Bishop Ullathorne Catholic School Review 2026: Catholic secondary with a clear culture and strong Progress 8

At the start of the day, routines are clearly structured, and expectations are explicit. That sense of order fits a school that talks about character as much as results, and frames daily life around the Ullathorne Way values. A chapel sits central to Catholic life, with chaplaincy support built into collective worship and the wider calendar.

The most recent Ofsted inspection (27 and 28 February 2024) judged the school Good across all key areas, including sixth form provision.

For GCSE outcomes, performance is above England average by FindMySchool’s ranking measure. In sixth form, results are closer to the England middle, which suits students looking for a broad A-level menu and structured support rather than a highly selective sixth form experience.

The school’s Catholic identity is not treated as a bolt-on. Chaplaincy is positioned as a daily support, with a full-time lay chaplain named on the school’s chaplaincy page, and the chapel described as central, including the reservation of the Blessed Sacrament. This matters because it signals that worship and Catholic life are expected to be part of the mainstream experience, not a niche option.

The Ullathorne Way values provide a shared language for behaviour and relationships. The school sets these out publicly and uses them as an organising frame for community life, which tends to help pupils understand what “good choices” look like in practice, not only what the rules are.

Leadership is clearly presented, with the current headteacher identified as Mrs Sarah Boyle, stated as having been headteacher since September 2024. That start date is helpful context because it places the current leadership phase after the most recent inspection.

The school also signals that personal development is systematic, not occasional. For example, it references regular wellbeing checks and a “Wellbeing Wednesdays” rhythm, alongside pupil-led roles such as reading with younger pupils and delivering diversity workshops. This suggests pastoral practice that is planned into the week and sixth form leadership that is visible to younger year groups.

At GCSE, Bishop Ullathorne ranks 1,051st in England and 6th in Coventry for GCSE outcomes (FindMySchool ranking based on official data). This places performance above England average, with a strong position for a non-selective Catholic secondary.

The Progress 8 score is 0.52. For parents, that is the simplest headline: it indicates pupils typically make well above average progress from their starting points across eight GCSE subjects.

Attainment 8 is 52.9, which is a solid level of overall attainment for a non-selective school. EBacc average point score is 4.7, which indicates a relatively strong academic profile in the EBacc suite. (EBacc entry and “strong pass” measures vary by cohort and subject mix, so it is usually better to read these alongside Progress 8 rather than in isolation.)

For families comparing local options, the FindMySchool Local Hub page and Comparison Tool can help you view GCSE outcomes alongside nearby schools using the same definitions.

Sixth form results sit closer to the England middle. The school ranks 1,007th in England and 8th in Coventry for A-level outcomes (FindMySchool ranking based on official data). That aligns with a sixth form that focuses on breadth and progression rather than extreme selectivity.

Grade distribution is solid. In the 2025 dataset, about 30% of grades were at A* to A and about 60% were at A* to B. In practical terms, this looks like a sixth form where many students achieve at least B standard, while still serving a broad intake rather than operating as a highly selective provider.

Curriculum structure is framed as ambitious and inclusive, and the school describes knowledge building “clearly over time”, with a Key Stage 3 experience that includes an arts and design technology carousel. The implication for pupils is breadth early on, before GCSE choices narrow the timetable.

Classroom practice emphasises clarity and modelling. The school uses a dedicated improvement and reflection time (often referred to as DIRT) to help pupils act on feedback. When used consistently, this approach can help pupils who need explicit steps on how to improve rather than simply being told to “do better”.

Reading is treated as a cross-school priority, with targeted support for pupils who are not yet confident or fluent readers. That matters in secondary because the biggest barrier to progress is often not effort, it is access to subject vocabulary and complex texts across the timetable.

In sixth form, the A-level menu is broad and includes both traditional facilitating subjects and applied options. Published subject materials for 2025 to 2026 include, among others, Mathematics, Biology, Chemistry, Physics, English Literature, History, Geography, Politics, Psychology, Sociology, French and Spanish.

Entry requirements are stated clearly for internal and external applicants: a GCSE profile of five grade 5s or above, including grade 5 in English, with higher subject-specific requirements for some courses.

Where Students Go Next

The school does not publish a Russell Group progression percentage, so the most reliable picture comes from official leaver destination data and the school’s own enrichment pathway descriptions.

For the 2023 to 2024 leaver cohort, 63% progressed to university. A further 4% started apprenticeships, and 22% entered employment. (Percentages may not sum to 100% because other destinations are grouped separately.)

Oxbridge is a smaller but present route. In the measurement period provided, there were 2 applications, 1 offer, and 1 acceptance (combined Oxford and Cambridge). For a comprehensive intake, that indicates some students are being supported through competitive application processes, even if it is not a dominant pathway.

