English Martyrs' Catholic School, A Voluntary Academy Review 2026: Catholic secondary with a large co curricular offer and sixth form

Daily prayer, weekly Mass, and an explicit Catholic identity shape the rhythm of the week here, but the experience is not only about chaplaincy. The school’s scale and structure matter too, with a full secondary intake and a sizeable sixth form, alongside a timetable that builds in form time, a dedicated programme slot, and end of day enrichment.

Mathew Calen has been Principal since 2022, and the school sits within the St Thomas Aquinas Catholic Multi Academy Trust.

The latest Ofsted inspection (4 to 5 May 2023) confirmed that the school continues to be Good.

Academically, GCSE outcomes place it squarely in the mid range for England on FindMySchool measures, while sixth form outcomes sit lower on the same benchmarking. What that means in practice is a school that can suit families looking for a clear faith context and broad opportunities, but one where outcomes vary by key stage and where high attainers should ask direct questions about stretch and consistency across subjects.

The school’s identity is anchored in Catholic life rather than branding. Prayer is integrated into the daily pattern, and the site includes a dedicated chapel space, described as the heart of the school in its own historical account. A helpful shorthand for the culture is the motto, Ut omnes unum sint (May they all be one), which appears across school materials and is tied explicitly to the expectation that pupils support one another.

The physical environment has a distinct story. The school was officially opened on 04 May 1965, and its original design intent is described as modernist, with light classrooms and glazing between corridors and rooms. Later investment is not abstract either. The school history describes a major rebuilding programme from 2013, including a new Library, Sports Centre (including a professional astro turf hockey pitch), a sixth form block, and the St Cecilia Performing Arts Centre. For families, this matters because it usually translates into a school day that can be busy without feeling cramped, and it supports the breadth of enrichment that is a consistent theme across the school’s own communications.

Pastoral culture is framed around both faith and practical support. The school references an inclusion centre called the Sister Anna Centre and links this to pastoral measures such as counselling and time out cards in its intake information. This is useful context for parents weighing whether the school can respond quickly to day to day issues rather than relying only on longer term SEND processes.

At GCSE, the school ranks 1,729th in England and 27th in Leicester for GCSE outcomes (FindMySchool proprietary ranking based on official data). This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

Attainment 8 stands at 49.7, and the Progress 8 score is 0.16, which indicates students make above average progress from their starting points across eight subjects.

EBacc outcomes are mixed on this dataset. The proportion achieving grades 5 and above in the EBacc is 12.2, and the EBacc APS is 4.35.

At A level, the school ranks 1,799th in England and 13th in Leicester for A level outcomes (FindMySchool proprietary ranking based on official data). This places it below England average overall (bottom 40% of schools in England on this measure).

Grade distribution data indicates 2.27% of grades at A*, 8.52% at A, and 40.91% at A* to B. England averages on this dataset are 23.6% at A* to A and 47.2% at A* to B.

The practical implication is that the school can look like two slightly different experiences depending on exit point. For families focused on GCSE and overall secondary experience, outcomes and progress measures suggest a stable picture. For families targeting sixth form as the decisive stage, it is sensible to ask how the school supports high grade aspiration, how it monitors performance by subject, and what interventions are in place for students aiming at selective university courses.

Parents comparing local results should use the FindMySchool Local Hub and Comparison Tool to view GCSE and A level measures side by side with nearby alternatives, rather than relying on headline impressions.

Curriculum intent is described as ambitious and tailored, with a clear sequence of knowledge over time, and the school’s teaching and learning documentation points to structured approaches to memory and retrieval. The published policy references spaced learning and regular low stakes checking of prior knowledge, linked to established research on forgetting and retention.

What this looks like day to day is supported by the school timetable. There is a clear start to the day that includes form time and a dedicated programme slot before lessons, followed by five lessons and then an enrichment window after lessons end. For students who need predictable routines, this can be a strength because expectations are built into the structure of the day rather than relying on informal norms.

There are also clear areas for families to probe. The most recent inspection report highlights that, in some subjects, curriculum demand is not consistently high enough for pupils with high prior attainment, and that checking the quality of written work and spelling is not consistent across all areas. The implication is not that academic ambition is absent, but that it may be uneven. Parents of high attaining children should ask about set structures, extension pathways, and how departments standardise expectations for written accuracy.

For sixth form destinations, the most recent published cohort data (2023 to 2024, cohort size 122) shows that 69% progressed to university. A further 7% moved into apprenticeships and 13% entered employment, with 2% progressing to further education.

On elite university pathways, the Oxbridge pipeline is present but small. In the most recent measurement period, two students applied to Oxford or Cambridge, one received an offer, and one ultimately secured a place.

The right way to interpret this is as evidence that highly competitive routes are achievable with the right individual profile, but they are not a defining feature of the school’s destination pattern. For most students, the headline is progression into a broad mix of higher education, apprenticeships, and employment.

