St Philomena's Catholic High School for Girls Review 2026: Outstanding Sixth Form, Strong GCSE Performance

Set within twenty-five acres of parkland in Carshalton, St Philomena's occupies the grounds of Carshalton House, a graceful eighteenth-century manor once home to the celebrated physician Dr John Radcliffe. Founded in 1893 by the Daughters of the Cross of Liège, the school has evolved from its Victorian origins into a modern comprehensive delivering impressive academic outcomes within a distinctly Catholic community. The Ofsted inspection in February 2022 rated the school Good overall, with sixth-form provision achieving Outstanding status. With nearly 1,500 girls on roll and strong results across both GCSE and A-level, St Philomena's combines academic ambition with a genuine pastoral focus. The school sits in the top 25% of schools in England for GCSE outcomes (FindMySchool ranking) and the middle performance band for A-levels, with particular strength in sixth-form attainment and progression to university.

The school's setting alone marks it as distinctive. Beyond the Victorian red-brick facades and meticulously maintained grounds, St Philomena's functions as a working Catholic learning community where faith shapes daily routines without dominating the secular curriculum. Mass attendance features prominently; the onsite chapel, with the Blessed Sacrament, remains open throughout the day as a quiet space for reflection and prayer. The school feels purposeful and calm, with girls moving between lessons in an orderly fashion and behaviour consistently reinforced through high expectations rather than heavy-handed discipline.

Pupils describe the school as a "big family." This language surfaces repeatedly in inspection findings and parent feedback, suggesting genuine connection rather than marketing rhetoric. The core values are explicitly generosity, kindness and integrity. Year 7 pupils display politeness and respect toward staff and visitors within hours of arrival. By sixth form, students have settled into roles as mentors to younger cohorts, their behaviour and attitudes marking them as role models. The inspection noted that sixth-form students "produce work of an exceptionally high standard."

Under the leadership of Ms Maria Noone, who has been head teacher since 2011, the school has maintained consistent upward trajectory. She has introduced refinements to pastoral support structures, including the recent introduction of wellbeing "ambassadors" to strengthen mental health provision. The learning resource centre, upgraded in 2007, provides modern facilities alongside the historic estate.

GCSE Performance

In 2024, St Philomena's achieved solid GCSE outcomes that place it above the national mid-point. 31% of entries reached grades 9–7 (the top tier), compared to 54% in England. This figure reflects a comprehensive intake with broad ability ranges rather than a selective entry process. The Attainment 8 score of 57.7 sits well above the England average of 45.9, indicating strong performance across the eight-qualification measure used in England.

The Progress 8 score of 0.68 demonstrates that pupils make above-average progress from their starting points at age 11. This metric is crucial for parents: it shows the school adds genuine value during the secondary phase, not simply passing through already-high-achieving cohorts. 82% of pupils achieved grades 5–4 in English and mathematics combined, the government's threshold for a "strong pass," again exceeding England average of around 65%.

St Philomena's ranks 997th in England for GCSE outcomes (FindMySchool ranking), placing it comfortably within the top 25% of schools. Locally, within Sutton, the school ranks 9th among 45 secondaries, reflecting solid but not elite positioning in a competitive south London borough.

A-Level Performance

The sixth form, rated Outstanding by Ofsted, delivers consistently strong A-level results. In 2024, 58% of A-level grades were A*–B, significantly above the England average of 47%. The percentage reaching A*/A was 24%, also above England average. These figures place St Philomena's in strong position among sixth forms in England.

Sixth-form leaders maintain high expectations reflected in the ambitious curriculum. The school offers a broad range of A-level subjects alongside vocational T Levels, meeting the needs and aspirations of diverse student cohorts. Students benefit from enrichment activities including societies for diversity, debating, law, and a book club. The inspection highlighted that sixth-form leaders create an environment where students "excel in their learning."

The school ranks 907th in England for A-level outcomes (FindMySchool ranking), placing it in the middle performance band (25th–60th percentile). While not in the elite tier, this reflects solid, reliable sixth-form teaching delivering outcomes that match or exceed a large majority of schools.

The curriculum structure follows the national framework with careful sequencing in most subjects. Teachers typically possess strong subject knowledge and select resources effectively to support pupil understanding. Assessment practices are generally sound, with teachers checking pupils' understanding and addressing gaps in knowledge.

The Ofsted report noted that in Years 7 to 11, leaders plan and sequence the curriculum effectively in most subjects. Key concepts are taught in logical order, ensuring pupils develop secure understanding and deepen knowledge over time. In a few subjects, notably art and mathematics, teachers lack complete clarity about foundational knowledge pupils will require to tackle more complex ideas. The school has acknowledged this area for development and is actively strengthening curriculum implementation.

