Didcot Sixth Form College Review 2026: A-level outcomes in the top quarter of England, with a shared sixth form model

This is a state-funded sixth form centre serving students aged 16 to 19 in Didcot, running as a shared sixth form between Didcot Girls’ School and St Birinus School. The consortium model is not just an administrative detail, it shapes daily life, with teaching expertise and resources drawn from two established secondary schools, and with sixth form activity based predominantly at St Birinus.

Academically, the A-level picture is strong and clearly above typical England outcomes. In the most recently published data, 61.74% of A-level grades were A* to B, compared with an England average of 47.2%. A* to A grades totalled 30.87%, above the England average of 23.6%. Ranked 625th in England for A-level outcomes (FindMySchool ranking based on official data), it sits comfortably within the top 25% of sixth forms in England.

Leadership for the sixth form itself sits with the Director of Didcot Sixth Form, Mr James Cross, who is also named as the sixth form Designated Safeguarding Lead in published safeguarding documentation.

A shared sixth form can feel fragmented if it is simply “two schools bolted together”. The evidence here suggests a more joined-up approach, with explicit structures designed to keep students known, tracked, and supported across sites. Sixth form students are expected to wear ID badges and lanyards, register daily with tutors and in each lesson, and follow clear signing-in and signing-out routines via the sixth form hub arrangements during contact time. That kind of routine matters at 16 to 19, because it enables a more adult environment without losing accountability.

The culture described in official inspection reporting across the partner schools emphasises courteous behaviour and a calm working climate, with sixth form students positioned as positive role models. This is important context for families weighing a school-based sixth form against a larger FE college setting. The trade-off is usually breadth and scale versus structure and pastoral continuity. Here, the weight of evidence points towards the latter.

A distinctive feature of the sixth form offer is its emphasis on “curriculum enrichment” through supervised visiting speakers, framed as part of students’ spiritual, moral, social and cultural development, and tightly controlled through safeguarding processes. In practice, that often translates into a steady programme of talks that supports decision-making, from course choices to next steps planning.

The headline outcomes are unambiguous. In the latest published A-level breakdown, 9.81% of grades were A*, 21.06% were A, and 30.87% were B. Taken together, A* to B grades represented 61.74% of entries, significantly above the England average of 47.2%. A* to A grades totalled 30.87%, above the England average of 23.6%.

Rankings align with that picture. The sixth form is ranked 625th in England for A-level outcomes (FindMySchool ranking based on official data), placing it in the top 25% of sixth forms in England. For parents comparing post-16 options across Oxfordshire, this is exactly the kind of context that makes the FindMySchool Local Hub and Comparison Tool useful, because the same grade distribution can mean different things depending on local alternatives.

Academic stretch is also visible at the very top end. In the recorded Oxbridge pipeline data, there were 16 applications and 5 acceptances, with 5 offers recorded. That is not a guarantee of an “Oxbridge factory”, but it is a credible signal that the sixth form supports highly ambitious applicants through the process when the individual student profile is right.

The most recent inspection evidence available for the partner schools describes an ambitious curriculum and students who take pride in tackling harder concepts, as well as strong adaptation where curriculum pathways differ for individuals. For sixth formers, the practical implication is a teaching culture that expects sustained effort and produces outcomes that hold up in national measures.

The shared model can be a genuine advantage at A-level, because specialist staffing is easier when two schools pool expertise. Where this tends to work best is in subjects that are harder to staff or timetable in smaller sixth forms, including modern languages and some STEM subjects. The model can also widen enrichment, because leadership opportunities and societies can draw on a larger combined cohort.

The main limitation for a public-facing review is that a detailed published A-level subject list and entry requirements are typically hosted on the sixth form website, which could not be accessed for verification here due to technical restrictions. The safest approach for families is to confirm specific subject availability and entry thresholds directly with the sixth form before making it a first-choice option.

University and apprenticeship routes are clearly part of the sixth form’s intended outcomes, including explicit safeguarding-era planning for post-16 decision-making through curriculum enrichment and visiting speakers.

