St John’s Catholic Comprehensive Review 2026: Inclusive Catholic secondary with a large sixth form

There is a clear sense of purpose here, academic ambition sits alongside a visible emphasis on care, inclusion, and service. The school serves students from Year 7 to Year 13, with a sizeable sixth form, and it sits within the Catholic tradition while welcoming families of other faiths and none. On average, the school says around 40% of pupils are Catholic, with the remaining 60% from a wide range of other faiths.

Leadership has recently changed hands. Mr Matthew Barron is the current headteacher, with an appointment date shown as 01 February 2024 on Get Information About Schools.

The most recent Ofsted visit was an ungraded inspection on 07 and 08 January 2025; the report states the school took effective action to maintain standards and confirms safeguarding arrangements are effective.

The school’s identity is closely tied to Catholic life, but it presents as deliberately broad and outward-facing. The admissions information is explicit that children do not have to be Catholic to be offered a place, and the school positions itself as diverse and inclusive. That matters in practice because it shapes the tone of assemblies, liturgy, charity work, and day-to-day language about responsibility and respect, without limiting the community to a single background.

House culture is one of the clearest organising structures for students settling in quickly. The three houses are St Patrick, St Ambrose, and St Clare, and house events run across the year, including art and music competitions, a pantomime, and a quiz event. This is not a minor add-on. It gives students several “ways in” to school life beyond the classroom, particularly for those who do not immediately identify with sport as their main outlet.

The history of the school helps explain why faith and community remain prominent themes. The school’s history pages trace the earliest roots back to 1858, when Fr Michael Driscoll supervised the opening of the first school in Windmill Street. Later changes include the shift to comprehensive status in September 1974, with the narrative also referencing investment in sport facilities by 1980. Families who value continuity and tradition often respond well to this kind of institutional memory, provided it is matched by a forward-looking curriculum and strong behaviour routines.

A final cultural marker is structure and routines. The school expects punctuality for an 08:40 start and communicates behavioural expectations in direct terms, including a strict approach to mobile phone use in Years 7 to 11. For some students, that clarity reduces anxiety. For others, it can feel tight if they are used to more relaxed boundaries.

At GCSE level, outcomes sit below the England average in the FindMySchool performance context. Ranked 2,876th in England and 6th in Gravesend for GCSE outcomes (FindMySchool ranking based on official data), the school falls into the below-England-average band. This positioning suggests outcomes are mixed rather than consistently high across the full cohort.

Headline GCSE measures include an Attainment 8 score of 43.6 and a Progress 8 score of +0.11. The positive Progress 8 score indicates that, on average, students make slightly above-average progress from their starting points, even if overall attainment is not among the strongest nationally.

In sixth form, the picture is similar in relative terms. Ranked 2,039th in England and 3rd in Gravesend for A-level outcomes (FindMySchool ranking based on official data), results again sit below the England average band. A-level grade distribution shows 3.68% at A*, 7.36% at A, and 31.29% at A* to B combined, compared with an England average of 47.2% at A* to B. This gap is meaningful, and it points to the importance of choosing the right pathway and subject mix, especially where vocational and applied qualifications may be a better fit for some students than a purely academic A-level suite.

What does that mean for families? The best interpretation is nuanced. Positive progress scores often correlate with effective teaching routines, good pastoral structures, and a curriculum that helps most students move forward. However, relative attainment and sixth form grade distribution signal that highly academic students may need to look carefully at subject-level strength, setting, and enrichment if they are targeting the most competitive university courses.

Curriculum intent appears ambitious, and the school’s approach includes both academic and vocational routes. The most recent inspection commentary highlights a broad curriculum and notes the strength of the vocational offer at Key Stage 4 and post-16, including frequent checks for gaps and teaching that helps students connect related ideas in those areas. The practical implication is that students who learn best through applied content and clear assessment milestones may do well here, particularly if they engage with the school’s expectations around attendance, equipment, and homework.

Support for literacy is presented as structured rather than ad hoc. The inspection report refers to thorough assessment to identify students at earlier stages of reading, followed by additional support, alongside initiatives intended to build reading confidence and comprehension. For families, that is a relevant marker because secondary literacy support can be the difference between a student accessing the full curriculum and spending years compensating silently.

The school also uses targeted internal provision for students who need a different pace or scaffolding, including Key Stage 3 transition classes. That is worth asking about on a visit, especially for students with SEND or for those who are anxious about the jump from primary to secondary.

Where Students Go Next

Where destinations are concerned, it is helpful to separate two questions: progression routes for the full cohort and high-end academic pathways for a small number of students.

For 2023/24 leavers (cohort size 150), 56% progressed to university, 3% to further education, 3% to apprenticeships, and 21% to employment. These figures give a practical sense of the balance between academic and employment routes for the sixth form as a whole.

At the most competitive end, the Oxbridge pipeline is small but present. In the measurement period, there were two Cambridge applications, one offer, and one acceptance. For families considering very competitive university routes, the sensible reading is that the pathway exists but is not a defining feature of the school’s sixth form.

Careers education is positioned as a significant part of preparation for adult life. The inspection report references impartial careers guidance and attention to preparation for life, including consent education and broader development. For many families, this matters as much as league-table positioning because it affects the quality of advice students receive when they decide between A-levels, vocational routes, apprenticeships, and employment.

This is a state school with no tuition fees. Admissions for Year 7 are coordinated through Kent’s secondary admissions process, with the school also requiring its own supplementary form as part of applying under its faith-based criteria.

For September 2026 entry, the school sets out two key steps. First, families complete Kent’s Secondary Common Application Form by midnight on Friday 31 October 2025. Second, families return the school’s supplementary form to the school by Friday 07 November 2025. The school is clear that late submission of the supplementary form affects how an application is categorised under its criteria.

