade 5 or above (strong pass), while 20% achieved grade 7 or above. At the highest levels, 9% of entries scored grades 8-9. The school's Attainment 8 score of 49.8 and Progress 8 score of 0.1 indicate pupils make broadly in-line progress from their starting points. The school ranks 11th locally among Chelmsford secondary schools, and 2,299th nationally (FindMySchool ranking), placing it in the middle 50% of schools in England.
The curriculum breadth is notable, with vocational pathways running alongside traditional academics. All pupils study the English Baccalaureate core — English, maths, sciences, history or geography, and a language — with additional flexibility to pursue technical qualifications if suited.
The sixth form, which opened as a dedicated building in 2018, now serves 200+ students. At A-level, 20% of entries achieved A* or A grades, 51% achieved B or above, and 77% achieved C or above. Subject-level value-added analysis shows students outperformed predicted outcomes by +16%age points in A*/A grades and +40.64 in B–A* grades, indicating genuine progress relative to prior attainment.
Across 309 A-level entries, the most popular subjects span sciences, humanities, and languages. Physics, Chemistry, Biology, Mathematics, English Literature and Language, History, Geography, and Modern Foreign Languages form the academic core, with additional vocational qualifications available. The school ranks 1,277th in England at A-level (FindMySchool ranking), placing it in the middle 48% nationally, with a local ranking of 6th among Essex schools.
England ranks and key metrics (where available)
A-Level A*-B
51.19%
% of students achieving grades A*-B
GCSE 9–7
20.6%
% of students achieving grades 9-7
Teaching is structured, knowledge-focused, and scaffolded carefully. Subject leaders have planned the sequence of topics so pupils build secure foundations before advancing to more complex concepts. Teachers display strong subject knowledge and model new learning explicitly. Regular assessment enables rapid identification of gaps, with targeted instruction to address misunderstanding.
In many subjects, work is ambitious, promoting discussion and critical thinking. The school is not an exam factory; it aims to develop genuine understanding. Inspectors noted that the curriculum is carefully designed to reflect what knowledge is essential for pupils, balancing breadth with depth.
Students with special educational needs are fully integrated into mainstream classes, with specialist support tailored to individual needs. Approximately 14% of pupils have identified special educational needs support, and the school actively includes them in whole-class teaching whilst providing additional scaffolding where required.
Quality of Education
N/A
Behaviour & Attitudes
N/A
Personal Development
N/A
Leadership & Management
Good
In the 2024 leaver cohort (120 students), 58% progressed to university, 19% entered employment, 8% began apprenticeships, and 2% moved to further education. The one Cambridge place was a notable achievement for a school of this profile.
The school does not publish detailed destination data by university, but the progression rate suggests a solid pathway to higher education. For families seeking Russell Group ambitions without the extreme selectivity of independent schools, the sixth form here offers a balanced environment where university progress is normative but achievable.
Internal progression from Year 11 to the sixth form is not automatic. Students must achieve grade 5 or above in English and maths at GCSE, and meet subject-specific entry requirements. The sixth form intake exceeds 200 students, with a mix of internal progressions and external applicants. This is an open-access sixth form that accepts broadly on academic merit rather than competition.
Total Offers
1
Offer Success Rate: 50%
Cambridge
1
Offers
Oxford
—
Offers
The Chaplaincy provision sits at the heart of school life. A dedicated chaplain (currently Katy, accessible through form tutors or heads of year) provides both pastoral support and spiritual direction. The chaplaincy timetable includes:
The chaplain also oversees the Personal, Social and Health Education (PSHE) and Relationships and Sex Health Education (RSHE) curriculum. This ensures faith-based values permeate pastoral education without alienating those of other beliefs. The chaplaincy explicitly reaches out to other denominations, other faiths, and those with no faith, positioning itself as a resource for the whole community.
Music is active and accessible. The school supports instrumental and vocal learning through the music department and partnerships with external providers. Ensembles likely include a school choir and musical performances feature prominently in the school calendar.