Destination percentages for leavers are not available in the published dataset for this sixth form, so this review does not present a “headline university progression rate”. What can be stated with confidence is the presence of a sustained high-attainment pipeline, including 5 recorded Oxbridge acceptances from 16 applications in the latest measurement period. For students aiming for competitive courses, the implication is that the sixth form is familiar with demanding application pathways and the supporting evidence those pathways require.

Admissions at sixth form are typically about meeting entry requirements and aligning subject choices with capacity, rather than catchment distance. For September 2026 entry, an externally published Oxfordshire post-16 guide lists an open day on 19 November 2025 and an application deadline of 12 January 2026 for Didcot Sixth Form.

Because a shared sixth form sits alongside two 11 to 18 schools, families should also consider the internal progression dynamic. Students from the partner schools are likely to have early access to guidance and familiar routines, while external applicants should plan for earlier engagement so that subject combinations and timetable blocks remain realistic. A practical step is to use the open event to test how well the sixth form can accommodate a particular combination of A-level subjects, especially where two “small cohort” subjects are involved.

Pastoral structures are strengthened by clear safeguarding governance across the consortium. Published safeguarding documentation sets out named sixth form safeguarding roles, as well as practical controls appropriate to a 16 to 19 environment, including ID requirements, registration expectations, and clear site movement routines between the St Birinus hub and lessons or mentoring at the Didcot Girls’ site.

This matters because sixth form students are in a transitional stage. They need more autonomy, but also need swift escalation routes if issues arise. Clear expectations around attendance and on-site presence help balance freedom with safety, particularly when students are permitted to leave site at break or lunch but must remain on site during the wider school day unless travelling between the two sites.

A strong sixth form should feel bigger than its timetable. Two strands stand out in the available evidence.

First, a structured enrichment programme with visiting speakers is explicitly planned and safeguarded, with supervision and content checks baked in. The practical benefit is breadth, students are exposed to subject-adjacent thinking and real-world perspectives that can sharpen personal statements, interview confidence, and career decisions.

Second, the partner school inspections highlight a wide range of clubs and activities, including student-led options and formal leadership structures. Didcot Girls’ School, for example, describes an “impressive” clubs and activities offer, supported by a Leadership Ladder that provides varied leadership roles. For sixth formers, these opportunities are often where a CV gains substance beyond grades.

For students inclined towards academic competitions, external evidence also places “Didcot Sixth Form” among participating institutions in a national-level mathematics enrichment competition (Ritangle, run by MEI). That is not a guarantee of a formal club, but it does indicate that some students and staff engage with wider academic challenges beyond taught content.

This is a state-funded sixth form, so there are no tuition fees. Families should still plan for normal sixth form costs such as transport, stationery, and (where relevant) course-specific materials.

Operationally, the sixth form operates with clear expectations around identification, registration, and student movement between the two sites. Students sign in and out via the sixth form hub arrangements when leaving site during contact time, and attendance is tracked at lesson level including enrichment activities.

Didcot’s rail links make it feasible for students to commute from across South Oxfordshire, but practical journey planning is still essential at A-level, particularly where a timetable involves movement between sites on the same day.

• Shared-site logistics: Teaching and mentoring can span the two partner school sites, and students are expected to follow clear sign-in and movement routines. This suits organised students; those who struggle with time management may need extra planning support.

• Top-end pressure: With outcomes well above England averages and a demonstrable Oxbridge pipeline, the academic tone is likely to suit students who are comfortable with sustained independent study and high expectations.

• Admissions timing matters: For September 2026 entry, the published application deadline is 12 January 2026. Families who engage late can find subject combinations constrained by timetable blocks.

Didcot Sixth Form College looks like a high-performing, school-based post-16 option that combines above-average A-level outcomes with a structured pastoral model. It is best suited to students who want a focused A-level environment with strong accountability, and who value enrichment that supports ambitious next steps. The main decision point is fit, families should test whether the shared-site model and the likely academic pace align with how their student studies and travels day-to-day.