The curriculum encompasses a breadth of subjects including triple sciences, modern foreign languages (French and Spanish), design technology, music, drama, and RE. With the school's Technology College status (awarded 2004) and Language College status (2006), computing and languages feature prominently. Students are actively encouraged into the English Baccalaureate (GCSE subjects covering English, maths, sciences, humanities, and languages), with the school working specifically to increase uptake in modern languages.

Vocational pathways are available in Key Stage 4 and sixth form through T Levels and alternative provision partnerships, acknowledging that not all pupils follow traditional academic progression. This flexibility ensures pupils leave with qualifications relevant to their career aspirations.

Sixth Form Progression

The overwhelming majority of GCSE leavers progress to the school's own sixth form or other local provision. 97% of pupils continue in education after GCSE; only 1% move into employment at age 16, reflecting strong post-16 participation. This high progression rate is a notable strength and validates the school's sixth-form offer.

University Destinations

Post-A-level destinations are particularly strong. In 2024, 82% of leavers progressed to university, well above England average. A further 11% entered further education or degree apprenticeships at other levels. 93% continued in higher education or training, demonstrating the school's success in preparing students for tertiary study and professional pathways.

Critically, 25% of A-level leavers progressed to Russell Group universities (the elite research-intensive group), indicating that students compete successfully for top-tier institutions. In the measurement period, three students secured places at Cambridge University out of 15 Oxbridge applications, positioning the school in the upper quartile for Oxbridge entry rates (FindMySchool ranking: 389th in England for combined Oxbridge).

The school's sixth-form destinations and progress metrics are rated Excellent by The Schools Guide, reflecting genuine achievement in preparing girls for university and professional futures. Staff provide high-quality careers advice and guidance beginning in Year 9, with continued support through sixth form. The Careers Lead oversees progression planning and maintains strong relationships with HE providers.

School life extends well beyond the classroom through a structured co-curricular programme and enrichment activities. The school operates a tiered extracurricular offering branded "St Phils +" encompassing academic, sporting, creative and character-development activities.

Drama & Performance

Drama features prominently. The school stages annual full-length productions with significant scope and ambition. The Beauty and the Beast production (scheduled February 2026) demonstrates the calibre of theatrical work. Productions typically involve substantial casts, orchestral accompaniment, and full technical design. Girls develop confidence and performance skills through drama clubs, theatre workshops, and practical experience in lighting, sound and stagecraft. The Ofsted report highlighted that students take part in diverse exciting clubs.

Music & Ensembles

Music thrives across the school. The chapel choir performs regularly, including special services and potentially external performances. The orchestra, conducted by a specialist staff member, draws on the substantial number of girls learning instruments. Smaller ensembles serve jazz, contemporary and classical interests. The Gala Concert provides a showcase for student musicians, performed to school audiences and families. With many girls undertaking instrumental lessons on site, the school maintains a culture where musical participation is normalised rather than marginal.

Sports & Physical Education

Sport is embedded within the curriculum and flourishes in extracurricular setting. The school offers netball, rugby (tag and contact for older students), football, hockey, swimming, and tennis. The netball team competes in league fixtures and tournaments. Cheerleading has emerged as a popular activity. Rugby and hockey fixtures occur regularly against neighbouring schools. Swimming facilities on site support both physical education and clubs. The school's location on 25 acres provides space for outdoor athletics, rounders, and recreational sports. A dedicated PE department delivers ambitious physical education within the curriculum, with sports facilities meeting modern standards.

STEM: Computing & Technology

Given the school's Technology College status, computing and design technology are well-resourced. A dedicated computing department teaches programming, digital literacy, and cybersecurity. Design technology combines theoretical knowledge with practical making, with facilities for textiles work, food technology, and product design. Girls engage in problem-solving and engineering challenges that develop technical confidence and creative thinking.

Academic Enrichment & Clubs

Beyond core curriculum, students access academic enrichment through clubs and societies. A debating society equips girls with oracy and rhetorical skills, with students competing in external competitions. The law society, managed by a staff member with legal expertise, explores jurisprudence and justice issues. A book club meets regularly to discuss fiction and non-fiction. These activities develop intellectual curiosity and independent thinking beyond examination specifications.

Trips & Excursions

The school participates in numerous trips designed to extend horizons. The curriculum pillars explicitly reference "Extended Co-curricular St Phils + & Trips," indicating that educational visits form part of the school's vision. Sixth-form trips, subject-based expeditions, and cultural visits to theatres, museums and historic sites enhance learning across the curriculum. Such experiences broaden perspectives and make learning tangible.

St Philomena's operates as a Catholic-led comprehensive school with faith-based admissions criteria. The school is heavily oversubscribed, with 752 applications for 230 Year 7 places (a 3.27:1 ratio). This oversubscription significantly restricts admission prospects for non-Catholic families and even limits Catholic applicants beyond those meeting faith criteria.

