St Aidans and St John Fisher Associated Sixth Form Review 2026: Britain's Largest Associated Sixth Form

In 1973, something remarkable happened on the south side of Harrogate. Two schools, one Anglican, one Catholic, decided to pool their sixth form resources rather than run separate, smaller sixth forms. That decision created something that no longer exists anywhere else in the country: the largest associated sixth form in the United Kingdom, serving over 1,150 students from across the region. What began with just 70 pupils has grown into a thriving educational partnership where students from 40+ schools arrive each September to reinvent themselves, make new friends, and discover academic potential they never knew they had. This ecumenical venture has quietly become one of the most successful pathways into higher education in the North, with 92% of sixth form leavers securing places at their first or second choice universities, many at the most prestigious institutions in the country.

The Associated Sixth Form's curriculum breadth is genuinely remarkable. By pooling the expertise of St Aidan's Church of England High School (which holds Specialist College Status in Science and Modern Languages) and St John Fisher Catholic High School (recognised for Arts and Humanities), the partnership offers over 40 A-level courses, Advanced Subsidiary qualifications, Applied Levels, and BTEC Diplomas. Few school-based sixth forms can match this range. The two campuses are separated by merely a five-minute walk, creating a genuine community where teaching is genuinely shared across both sites. Students attend lessons at whichever school offers their chosen subjects, study in dedicated sixth form spaces designed exclusively for post-16 work, and participate in combined assemblies, dramatic productions, and sporting fixtures that create a real sense of belonging to something larger than either school alone.

The A-level results place the sixth form in the top 25% in England. With 59% of grades at A*-B and 11% at A*, performance significantly exceeds the England average of 24% achieving A*-A and 47% achieving A*-B. The breadth of results across both sciences and humanities reflects a genuinely balanced cohort pursuing university degrees across every discipline imaginable. For a state sixth form drawing from a wide catchment, this is considerable achievement.

The Associated Sixth Form has developed a character quite distinct from either parent school. Students describe arriving in September feeling they've joined something genuinely fresh. Whether you came from St Aidan's, St John Fisher, or one of the 40+ other schools represented, you're meeting new people facing the same uncertainty and opportunity. Former students consistently report that this experience, the social challenge of making new friends, adapting to new routines, taking responsibility for your own learning in a less structured environment, provided the perfect bridge into university life.

The physical infrastructure supports this identity beautifully. Dedicated sixth form study areas at both campuses provide independent working spaces specifically designed for A-level students. Modern research facilities, including internet-linked libraries and computing resources, enable serious academic work. The Constance Green Hall at St Aidan's (a modern addition to the Victorian campus) hosts sixth form assemblies and dramatic productions. At St John Fisher, the Keelan Centre (named after former head Terry Keelan) provides a dedicated drama and music facility, while the arts provision spans both sites. The atmosphere is deliberately purposeful without being pressurised. Students manage their own enrichment activities, organise sporting events, and take genuine responsibility for sixth form life through the elected Senate (at St Aidan's) and Congress (at St John Fisher) leadership committees.

The Christian foundation of both schools creates a distinctive community ethos, though the partnership explicitly serves students of all faiths and none. All students undertake a broad programme of non-qualification studies including religious studies, economic development, and pastoral education. Unlike many sixth forms that focus solely on examination results, this sixth form genuinely asks: what kind of people are we educating? The emphasis on developing confident, thoughtful young people who can contribute to their communities shows through in the mentoring schemes where sixth formers tutor younger students, the charity work coordinated through student leadership, and the volunteer opportunities within Harrogate's local community.

Staff turnover appears low, suggesting stability and genuine investment in the partnership. Teachers across both sites have developed expertise in teaching within this unique structure, knowing how to make shared provision work seamlessly for students moving between campuses throughout the week. The combination of two schools' specialist strengths, science and languages at St Aidan's, humanities and arts at St John Fisher, means that whatever your interest, you're taught by a specialist. This matters particularly in A-level subjects where subject depth becomes crucial.

