All Hallows Catholic School Review 2026: Excellence Through Care

In the quieter reaches of Farnham, between Surrey and Hampshire borders, sits a Catholic school that has built its reputation on something unusually powerful: the belief that care comes first. Founded in 1961 through the determination of Canon Daniel O'Hanlon and local families seeking Catholic education, All Hallows has grown into a comprehensive secondary with sixth form that serves over 1,500 students. Ranked in the top 25% nationally for A-level outcomes, the school achieves strong academic results without sacrificing the pastoral approach that staff describe as being at the heart of its work.

Mr Mark Baines leads the school with steady purpose. His appointment in 2020 marked a continuation of the school's trajectory, built on specialist status in music and technology alongside a curriculum designed to stretch all abilities. Students here are drawn from a wide geographical catchment spanning Surrey and North Hampshire, creating a particularly diverse community that includes significant populations from Nepal and Gurkha families. For families seeking academic rigour paired with genuine support, All Hallows warrants serious consideration.

The Catholic character here is woven through daily life rather than imposed upon it. Timor Dei Initium Sapientiae—the school's commitment to understanding God's place in knowledge — shapes everything from curriculum to enrichment opportunities. Staff genuinely know individual students, and interventions happen promptly when a pupil shows signs of struggling.

The newest addition, the St Thomas building completed in 2024, houses a dedicated examination space designed to reduce anxiety during high-stakes assessments. This practical attention to student wellbeing runs throughout the campus. The dedicated Sixth Form College, completed in 2014, occupies its own purpose-built centre with photography studios, science laboratories, and a dedicated cafeteria called Father Dan's, renovated in 2021 with student input. Staff speak confidently about student safety; the 2011 Ofsted report found that students were overwhelmingly positive on this measure.

Behaviour is calm and purposeful. Students progress through a house system that encourages belonging and peer leadership. The environment benefits from facilities that support learning effectively. Beyond classrooms, the school operates an indoor heated swimming pool, a gymnasium with fitness suite, a theatre with raked seating, and multiple specialist studios for drama and dance. The auditorium serves as a flexible performance and assembly space. These facilities contribute to a school where activity is expected and encouraged but never chaotic.

GCSE Performance

All Hallows serves students with a broad range of starting points. In 2024, the Attainment 8 score was 57.9, meaningful progress given that students enter secondary with mixed prior attainment. The Progress 8 measure of +0.55 indicates that students are making above-average progress from their starting points, positioning the school well above the national average for value-added learning.

The school's approach to intervention shows in outcomes for previously vulnerable groups. Middle-ability girls and students requiring additional support were identified in the 2011 inspection as areas needing attention. Subsequent years saw targeted improvements, and the school's current data suggests sustained focus on closing gaps.

The key measure — students achieving grades 5 and above in the English Baccalaureate subjects — sits at 10%, with EBacc APS of 4.88. This reflects the school's realistic assessment of its cohort's profile.

A-Level Performance

The sixth form delivers stronger results, achieving 60% of grades at A*-B in 2024, well above the England average of 47%. This reflects the value-added impact of specialist sixth form teaching and the higher starting points of sixth form entrants. The school ranks 512 in England for A-level outcomes, placing it firmly in the top 25% nationally (FindMySchool ranking), with a local rank of 2 in the Farnham area.

Notably, 2% of candidates achieved A*, 23% achieved A, and 22% achieved B, demonstrating consistent attainment across the top grades. This performance pattern supports progression to competitive universities and reflects the rigorous teaching cultures that distinguish the sixth form experience.

Teaching follows the school's stated commitment to curriculum breadth alongside academic challenge. The 2011 inspection found good teaching across the school, with particularly strong examples in mathematics where peer support and collaborative learning were embedded. Lessons are structured with clear objectives and systematic progression.

The curriculum includes traditional subjects — Latin is offered — alongside contemporary pathways. Computing provision has been substantially supported by technology specialism resources. Science is taught as three separate disciplines, allowing specialist teaching. The introduction of a vocational pathway in Key Stage 4 acknowledges that not all learners thrive in traditional academic routes, and the school has built meaningful alternatives that enable students to achieve.

Assessment systems are established and relatively consistent, though the 2011 inspection noted that teachers' interpretation of formative feedback varied. Leadership has invested in standardised approaches since. The virtual learning environment enables students to access materials at home, particularly valuable for those managing illness or extended absence.

University Destinations

In the measurement period, 4 students secured Oxbridge places, with 3 accepted to Oxford and 1 to Cambridge, reflecting the academic calibre available within the sixth form cohort. Beyond Oxford and Cambridge, students progress to a range of universities. The school operates a dedicated enrichment and next steps function within the sixth form, guiding university applications alongside apprenticeship and employment pathways.

Given the sixth form's strong academic profile, a significant cohort advances to selective and research-intensive universities. The 16-19 bursary fund operates to remove financial barriers for those needing support.

All Hallows operates as a non-selective comprehensive secondary. Entry to Year 7 follows local authority coordinated admissions. The school is oversubscribed at entry, with approximately 2.72 applications per place in the most recent admissions cycle (706 applications for 260 places). Admissions are allocated primarily on distance and catchment criteria after looked-after children and those with EHCPs naming the school.

The sixth form operates more flexibly, with the school consulting on expanding external entry from September 2027. Currently, internal progression is the primary route, though external applicants are considered. Entry to sixth form requires satisfactory GCSE achievement and subject-specific prerequisites.

The school is part of the Mother Teresa Catholic Academy Trust, which became the admissions authority in October 2024. This formalises governance but does not materially affect admissions procedures.