The admissions process operates in tiers. Catholic applicants must complete a Supplementary Information Form and provide a Priest Reference Form confirming regular Mass attendance (Certificate of Catholic Practice). Evidence typically includes a baptism certificate and documentation of sacramental participation. Applicants of other faiths may apply but are considered after Catholic applicants at similar priority levels. Non-faith applicants are welcomed and considered after faith-based tiers, but places are genuinely limited.

Admission is coordinated through Sutton local authority via the standard Common Application Form. The school does not run its own entrance assessment; places are allocated by faith criteria first, then by distance from the school gates (as oversubscription necessitates). Families must apply through their home local authority regardless of location, though Sutton residents form the core intake.

Given the oversubscription and faith-based criteria, realistic admission prospects exist primarily for practising Catholic families living within 1–2 miles of the school in the Sutton/Carshalton area. Non-Catholic families should consider other local secondaries as likely outcomes, though occasional places do arise for non-faith applicants.

The school places genuine emphasis on pastoral support. A dedicated pastoral infrastructure includes form tutors, Head of Year teams, a School Counsellor visiting weekly, and the Designated Safeguarding Team led by an Assistant Head Teacher. Relationships between staff and pupils are characterised by care and clear boundary-setting.

The Ofsted inspection found that pupils feel safe and know how to stay safe online and in their local community. Staff are vigilant in identifying welfare risks and work effectively with external agencies. Safeguarding arrangements are effective, with policies reflecting the latest government guidance and consistently applied. The school works actively with families and parishes to provide comprehensive pastoral support.

Recent enhancements include the introduction of wellbeing ambassadors, trained students who provide peer support to younger cohorts on mental health topics. This acknowledges that girls are more likely to confide in near-peers on sensitive issues. The school recognises that some pupils have not historically felt fully confident reporting concerns to staff and is actively addressing this through expanded peer support and counselling availability.

Behaviour is calm and orderly. Teachers have high expectations of conduct, and most pupils understand that school rules create an environment supporting learning. Low-level disruption is rare. Where bullying occurs, including derogatory comments, staff address incidents quickly. The school explicitly states that bullying and discrimination are not accepted, and consequences are applied consistently.

School day begins at 8:50am and concludes at 3:20pm. The school operates Monday to Friday during term time (see website for specific term dates). Wednesday finishes slightly earlier at 2:45pm, reflecting a school decision about working patterns.

Transport links are good. Carshalton main line train station sits a 5-minute walk from the school; Carshalton Beeches station a 10-minute walk. Buses 154, 407, and S3 serve the school on Carshalton Road. The school provides cycle storage for girls cycling to school. Parking around the school is subject to the Sutton Safer School Streets scheme, which restricts vehicular access during arrival/dismissal periods (7:50–8:30am and 2:45–3:30pm) to reduce congestion and improve air quality.

Contact the school directly for enquiries. The school produces half-termly newsletters and maintains regular parental communication via the Arbor app.

Faith commitment expected. St Philomena's is genuinely Catholic in character. Mass attendance features prominently in the timetable, with all pupils expected to participate. RE is taught as a core subject through to GCSE, with continued provision in sixth form. The chapel is central to school life, not peripheral. Families uncomfortable with explicit Catholic teaching, regular liturgies, or faith-based admissions should consider non-denominational alternatives. The school welcomes families of all faiths but does not downplay Catholic distinctiveness.

Oversubscription limits access. With 3.27 applications per place, entry is extremely competitive. Families relying on distance as their primary admission criterion should verify their distance from the school and check realistic prospects before investing time in the application. Non-Catholic families should prepare for potential rejection and identify alternative secondaries. The oversubscription also means that pupil cohorts are heavily filtered toward Catholic families, which shapes the community composition.

Admissions process complexity. Catholic families must navigate supplementary forms, priest references, and evidence of sacramental participation. Non-Catholic families must complete the standard local authority form but accept lower priority. The process is documented clearly on the school website, but requires careful attention to deadlines (typically 31 October for September entry).

St Philomena's delivers a Good secondary education within a strong pastoral framework, with sixth-form provision rated Outstanding. Results are solid, above England average at both GCSE and A-level, and progression to university is impressive. The school combines academic rigour with genuine care for each student, evident in the family atmosphere and low disruption rates. The 25-acre setting, historic buildings, and modern facilities create a thoughtful environment for learning.

The school is best suited to Catholic families seeking a secondary education rooted in faith, with strong academic outcomes and genuine pastoral support. Girls with particular interests in drama, music, or sport will find enthusiastic cultures supporting participation. Families must be comfortable with Catholic distinctiveness and able to navigate the competitive admissions process. For those meeting these criteria, St Philomena's offers excellent value as a state-funded school delivering outcomes and support comparable to fee-paying alternatives. The main challenge is securing admission in the first place.