Kent’s published timeline for the 2026/27 secondary admissions round lists National Offer Day as Monday 02 March 2026, with the acceptance or refusal deadline on Monday 16 March 2026. These dates matter because they shape when families can realistically expect clarity, and they set the window for waiting list and appeal decisions.

Demand is described as high. The school states it has been heavily oversubscribed with first-choice applications in recent years. In practical terms, that should prompt families to be disciplined about deadlines and evidence requirements, particularly where baptismal certificates or related documentation is relevant under Catholic criteria.

Open events tend to follow the standard Kent pattern of early autumn. For the 2026 entry cycle, the school advertised an open evening on Wednesday 01 October 2025 (6pm to 9pm), with headteacher talks at 6:15pm and 7:30pm, and no booking required. If you are reading this later, treat that as an indicator of typical timing and check the school’s events calendar for the next cycle.

Sixth form admissions run on a separate track. For September 2026 intake, the school scheduled a sixth form open evening for Thursday 20 November 2025 (7pm to 9pm). Applications for sixth form were shown as opening on Friday 21 November 2025 and closing on Friday 13 February 2026, with interviews beginning from November 2025 onwards. The timeline also lists a Year 12 taster day on Tuesday 07 July 2026 and enrolment on GCSE results day, Thursday 20 August 2026.

Families juggling multiple schools should consider using FindMySchool’s Saved Schools feature to track deadlines and compare criteria across a shortlist, especially where supplementary forms and evidence requirements are involved.

Pastoral support reads as a central strength. The inspection report describes high-quality care and highlights responsive support designed to help pupils manage mental health, alongside a calm culture and clear expectations. This aligns with practical choices the school makes about wellbeing time and supportive spaces. For example, the extracurricular timetable includes Tranquillity Time and Mindful Stretch, both structured as regular, timetabled opportunities rather than occasional events.

Behaviour routines appear explicit and carefully enforced. The school’s guidance for new families sets out expectations around equipment, attendance, uniform presentation, and an especially strict approach to mobile phones for Years 7 to 11. That approach will suit some students very well, particularly those who need boundaries to stay focused. It can be a sticking point for others, so it is worth discussing how detentions, confiscations, and reintegration are managed.

Alternative and internal provision is also part of the support landscape. The inspection report references internal provisions, including Return to Learn and the St Francis provision, which are designed to help students re-engage positively with education where a mainstream timetable is not currently working. For families, the key question is how quickly students are helped back into full access to learning, and how progress is tracked during that period.

The extracurricular offer is structured and varied, and it includes both enrichment and targeted academic support. The school runs a rewards approach that recognises participation in clubs, performances, competitions, volunteering, student voice, and cultural experiences. The implication is that students who are not natural joiners still have a framework that nudges them towards participation.

Several clubs are particularly useful as indicators of breadth. Debate Club and Chess Club are regular fixtures, and they can be a good fit for students who enjoy structured argument, competitive thinking, and quiet focus. Photography (Years 9 to 13) and Art Club support creative development with consistent access to specialist spaces, rather than relying only on lesson time. Performing arts is visible too, with Drama Club, Dance Club, and show rehearsals extending beyond the school day.

Sport is offered at multiple commitment levels. Clubs include rugby, netball, girls football, table tennis, cricket, gymnastics squad, and rowing. The rowing programme is listed as offsite, which is often a marker of partnership provision and a pathway to sustained participation for students who prefer individual progress over team games.

Academic support is not left to chance. Homework Club runs after school for Years 7 to 13, and there are subject-specific sessions such as Years 9 to 11 science revision and Key Stage 4 further maths. For families, the implication is straightforward. If a student uses these opportunities consistently, they can reduce the need for expensive external tuition and bring school-based help closer to the point of need.

The school day begins at 08:40, and punctuality is emphasised. The published schedule indicates that some Key Stage 4 students have a Period 9 running from 15:20 to 16:05. After-school Homework Club runs 15:20 to 16:20 on the extracurricular timetable, which can be a helpful option for families managing homework routines at home.

Term dates show that, for the start of the 2026/27 year, Year 7 and Year 12 are in school on Tuesday 01 September (an inset day), with all students in from Wednesday 02 September.

Transport details vary by family location. The school website hosts guidance related to Kent’s 16+ Travel Card, which is relevant for post-16 students planning bus travel. Families should check current routes and eligibility rules directly when planning a commute.

• Deadlines and paperwork are non-negotiable. Year 7 entry requires both Kent’s application by 31 October 2025 and the school’s supplementary form by 07 November 2025 for the 2026 cycle. Missing the second step can materially affect how an application is ranked.

• Teaching consistency is the improvement lever. The January 2025 inspection notes that, in a minority of subjects, teaching is less precise in checking understanding and building knowledge connections, which can limit how well some students achieve.

• The behaviour framework is firm. Policies around punctuality and mobile phone use are strict for Years 7 to 11. This clarity suits many students, but families should be confident it matches their child’s temperament.

• Sixth form outcomes require careful pathway choice. A-level grade distribution sits below England averages so students aiming for very competitive academic routes should discuss subject fit, support, and enrichment early.

St John’s Catholic Comprehensive is best understood as a structured, inclusive Catholic school with a strong pastoral core and a clear emphasis on participation beyond lessons. The destination picture shows a meaningful university pipeline for the cohort, with some students reaching Cambridge, but it is not primarily an Oxbridge-driven sixth form. Best suited to families who value clear expectations, faith-informed community life that remains open to non-Catholic families, and a school-day structure that supports both wellbeing and progress.