The A-level results tell a story of genuine strength across the partnership. In the most recent data, 59% of grades achieved A*-B, with 11% reaching A*. These figures sit well above the England average of 47% achieving A*-B, positioning the sixth form in the top 25% of schools in England (FindMySchool ranking). The sixth form ranks 649th in England for A-level performance, placing it comfortably in the upper quartile of the 2,649 A-level-providing schools across the country.

A-Level Performance Breadth

What distinguishes these results is the breadth across which they're achieved. Rather than concentrating strength in a narrow band of subjects, results are genuinely balanced across sciences, humanities, languages, mathematics, and creative subjects. This reflects a genuinely mixed cohort: not everyone is destined for STEM, yet the science results are strong; not everyone pursues languages, yet the modern language results are excellent. Students pursuing Chemistry achieve results comparable to those pursuing History; those taking Further Mathematics perform at similar levels to those in English Literature. This balance suggests that the sixth form neither narrows students into traditional academic hierarchies nor allows them to drift in weaker subjects.

The availability of 40+ subjects means students can pursue genuinely individual pathways. Unusual subjects sit alongside traditional ones, Classical Greek, Russian, and History of Art are available alongside standard offerings. This matters enormously for students with specific university aspirations. Those targeting competitive courses in medicine, law, or engineering have access to the rigorous science and mathematics they need; those pursuing creative subjects find full support for drama, art, and music; those aiming for languages benefit from specialist teaching. This flexibility within rigour is rare in school-based sixth forms, which often feel pressured to focus on higher-achieving cohorts.

University Preparation and Progression

The progression data is striking. In the most recent year, 325 students advanced to higher education, with 92% securing places at their first or second choice institution. This figure alone demonstrates something crucial: the sixth form genuinely prepares students across the full range of abilities for the university application process. It's not just the very highest achievers getting into their preferred universities, the vast majority across all achievement levels are succeeding. The bespoke careers guidance service that works with every student from Year 12 onwards appears genuinely effective.

University destinations span the full range. Students progress to Oxford, Cambridge, and other Russell Group universities, but equally to thoroughly respected specialist institutions, niche universities known for specific subjects, and post-92 universities that offer distinctive courses. The sixth form doesn't narrowly define success as Russell Group entry; it authentically supports students towards their individual goals. For some, that's medical school; for others, it's music conservatoire training or specialized art college courses.

The teaching model here is genuinely distinctive because it's truly partnership-based, not merely federated. Most sixth formers have lessons at both schools throughout the week, which initially sounds logistically complicated. It creates something valuable: students become accustomed to adapting to different environments, different staff approaches, and different peer groups within the same day. This mirrors university life far more closely than a traditional sixth form where you stay in the same building with the same cohort.

The specialist subject teaching reflects each school's area of excellence. At St Aidan's, the Science and Modern Languages specialism means that the teaching of sciences is comprehensive and well-resourced. The separate sciences policy (Biology, Chemistry, Physics taught as distinct subjects) provides the depth needed for students targeting STEM university courses. Staff expertise in languages is evident from the wide range of modern languages on offer and the results achieved. At St John Fisher, the Arts and Humanities specialism ensures that students pursuing English, History, Geography, and performing arts are taught by passionate specialists with deep subject knowledge. The drama and music facilities (the Keelan Centre) provide proper theatrical and recording spaces rather than makeshift performance areas.

The curriculum itself balances academic rigour with genuine breadth. The AQA Baccalaureate option allows ambitious students to work on extended projects beyond their A-levels, gaining additional qualification and university application depth. This goes beyond simple subject study to develop research skills, independent thinking, and genuine intellectual curiosity. Students pursuing this route typically gain meaningful advantage in competitive university applications.

Class sizes are sensible. While AS and lower A-level sets may have 20-25 students, individual A-level modules often drop to smaller groups, allowing genuine subject depth and teacher feedback. There's visible expectation that students will manage their own learning, the dedicated study centres exist for a reason. Sixth form teachers across both sites explicitly shift their role. They're less concerned with behaviour management (this is taken as read) and more focused on stretching able students, supporting those finding subjects challenging, and developing independent learners ready for university. Homework is substantial and genuinely used to advance understanding rather than fill time.