Sixth form enrichment is designed to make destinations more deliberate. The school references structured higher education support and programmes such as Nuffield Foundation and HE+, plus university visits for all students and a professional network seminar. The implication is that students who engage consistently can build evidence for personal statements and interviews, not just grades.

International destinations are mentioned qualitatively, including universities in the USA and Bulgaria, but without student numbers attached.

Year 7 admissions are coordinated through Coventry’s local authority process. For entry in September 2027, applications must be made by 31 October 2026, and evidence for baptised Catholic children (such as a baptismal certificate) is required for applicants seeking priority within the Catholic criteria.

Offers are released on national offer day, 1 March 2027. Coventry’s admissions guidance confirms the on-time application deadline is 31 October 2026, with late applications considered after national offer day.

Oversubscription is real. In the most recent demand data, there were 457 applications and 208 offers for the relevant entry route, which is about 2.2 applications per place. First preferences also sit slightly above first preference offers (ratio 1.04), suggesting many families are not using the school only as a back-up.

If the school is oversubscribed, priority is shaped by Catholic criteria, feeder primaries, siblings, and distance as calculated by the local authority’s mapping approach. Named feeder schools include All Souls Catholic Primary School, Our Lady of the Assumption Catholic Primary School, St Anne’s Catholic Primary School, St Mary and St Benedict Catholic Primary School, St John Vianney Catholic Primary School, and St Thomas More Catholic School.

Open evening timing is also clearly signposted by Coventry City Council. For 2025, Bishop Ullathorne’s secondary open evening is listed as Thursday 25 September 2025, 6pm to 8pm, with no booking required.

Families weighing the role of distance should use the FindMySchool Map Search to check likely travel routes and relative proximity, particularly when deciding whether to rely on a single oversubscribed choice.

Pastoral structures appear to be a defining strength. There is a clear emphasis on relationships between staff and pupils, and on routines that reduce friction during busy transition points such as break and lunchtime. The school also highlights wellbeing checks and structured moments that normalise asking for help.

Safeguarding is presented as systematic, with the designated safeguarding lead identified, and clear routing for disclosures. The latest inspection confirmed safeguarding arrangements as effective.

SEND support is described through “student support plans” that help staff adapt teaching, with an implication of consistent information-sharing across subjects. The practical benefit for families is fewer gaps between subject classrooms, and a better chance that adaptations follow the pupil across the day rather than depending on a single teacher relationship.

Extracurricular life looks broad and, importantly, specific rather than generic. The school runs a wide clubs programme, and evidence from its published clubs information includes Eco Club, framed around carbon footprint reduction and an Eco Schools Green Flag ambition.

Other named opportunities include debating, choir, and Warhammer, which is a useful mix because it signals space for both performance and interest-led communities. The Duke of Edinburgh’s Award is also a clear pillar, referenced as a route taken by many pupils.

Trips and visits are used to extend curriculum thinking, with examples including a fashion exhibition in London and World War 1 trenches in Belgium. The implication is that enrichment is being used to make knowledge “stick” through real contexts, which can be particularly valuable for pupils who learn best when ideas are anchored to experiences.

For sixth form students, enrichment and work experience are explicitly built in, including university visits for all and a professional network seminar. This points to a post-16 offer that tries to widen horizons even for students who may not have family familiarity with higher education pathways.

The published school day runs from 08:40 to 15:00, with a clear five-period structure plus tutor time, break, and lunch.

Term dates for 2025 to 2026 are published on the school website, including an autumn start on 03 September 2025 and the usual half-term and end-of-term breaks.

Transport is addressed through school communications. The school references the 9S service, including multiple 9S buses running from Hayes Street in the city centre direct to school, with a return service. For families who rely on public transport, it is worth checking the most recent updates each term as routes and timetables can change.

• Catholic priority is material. Oversubscription criteria give priority to baptised Catholic children, including feeder primary routes; families who are not Catholic should read the criteria carefully and take a realistic view of how places are likely to be allocated in an oversubscribed year.

• Competition for Year 7 places is significant. With around 2.2 applications per place in the latest demand data, admission is the main constraint, not the quality of provision once a place is secured.

• Sixth form outcomes are solid but less selective than the strongest sixth forms. About 60% of grades are at A* to B and about 30% are at A* to A. This may suit students who prefer breadth, support, and clear routines, but those targeting the very highest academic intensity should compare options carefully.

• Attendance and gaps for disadvantaged pupils are a key focus area. The school has made this a priority area, but families may want to ask how attendance is monitored and what interventions look like for pupils who miss learning time.

Bishop Ullathorne Catholic School combines a clearly stated Catholic identity with structured routines, strong progress measures at GCSE, and a broad sixth form offer. Its strengths are clearest in culture, pastoral organisation, and the way personal development is planned into the week.

Best suited to families who want a values-led secondary school, are comfortable with Catholic life being part of the mainstream experience, and are looking for a sixth form that offers breadth and guidance alongside academic ambition. The challenge lies in admission rather than what follows.