Drama productions are substantial community events. Inspectors noted that students participate in "public speaking challenges and theatre productions," indicating opportunities for performance across the year group. The main hall and various teaching spaces support this activity.
Art, Design Technology, and Media are available at GCSE and A-level, with students regularly exhibiting work and participating in competitions.
The school sits on 25 acres with multiple sports facilities: a main Sports Hall, smaller sports halls, a separate Jubilee Sports Hall (accessed via Partridge Avenue), full-sized and 9v9 grass pitches, senior rugby union pitches, netball courts, and a health and fitness suite. The breadth of provision reflects a commitment to physical education for all.
Physical education lessons cover a wide range of activities including football, rugby, cricket, basketball, dance, netball, gymnastics, and orienteering, with a stated emphasis on lifelong participation regardless of ability, gender or ethnicity.
A broad extracurricular sports programme runs throughout the year. Team sports (football, rugby, cricket, netball, basketball, badminton) provide competitive pathways, whilst individual sports (orienteering, athletics) and recreational activities (gym access, fitness) cater for all interests. Students achieve representation in local and regional competitions.
Leadership roles are genuinely distributed:
Community involvement is encouraged:
Enrichment includes:
Debating Society develops public speaking skills and rhetorical thinking. Given the school's emphasis on articulate expression, this likely attracts motivated students.
House-based activities ensure every student belongs to a community with its own identity, competitions, and social calendar.
Subject-specific clubs and enrichment reinforce learning in key areas; the music and art departments likely host informal sessions and practice groups.
Sixth Form Student Leadership roles support younger students and coordinate pastoral activities.
School day: 8:50am to 3:20pm (Monday to Friday). Lunch is provided on site.
The school occupies 25 acres on the outskirts of Chelmsford, near Patching Hall Lane (postcode CM1 4BS). Ample parking is available on site for staff and visitors. Public transport links connect to central Chelmsford and surrounding areas; families should check local bus routes for their postcodes.
The school is a Voluntary Aided school, meaning parents are asked to contribute voluntary contributions toward school funds, though no payment is compulsory. Uniform is required and follows a traditional format. A 16-19 Bursary Scheme provides means-tested financial support to sixth form students in hardship.
Relationships between staff and pupils are notably strong, with well-being prioritised through open communication. Students are encouraged to share worries or concerns, and most report feeling happy and safe. The school has invested in staff training to recognise and support mental health and pastoral needs.
Form tutors provide primary pastoral support, with heads of year overseeing larger cohorts. For more complex needs, the school's counselling service (likely external or part-time) provides additional therapeutic support.
The house system embeds care at a smaller scale. Every student has a house identity and house leaders (older students elected by peers) provide informal mentoring.
Behaviour is generally very good. The school operates a clear behaviour policy referencing its core values of Curiosity, Kindness, and Perseverance. Most students demonstrate politeness, tolerance, and consideration for one another. The school's approach balances boundaries with relationship-building, avoiding purely punitive discipline.
Students with special educational needs or disabilities are supported through differentiated teaching, additional staffing, and personalised provision. Approximately 14% have identified SEN support, integrated into mainstream provision.
Secondary admissions (Year 7 entry) are coordinated through the Essex local authority coordinated scheme. The school is non-selective, operating a comprehensive entry policy. In recent data cycles, the school has been heavily oversubscribed, with demand far exceeding places.
Primary admissions (Year 7 entry, ages 11+): Applications are submitted via the local authority by the national deadline (typically 31 October for September entry). Offers are released in April. The school's own admissions booklet and website provide full details of the application timeline and supplementary information required for Catholic families.
Sixth Form entry (Year 12, ages 16+): A Grade 5 or above in GCSE English and maths is typically required. Subject-specific entry requirements (e.g., Grade 5 for A-level science, subject-specific prerequisites) apply. Internal sixth form progression is non-automatic but facilitated for qualifying pupils. External applicants are welcome.
Faith-related admissions: As a Voluntary Aided Catholic school, the vast majority of pupils are expected to be Catholic or from sympathetic faith backgrounds. Supplementary form information may be requested. However, the school serves all families respectfully and has successfully integrated students from other faiths and none.