Pastoral support is structured through form groups and the house system. The 2011 inspection found that care, guidance and support reached Outstanding status, particularly noting the exemplary work supporting students with complex needs. This framework persists.

Transition into Year 7 is given particular weight. The induction programme is held at the start of the school year and is highly regarded by parents. The chaplaincy operates with a student chaplaincy team and formal chaplain, providing spiritual guidance and prayer opportunities. The school chapel is visible from the main entrance, underscoring its symbolic place in community life.

For sixth form students, individualised support in planning post-16 futures is embedded. The school anticipates that financial pressures on families undertaking higher education are significant and has proactively provided finance education briefings to support students and families in understanding changes to student finance.

Music: A Defining Pillar

Music is exceptional. The school operates multiple choirs including Cantamus (girls' choir), a dedicated boys' choir, and a chamber choir. String ensembles comprise Senior Strings and smaller groups for intermediate players — Violins Together, Cellos Together, and Voices Together are open to neighbouring schools, extending impact. Jazz provision includes both Jazz Combo and Jazz Experience for developing players. Concert Band and Big Band offer wind and brass pathways. Senior Girls Choir provides an additional entry point for older students less experienced in singing.

Two annual concerts showcase these ensembles, held at Christmas and the end of spring term. The school produces annual musicals, with the 2022 production of Lionel Bart's Oliver! drawing on multiple instrumental and vocal teams. Student musicians have undertaken concert tours to other European countries, developing cultural horizons and collaborative skills. The 2011 inspection specifically praised these opportunities as particularly contributing to students' spiritual and moral development.

Drama and Performing Arts

The newly renovated drama studio and main theatre with raked seating enable both student-led productions and teaching of dramatic technique. The auditorium (used for rehearsal and assemblies) supports larger-scale work. Drama is timetabled as a curriculum subject through English and as dedicated GCSE and A-level options, complemented by substantial extracurricular activity centred on termly productions.

Sports and Physical Activity

Sports facilities include an indoor heated swimming pool, gymnasium with dedicated fitness suite, and floodlit astroturf courts supporting fixtures through darker months. Football, rugby, and cricket are established, alongside netball, rounders (in summer), and fitness-based activity. Sporting teams compete at competitive levels, with the school's sports centre (opened 2002) providing modern facilities. Students have access to these facilities through timetabled PE and extracurricular activity.

Clubs and Activities Beyond Core Programmes

The school publishes detailed clubs listings by year group, updated termly. Offerings span traditional societies (academic enrichment), practical skills (coding, design), creative pursuits, and sport. Duke of Edinburgh Award runs to Gold level, providing structured personal development and expedition opportunity. The programme attracts strong participation and develops leadership, resilience, and outdoor skills.

A Student Chaplaincy Team provides peer-led spiritual support alongside formal chaplaincy provision. The St Vincent de Paul group engages students in social action and community service, reflecting Catholic social teaching. The GIFT team (noted on the website) extends this commitment to making school life inclusive and purposeful.

School days run from 8:50am to 3:20pm. The canteen and Father Dan's café support eating throughout the day. Transport is primarily individual; the school recommends using Farnham Rugby Club car park (less than 15 minutes' walk) as a Park and Stride location. Public transport includes local bus routes and, for those able to access it, rail connections to Farnham station.

The school calendar follows the Surrey school year. Sixth Form students benefit from dedicated study facilities and are invited to use the fitness suite outside directed timetable. Full details of term dates and holiday arrangements are published on the school website.

Length of sixth form entry waiting lists. The school is expanding external sixth form entry from 2027. Presently, internal progression dominates, but growing external demand may mean families from other schools find places harder to secure than in recent years. Early enquiries are advisable if considering entry at 16.

Distance and travel. Serving a catchment spanning Surrey and North Hampshire, students may face considerable travel. The school actively promotes sustainable transport and Park and Stride schemes, yet families should verify whether daily or weekly travel is manageable given their location.

Curriculum breadth in Key Stage 4. While the school offers vocational pathways, traditional academic options are the predominant default. Families whose children thrive on highly creative, practical, or distinctive curriculum routes may find options more limited than in schools with stronger specialism.

Recent inspection timing. The most recent full Ofsted inspection was February 2011. This is now over 13 years old, and whilst the school has continued to develop (notably the Sixth Form Centre in 2014 and the St Thomas building in 2024), a more recent inspection would provide updated evidence on current practice.

All Hallows is a solidly performing comprehensive secondary that genuinely prioritises student wellbeing and pastoral care. The sixth form delivers above-average academic outcomes and operates with tangible investment in student transition to higher education and employment. Music is particularly strong, and the recent capital investment (Sixth Form Centre, St Thomas building) demonstrates sustained leadership commitment. The school serves a diverse, multi-faith community well and has earned parent confidence, reflected in high oversubscription and positive parent feedback from the 2011 inspection.

The school suits families seeking a comprehensive, academically sound secondary where individual students are genuinely known to staff, where spiritual and personal development matters as much as examination results, and where music and the arts are taken seriously. Parents comfortable with the Catholic character and values (not essential for entry, but integral to the school) will find a community actively living its stated priorities. Students planning to progress to selective universities should note that the sixth form delivers strong outcomes, though the main cohort's starting points mean it serves as a vehicle for progression rather than a destination for already-elite candidates.

Best suited to families in the locality or with reasonable travel capacity, who value a school community over narrow academic ranking, and who want their child to experience genuine care alongside academic challenge.