The sixth form's success in university progression reflects genuine preparation work from Year 12 onwards. The dedicated careers guidance service works individually with each student to identify realistic university targets across the full range of academic achievement. For students targeting competitive courses, early guidance ensures they're aware of UCAS requirements, entrance examination structures (for medicine, law, etc.), and the academic standards they need to achieve. For others, guidance helps identify universities where their profile fits, identifying both ambitious and realistic targets.

The progression rates tell their own story. Of the students entering higher education, 92% gained places at first or second choice institutions. This extraordinarily high success rate suggests that the careers team genuinely knows how to match student profiles to appropriate universities. Rather than encouraging everyone to aim at the same elite tier, the team identifies where each student's abilities, interests, and personality might flourish.

Oxbridge entry occurs but isn't disproportionately emphasized. The sixth form doesn't pursue the Oxbridge-obsessed culture evident in some independent schools. Instead, it recognizes that different students have different ambitions and that success is achieving your personal goals rather than hitting a particular institutional tick-list. Medical school entry is significant, with a good pipeline into medical degrees across multiple universities. Law, engineering, and sciences all represent substantial cohorts. English, history, geography, and creative subjects similarly send healthy numbers of students to degree-level study.

Beyond university, students progress into apprenticeships, degree apprenticeships, and direct employment. The sixth form explicitly measures success across all post-18 pathways, not just university progression. This wider definition of success means that students pursuing apprenticeships receive equivalent support and regard as those heading to university.

This section represents the genuine richness of a partnership sixth form drawing from 1,150 students across two campuses.

Music: A Distinguished Programme

Music is a defining feature of both schools and the sixth form. The Chamber Choir of St Aidan's, founded in 1992 by former Director of Music Cathy Roberts, has established a remarkable reputation. It reached the finals of the National Festival of Music for Youth, achieved the Outstanding Jazz Award in recent years, and performs regularly in the BBC Songs of Praise Choir of the Year Competition, winning the competition in 2006. More recently, the Chamber Choir celebrated its 30th anniversary with a concert in Ripon Cathedral. These aren't local accolades but genuine national-level recognition for choral excellence.

Beyond the Chamber Choir, the sixth form benefits from the Symphonic Wind Band (which gained Silver at the National Concert Band Championships in Cardiff in 2009), a Jazz Orchestra, and smaller ensemble groups. The Swing Band is particularly popular for students wanting orchestral experience without the formality of classical ensembles. In November 2011, St Aidan's Chamber Choir and St John Fisher Jazz Orchestra performed together at the Schools Proms in the Royal Albert Hall, a showcase of the calibre of music-making here. The music staff ensure that students entering from outside schools are genuinely welcome in these ensembles, with auditions for some groups but genuine commitment to accessibility.

The facilities supporting this music provision are excellent. St John Fisher's Keelan Centre includes dedicated music spaces. Practice rooms are available for individual and group work. The connection between GCSE/A-level music students and ensemble members creates a genuine pipeline where academic study and practical music-making reinforce one another. For students passionate about music, this sixth form offers a rare combination of serious A-level study and leading practical opportunities.

Drama: Thriving and Accessible

Drama is genuinely thriving within the sixth form, with energetic support from A-level Drama and Performing Arts groups. Recent productions have included Evita, School of Rock, Legally Blonde, and Disney's The Little Mermaid and Annie The Musical. These aren't small-scale school productions but genuinely ambitious theatrical undertakings with proper orchestration, substantial casts, and professional staging. The Constance Green Hall at St Aidan's (adjacent to the grade II listed Bede House) provides a dedicated performance space with proper technical facilities.

Participation spans the full range of ability. Some students perform as leads; others work in ensemble numbers, technical crews, or production teams. The culture explicitly welcomes anyone wanting involvement, not just experienced performers. Recent productions like Annie (complete with proper orchestra) demonstrate the scale of ambition. These opportunities are genuinely valuable on university applications, particularly for students pursuing drama, English, or performance-related courses.