Applications
622
Total received
Places Offered
182
Subscription Rate
3.4x
Apps per place
Oversubscribed entry. The school is heavily oversubscribed; demand significantly exceeds available places. Families should research distance and catchment context carefully and consider backup options. Non-selective admission may mask the reality that many families are disappointed annually.
Strong Catholic character. The school's faith identity is genuine and pervasive. Daily Mass, chapel worship, religious education, and retreat participation are normal expectations. Families uncomfortable with this level of religious integration should look elsewhere, even if attracted by academic results or pastoral reputation.
Exam culture in sixth form. Whilst the school balances pastoral care with academic expectation, progression to university dominates sixth form messaging. Students seeking a broader or more alternative post-16 pathway might feel misaligned.
Work-life balance for students. With 1,200 pupils on one site and multiple extra-curricular expectations, the school can feel busy. Some students thrive in this energy; others may find it overwhelming.
A good, inclusive Catholic secondary school that combines genuine faith commitment with accessible academic pathways. The school serves families wanting strong pastoral care, clear behaviour expectations, and a stable, community-focused environment without the selectivity or fees of independent alternatives. Results are solid without being exceptional; progression to university is normative for those who engage. Best suited to families within or near the Chelmsford area seeking a Catholic education where their child's well-being is actively prioritised. The main barriers to entry are oversubscription and the requirement to embrace (or respectfully co-exist with) a lived Catholic identity.
Yes. The school was rated Good in the June 2024 Ofsted inspection. At GCSE, 59% achieved grade 5 or above, with 20% achieving grade 7 or above. At A-level, 51% achieved grade B or above, with students outperforming predicted outcomes. One student secured a Cambridge place in 2024. The school ranks 2,299th in England for GCSE results (FindMySchool ranking) and 1,277th for A-levels (FindMySchool ranking), placing it in the solid middle bands. Pupils report strong relationships with staff and a supportive pastoral environment.
St John Payne is a Roman Catholic Voluntary Aided school within the Diocese of Brentwood. The school's mission is rooted in Gospel values, with daily prayer, Mass, religious education, and annual retreats as normal expectations. The school welcomes families from other faiths and none, but acknowledges that a Catholic ethos permeates school life. Families uncomfortable with regular worship or religious teaching should research carefully.
The school is heavily oversubscribed. Admission is non-selective on academic grounds but determined primarily by proximity to the school and (for Catholic Voluntary Aided schools) demonstration of faith commitment through the supplementary form. Families should verify distance and have backup secondary school preferences, as many applications are refused annually despite the school's Good rating.
The school occupies 25 acres with a main Sports Hall, additional sports halls including the Jubilee Sports Hall, full-sized and 9v9 grass pitches, senior rugby union pitches, netball courts, and a health and fitness suite. There are four teaching buildings: the original Bosco Building (1959), the Merici Block (1969), the Aquinas Wing (1977), and the St Anne Line Sixth Form Centre (2018). A dedicated chapel is available for Mass and prayer throughout the school day.
At A-level, 51% of entries achieved B or above, with students demonstrating value-added progress. The sixth form is accessible on achieving Grade 5 or above in GCSE English and maths, plus subject-specific entry requirements. Over 200 students study A-levels across a broad range of subjects including sciences, humanities, and languages. Progression to university is the norm, with 58% of leavers entering higher education.
Approximately 14% of pupils have identified special educational needs support. The school operates an inclusive mainstream approach, with specialist staff providing additional scaffolding and differentiation as needed. Pupils with EHCPs can be supported; families should contact the school's SEN department to discuss individual provision and confirm the school can meet their child's needs.
Students participate in music ensembles, drama productions, a debating society, house-based competitions and leadership roles, Duke of Edinburgh Awards, and a wide range of sports teams. Community service includes volunteering at the nearby Columbus Special School and fundraising for student-chosen charities. Sixth form students take on leadership roles supporting younger pupils and coordinating chaplaincy events.
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