Students considering sixth form should ask for subject level guidance on what grades are typically needed to thrive on chosen courses, and what support is provided for personal statements, interviews, and apprenticeships applications. The inspection report notes that sixth form students receive support with university applications, which aligns with a school that takes progression planning seriously.

Year 7 entry is coordinated through the Local Authority process, not directly through the school. For Leicester City coordinated admissions for 2026 to 27 entry, applications opened on 01 September 2025 and the closing date was 31 October 2025, with offers released on 02 March 2026.

Because this is a Catholic school, families applying on faith grounds are also expected to complete a Supplementary Information Form so that governors can place applications into the correct oversubscription category. This is a common point of failure in Catholic admissions nationally, not because the form is complex, but because families assume the Local Authority form is sufficient. In practice, the Local Authority form determines your preference order, and the supplementary form determines how you are prioritised within the school’s published criteria.

Open events are part of the admissions pattern. The school’s Year 7 Open Evening for the 2025 cycle took place on 02 October 2025. Dates shift annually, but this points to an early autumn pattern, which is consistent with the Local Authority timetable describing open events in September and October.

For sixth form entry, the school sets its own process. A published internal deadline for applications was 08 November 2024, which suggests that early November has been used as a cut off in at least one recent cycle. Dates can change year to year, so sixth form applicants should check the school’s current guidance before relying on past timetables.

Families considering competitive schools should use the FindMySchool Saved Schools feature to manage a shortlist, and the Map Search tool to sense check travel time and practical feasibility across several options.

Pastoral support is explicitly linked to inclusion structures. The school references the Sister Anna Centre as part of the mechanisms used to support students, including pastoral support, counselling, and time out cards where needed. This is particularly relevant for students with medical conditions or short term pastoral needs who may require flexible day to day adjustments.

The school also places emphasis on attendance and punctuality, and publishes the practical systems around arriving late and signing in. For families, this matters because it signals a culture of clear boundaries and consistent routines, which tends to support calm learning environments.

The Ofsted inspection describes pupils feeling safe and bullying being rare, with pupils confident that issues are addressed. The report also confirmed that safeguarding arrangements are effective.

The co curricular programme is one of the clearest differentiators, because it is not presented as a generic list. The published schedule includes a blend of performance, academic extension, and sports, with named groups that give a more granular sense of what students actually do.

Music has depth rather than being a token offer. Options include Schola Cantorum, Jazz Band, Steel Pans Group, orchestras, and multiple choirs and ensembles. The implication is that students who enjoy structured rehearsal and performance can find a pathway, whether they are already accomplished or simply willing to commit.

Academic stretch is also visible in the detail. Activities include the Society of Physicists and Engineers, Chemistry Olympiad preparation for Year 12 and 13, and the Henrietta Lacks Society, alongside debating provision for older year groups and structured programmes such as the High Flyers Programme for Years 9 and 10. For a child who likes the idea of a school where extension is normalised rather than niche, this can be a genuine attraction.

There is also a strong civic and personal development thread. Duke of Edinburgh is offered at bronze, silver and gold levels, and the programme explicitly includes volunteering and expedition elements. For many students, these experiences become the practical evidence that supports sixth form applications, apprenticeships, and leadership roles, not only enjoyable add ons.

The published day structure runs from 8.25am (assembly or form time) through five lessons, with lessons ending at 2.50pm and enrichment activities beginning immediately afterwards. Sixth form expectations mirror this, with attendance guidance stating 8.25am to 2.50pm.

Transport planning should be taken seriously. The school publishes bus route information and periodic updates for families using school related services, which is helpful for those travelling across Leicester and surrounding areas rather than relying on walking distance alone.

Term dates are published online, including a 2025 to 2026 calendar and a 2026 to 2027 calendar.

• Sixth form outcomes are weaker than GCSE on benchmarking. The A level rank sits in the bottom 40% of schools in England on FindMySchool measures, and families should ask subject specific questions about how performance is tracked and improved.

• Stretch for high prior attainers can vary by subject. External review notes that curriculum demand is not consistently as high as it could be for the most able in some areas, so it is worth probing how departments extend learning and assess written quality.

• Catholic admissions adds an extra step. Applying through the Local Authority is necessary, but families applying on faith grounds should also complete the supplementary form, otherwise prioritisation can be affected.

• Enrichment can be a strong pull, but it also assumes commitment. With clubs and ensembles running straight after lessons, the day can feel full. This suits many students, but those needing a lighter weekly load should plan carefully.

This is a Catholic secondary and sixth form where faith practice is integrated into the daily routine and where the school day is built around structure, enrichment, and clear expectations. GCSE performance sits in the middle range nationally on FindMySchool measures, while sixth form outcomes are lower, so families should view the post 16 offer as something to assess carefully rather than assume. Best suited to students who value a Catholic context, benefit from routine, and will commit to the co curricular life, especially music, academic societies, or Duke of Edinburgh.