Sports: Excellence and Participation

The sixth form offers genuinely inclusive sport for all while maintaining competitive excellence. The range of sports includes Football, Netball, Hockey, Rugby, Basketball, and Cricket. Teams compete at county and regional level with regular successes. Sport isn't confined to elite performers; the culture emphasizes participation for all interested students. A dedicated Fitness Suite at St Aidan's provides access to modern cardio and resistance equipment, available to sixth formers at lunch and after school. This facilities access matters for students without home gym equipment or those developing training programmes for competitive sport or general fitness.

Leadership opportunities extend through coaching. Senior students can develop coaching credentials while assisting with lower school teams across any sport the schools offer. This leadership pathway, mentoring younger athletes while developing your own competitive participation, is particularly valuable on university applications, particularly for those targeting sports science or physical education degrees.

Sporting achievement at the sixth form reaches beyond school competition. Alumni include Jonathan Webb, who played for Leeds United and Newcastle Blue Star before progressing to Loughborough University FC. Tim Edwards and Alex Lilley both progressed to Yorkshire cricket. These aren't ancient historical figures but recent alumni whose success demonstrates genuine sporting pathways emerging from the sixth form.

Debating and Intellectual Societies

Debating Club operates regularly, described as "an always enjoyable occasion," suggesting a culture where intellectual discussion is valued and approachable. At St John Fisher, this extends to dedicated intellectual societies where students engage in serious discussion on contemporary and historical topics. Visitors have included local MPs, bringing direct connection between sixth form discussion and wider political engagement. This type of opportunity is genuinely rare in sixth forms and valuable for students developing confidence in public speaking and critical thinking.

STEM and Extended Learning

The science specialism at St Aidan's supports serious STEM engagement. While specific STEM clubs aren't detailed in the available sources, the strength of science results combined with the availability of subjects like Further Mathematics, Physics, Computer Science, and specialized science options suggests genuine opportunity for STEM-focused students. The AQA Baccalaureate option available to ambitious students provides structured opportunity for extended projects, often in STEM areas.

Leadership and Community Service

The Senate and Congress structures (student leadership committees at each school) move beyond tokenistic student voice. Members genuinely organize school events, deliver assemblies, support parent evenings, and coordinate major community initiatives. The annual Children in Need fundraising has involved significant auction events, quizzes, and competitive games. End-of-year celebrations, leavers' hoodies, filmed videos, leavers' balls, are organized entirely by the Y13 Congress and Senate, developing genuine project management and event coordination skills.

Service to the community extends through mentoring younger students, supporting those with special educational needs within lessons, and volunteering with local charities. Recent outreach has included supporting care home Christmas events and involvement in food bank initiatives. This emphasis on giving back creates young people who see education as preparation for contribution to society, not just personal advancement.

Entry to the Associated Sixth Form is open to students achieving strong GCSE results and meeting the entry requirements for specific subjects. The process varies slightly depending on whether you're progressing from St Aidan's or St John Fisher (application through the home school) or joining from an external school (direct application). The partnership's size, 1,150 students, means that entry is competitive. You need solid GCSE grades; minimum requirements vary by subject but typically expect Grade 5-6 in GCSE for A-level study.

The sixth form actively recruits from other schools. With 40+ schools represented in any one year, there's a genuine culture of welcoming external students. This wide intake genuinely enriches the experience, students aren't merely progressing through the same peer group they've known since age 11. The social challenge of joining alongside hundreds of other new students from different backgrounds and schools is explicitly framed as beneficial preparation for university. Students report that this fresh start, meeting new people and adapting to new routines, provides exactly the confidence-building experience that translates into managing university life later.

The application process for external students involves an online form submitted directly to the sixth form. Decisions are made based on GCSE performance and subject-specific requirements. There's no entrance examination; assessment is purely on previous academic achievement. The timeline typically runs from early autumn (when Year 11s are still completing GCSE courses) through to May, with decisions following GCSE results in summer.

The partnership's reputation is genuinely strong in the region. Progression rates to university, breadth of subject offering, and the distinctive character of the sixth form mean places are sought-after. However, unlike highly selective independent sixth forms, entry is based purely on academic achievement at GCSE, not on entrance examination or interview. This democratic approach means that the sixth form remains accessible to academically able students across all backgrounds.

