South Thames Colleges Group Review 2026: A multi-campus London college group with standout student development

For London students weighing a traditional sixth form against a more applied route, South Thames Colleges Group offers scale and choice across multiple campuses, with provision spanning 16 to 18 study programmes, adult learning, apprenticeships, higher education, and specialist high-needs learning. The group was formed in August 2017 through the merger of Kingston College with South Thames College and Carshalton College.

Leadership is led by Group Principal and CEO Peter Mayhew-Smith. The most recent further education and skills inspection (May 2024) judged overall effectiveness Good, with Outstanding judgements for behaviour and attitudes and for personal development.

This is a state-funded provider. For 16 to 18 students, there are no tuition fees for funded study programmes; adult and higher education course fees depend on course and eligibility, and are published at course level.

A large further education group can sometimes feel impersonal. Here, the most consistent theme across formal evaluation and the group’s own communications is a strong emphasis on student conduct, inclusion, and day-to-day support, especially across the busy mix of 16 to 18 learners and adult returners. The May 2024 inspection judged behaviour and attitudes Outstanding and personal development Outstanding, which is an unusually strong combination for a general further education and tertiary group operating at scale.

The group model matters. STCG operates across four main colleges (Kingston, Carshalton, Merton, South Thames), and the inspection describes leaders working to align standards while keeping each campus distinctive and rooted in its local community role. For families, this has a practical implication, it can widen course options without forcing a single, one-size campus experience. Students applying to a specialist area such as engineering, creative industries, sport, aviation, or construction can end up in a setting geared to that pathway, rather than a generic sixth form layout.

Student experience is also shaped by the practical routines of a modern college, online portals, centralised application tracking, and a high volume of open events and applicant days. For some students, especially those ready for a more adult learning environment, that independence is a positive feature. For others, the looser structure compared with school requires proactive organisation from the outset.

STCG spans far more than A-level provision, so any single performance lens will only describe part of the picture. With that caveat, the available A-level outcomes data indicates results below typical England benchmarks.

Ranked 2,112th in England for A-level outcomes (FindMySchool ranking, based on official performance data), STCG sits below England average, placing it within the bottom 40% of providers in this measure.

Grade distribution shows 5.88% of entries at A, 29.41% at B, and 35.29% at A to B overall, compared with England averages of 23.6% at A to A and 47.2% at A to B. For parents, the implication is straightforward, if your child is aiming primarily for high A-level grades, it is worth asking detailed questions about the exact A-level pathway, teaching model, and typical progression routes for that subject set.

However, the inspection evidence points to a broader strengths profile that is highly relevant to most learners in a general FE setting. Teaching is frequently described through an applied, work-aligned lens, including vocational staff with current industry expertise, and curriculum intent shaped by local skills needs. For students targeting employment, apprenticeships, technical routes, or higher education progression via vocational qualifications, that alignment can be at least as important as raw A-level grade distributions.

Parents comparing local post-16 options can use the FindMySchool Local Hub page and Comparison Tool to view outcomes side-by-side, then match them to the learner’s preferred route (A-level, applied general, technical, apprenticeship, or adult return-to-learn pathways).

A strong FE group is defined less by a single curriculum and more by whether it delivers consistent quality across very different programmes. The May 2024 inspection describes meaningful strengths in teaching approaches, especially where staff draw directly on professional practice. One example given is the use of qualified and experienced security specialists, and a practising architect teaching technical drawing, bringing real working practices into the classroom. The implication is not just relevance, it can also improve student confidence about what the sector expects, which matters for apprenticeships, technical progression, and early career transitions.

Facilities and learning environments form part of that applied model. Kingston College, for example, highlights sector-specific spaces such as the Aviation Centre, the Creative Industries Centre, industry-standard recording and rehearsal studios, the ACT theatre (176-seat auditorium), specialist engineering and motor vehicle workshops, and a named sports facility set-up (fitness suite, exercise studio, and sports hall). These details matter because FE learning quality often depends on kit, workshop capacity, and time-on-task, particularly in construction, engineering, performing arts production, hair and beauty, hospitality, and sport science.

Specialist learner support is also a core part of teaching and learning. The inspection report references high-needs provision and describes learners using Makaton to communicate confidently, with staff support enabling participation in discussion and classroom activity. For families considering Foundation Learning or high-needs routes, the teaching question is less about exam outcomes and more about communication development, independence, and sustained engagement, the inspection provides useful reassurance on those points.

As a large FE provider, STCG supports multiple destination routes, employment, apprenticeships, further study, and higher education. The dataset’s leaver destinations for the 2023 to 2024 cohort (cohort size 2,094) show 17% progressing to university, 16% to further education, 5% to apprenticeships, and 28% to employment. These figures give a broad, route-level snapshot rather than a subject-by-subject picture.

Careers guidance and progression infrastructure is therefore an important part of the offer. STCG describes an online careers platform (Xello) available to students and sets out support with higher education choices, UCAS applications, personal statements, interview preparation, and student finance guidance. The implication is that motivated students should find structured help to move from course choice to realistic next-step applications, but, as with any large provider, students benefit most when they engage early and consistently with the careers service rather than leaving decisions until late in the year.