The Associated Sixth Form operates with both campuses providing dedicated sixth form facilities. Study Centres are available exclusively for sixth form students at both sites, providing quiet spaces for independent work essential during A-level study. Library facilities at both schools offer books, periodicals, and internet access specifically configured for sixth form research. The sites are close enough (five-minute walk) that moving between lessons at different campuses becomes routine within a few weeks.

School day timings are standard for A-level study, with school typically running from 8:30 or 9:00am to 3:30 or 4:00pm, varying slightly depending on which campus and which lessons you're attending. Most sixth formers have free periods built into their timetable for independent study and lunch, a marked shift from lower school structure that prepares students for university-style independent learning.

There is no on-site boarding; this is a day sixth form. Students travel from across North Yorkshire and West Yorkshire, with excellent road access to both campuses. Parking is available at both sites for students driving. Public transport connections to Harrogate are strong, with regular bus services from surrounding areas.

The sixth form provides pastoral support adapted to the needs of 16-19 year-olds transitioning toward independence. Form tutor systems at both schools create small groups (typically 6-8 students) allowing personal knowledge and relationship development. The emphasis shifts from behaviour management (expected from responsible sixth formers) toward academic mentoring, university preparation, and personal development.

All students undertake the broad programme of non-qualification studies mentioned throughout, religious studies, economic development, and pastoral education, which provides structured space for reflection on values, current affairs, and personal questions beyond syllabus content. This isn't narrow religious indoctrination but genuine space for developing as thoughtful young people.

The student leadership structures (Senate and Congress) themselves provide pastoral support. Peer mentoring and support systems operate alongside staff guidance. Students report a culture of mutual support and looking out for one another. The transition experience (joining a sixth form of over 1,000 students when you may have come from a lower school of 100) potentially creates anxiety, but the explicit emphasis on helping new students integrate appears effective.

University and careers guidance begins in September of Y12, not rushed into in spring term. This allows proper exploration of options, genuine reflection on your interests and abilities, and realistic targeting of appropriate institutions. This paced approach is genuinely supportive rather than high-pressure.

Scale and transition: The jump from lower school into a sixth form of 1,150 students is significant. While the partnership explicitly frames this as beneficial, providing the social challenge that mirrors university, it's worth acknowledging that some students find the scale initially overwhelming. You're meeting hundreds of new people simultaneously. The positive aspect is that by November, this challenge has become normality. The negative aspect is that if you're someone who genuinely flourishes in smaller, more intimate settings, this scale may feel uncomfortable.

Partnership complexity: The two-campus structure is genuinely beneficial in educational terms but requires your willingness to move between sites multiple times weekly. If you're choosing subjects that require lessons at both campuses (likely if you're doing sciences and humanities combinations), this becomes routine. It's not a significant barrier, but it's worth understanding that you won't be in the same building all day.

Success depends on independent learning: A-level study here, like anywhere else, requires genuine independent work. The study centres and facilities are excellent, but staff won't chase you to use them. If you need considerable external structure to keep you working, ensure you're ready for this shift in responsibility before arriving.

The Associated Sixth Form of St Aidans and St John Fisher represents something genuinely unusual in English education: two schools maintaining genuine partnership in education rather than pursuing competition or federation by name only. The breadth of provision, over 40 A-level subjects, leading music ensembles, ambitious drama productions, strong sports at all levels, genuinely diverse student intake from 40+ schools, creates an environment where most students, whatever their interests, will find genuine opportunity.

The A-level results are strong, sitting in the top 25% in England. More importantly, the progression data (92% to first or second choice universities) demonstrates that this strength translates into genuine preparation for the next phase of education. This is a sixth form that successfully educates students across the full range of abilities, not just a narrow cohort of high-flyers.

Best suited to students seeking breadth rather than narrow specialism; those wanting to join a genuinely diverse peer group including hundreds of students from other schools; those who thrive on choice and the intellectual challenge of a large institution; and those ready to shift toward independent learning and genuine responsibility for their own progress. The six-form's distinctive character, built on ecumenical partnership, Christian values expressed inclusively, and emphasis on developing whole people not just examination results, appeals particularly to students wanting educational experience that explicitly asks: "What kind of person do you want to become?"