There is also evidence of employer-facing activity that is designed to translate learning into opportunities. South Thames College has run employability fairs focused on connecting students with employers and professional routes. Across the group, an annual Employer Awards event highlights partnership activity and industry engagement. For students on vocational pathways, the practical implication is access to work-related networks and live briefing experiences, which can strengthen CVs and interview performance.

Applications are made directly through the group’s application systems at course level, rather than via a school-style catchment process. For most year-long courses, the admissions policy states that applications open in October for admission the following September. There is no formal closing date, and applications are considered as they are received.

For September 2026 entry, the group is actively inviting Year 11 students to apply now, with course-level “Apply Now” routes across the colleges. While there is no hard deadline, STCG advises applying by 1 June to secure a place before the summer holidays, and applications after 1 June for September-start full-time courses may be treated as late applications, with no guarantee of a response before GCSE results day.

Open events are frequent and campus-specific. Current listings include, for example, a Kingston College open event on 24 January 2026, plus additional open events and information evenings across February, March, and June 2026. The practical implication is that families can visit more than one campus and compare facilities and course culture before committing, which is especially valuable when a student is torn between, say, sport science and engineering, or between a creative route and a technical option.

Most full-time courses timetable within a Monday to Friday window between 9am and 5pm, but precise hours depend on programme and level.

Post-16 pastoral support looks different from school, but it still matters, especially for students transitioning out of Year 11, and for adults returning after time away from education. The May 2024 inspection states that safeguarding arrangements are effective. That is an essential baseline for any large FE provider with varied learner ages and multiple sites.

Support also includes structured careers advice and, for students progressing to higher education, guidance through the application process and preparation for interviews. The inspection report also highlights an inclusive culture and strong learner engagement in many areas, with particular strength in personal development outcomes. For families, the key question to explore at open events is how support is delivered day-to-day on the specific campus and programme, including attendance expectations, tutorial models, mental health support routes, and how quickly staff respond if a student starts to disengage.

Enrichment is not an optional extra in FE, it is often the difference between a student completing a programme and drifting away mid-year. STCG shows evidence of structured enrichment activity, including cross-campus initiatives. A January 2026 cross-group chess tournament brought students from all four colleges together, organised as an enrichment event with a knockout format. For students who do not identify as “sporty”, this kind of activity can provide belonging and peer connection outside the classroom.

Sport is clearly a prominent pillar for some campuses and pathways. Kingston College highlights a Men’s Football Academy alongside sport qualifications, and STCG has featured academy-linked student stories. Carshalton College sport students have also participated in an Under Armour academy-linked programme involving performance assessments and tailored fitness planning. The implication is that sport pathways can include structured performance development, not just a qualification title.

Creative and performance routes also appear to have a strong practical base. Kingston College lists the ACT theatre (176-seat auditorium) and a Creative Industries Centre among its specialist facilities, alongside industry-standard recording and rehearsal studios. These named spaces matter for students aiming for production, performance, sound engineering, media, or content creation routes, because assessment quality and portfolio strength depend on access to professional-style environments.

College life events can also help students settle quickly. Freshers’ fairs are run at campus level, with Kingston College noting its sports hall being used as the setting for the annual event. For nervous Year 11 leavers, that early-term social scaffolding can be more important than it sounds.

Study patterns vary by course. For most full-time programmes, teaching is scheduled within Monday to Friday, typically within a 9am to 5pm window, with course timetables issued around induction.

Travel practicality depends on the chosen campus. South Thames College positions itself as well connected for public transport, with proximity to Clapham Junction highlighted in its own overview. For families, the sensible approach is to plan a trial route at the times the student would travel, including winter commuting conditions, and to confirm campus-specific start times for the course.

• Apprenticeship performance requires scrutiny. Apprenticeships were judged Requires Improvement in May 2024, even though overall effectiveness was Good. Families considering an apprenticeship route should ask about employer involvement, progress monitoring, completion timelines, and what support is in place when an apprentice falls behind.

• Applied strengths may not translate into top A-level outcomes. The A-level outcomes profile sits below England averages. For students whose main priority is high A-level grades for selective university entry, it is worth interrogating the exact A-level pathway available and considering alternatives if the course model does not match the student’s needs.

• The size and choice are a benefit, but require student organisation. College systems reward independence. Students who struggle with deadlines or attendance without close adult structure may need a clear plan for tutorial support, weekly routines, and early engagement with careers and pastoral services.

• Campus choice matters. Facilities and specialist spaces differ by college. Visit the relevant campus for the intended pathway, and ask to see the workshops, studios, or labs that students will actually use, not just general areas.

South Thames Colleges Group is a large, multi-campus provider that combines broad course choice with a strong inspection profile for student conduct and personal development, including two Outstanding judgements within an overall Good outcome in 2024. It suits students who want practical, career-aligned study options, value access to specialist facilities, and are ready for the independence of a college environment. The key decision point is matching the learner to the right pathway and campus, and, for apprenticeships or A-level-heavy plans, asking detailed questions about track record and support on that specific route.

Families interested in multiple post-16 options can use FindMySchool’s Saved Schools feature to manage a shortlist across sixth forms and colleges, then compare outcomes and destinations once offers start coming in.