A sixth form college that asks students to grow up quickly, academically, socially, and in how they manage time. The model is unmistakably “college” rather than “school sixth form”, there is a broad menu of A levels and vocational pathways, plus a visible emphasis on personal development and leadership. The Catholic identity shapes expectations around service, inclusion, and a reflective culture, while the student body includes young people of all faiths and none.
Leadership has been stable through recent years, with Graham Thompson serving as Principal (appointed 24 August 2020). That continuity matters in a provider where the student journey is short and outcomes can hinge on consistent routines, reliable guidance, and careful transitions through interviews, conditional offers, and August enrolment.
The headline context on outcomes is mixed. For A-level results, FindMySchool’s ranking places the college in the lower-performing band in England, and the A-level grade profile sits below England averages. That does not, on its own, describe the experience across vocational programmes or the wider enrichment and support systems, but it is a useful flag for families where top A-level grades are the decisive factor.
The college’s stated values are explicit and repeated across communications, with an emphasis on Kindness, Service, Faith, Inclusion, Courage, Honesty, Respect, and Forgiveness. In practice, this presents as a culture that expects students to take responsibility for learning and behaviour, while providing visible scaffolding through a tutor and house structure.
Catholic life is present but not exclusionary. The admissions messaging is clear that students do not need to be Catholic to apply, and the wider facilities include both a chapel and a designated prayer room, positioned as quiet spaces for reflection and prayer. Monthly voluntary Mass is offered, alongside services at key points in the academic and liturgical calendar.
For many students, the defining cultural shift is pace and independence. Applications, interview booking, and much of the administrative journey require students to manage their own account, upload information, and keep track of interview availability. This can suit students who want a fresh start and are ready to organise themselves, and it can challenge those who still need close daily prompting from home.
The college is a post-16 provider, so the relevant published performance indicators focus on sixth form A-level outcomes.
A* grades: 2.23%
A grades: 6.88%
B grades: 18.83%
A* to B combined: 27.94%
England averages are 23.6% for A*/A and 47.2% for A* to B.
Ranked 2,209th in England and 15th in Wandsworth for A-level outcomes (FindMySchool ranking based on official data). This places the college below England average, within the lower-performing 40% of A-level providers in England by this measure.
Two implications follow for families:
If a student’s plan is a highly grade-sensitive A-level route, it is sensible to interrogate subject-level outcomes, teaching approaches, and study expectations at open events, because the overall A-level picture is not an obvious “high grades by default” signal.
If a student is considering a mixed programme or a vocational route, the A-level dataset should not be treated as a proxy for every pathway, and families should focus on the specific course area, progression routes, and support structures the college has built around that route.
The latest Ofsted further education and skills inspection (published 24 January 2024) judged the college Good overall, with Outstanding grades for personal development and provision for learners with high needs.
England ranks and key metrics (where available)
A-Level A*-B
27.94%
% of students achieving grades A*-B
A key feature of the model is breadth. The college describes a wide set of A levels alongside applied and vocational routes, including extended diplomas and T Levels, plus GCSE English and mathematics retakes for those who need them. This breadth matters because it allows students to build a coherent programme that matches their next step, whether that is university, a degree apprenticeship, or employment with further training.
The application process also signals the learning culture. Offers are conditional, with the college emphasising a satisfactory reference, a successful interview, and meeting GCSE entry requirements for the chosen course at enrolment. The practical implication is that entry is not purely transactional, it is also a judgement about readiness and fit, including a student’s approach to study, attendance, and punctuality.
For high-attaining students, an additional “stretch” layer is visible through the Aiming High Programme, which frames support around competitive university applications and degree apprenticeships, with structured guidance on personal statements, interview preparation, and engagement with widening participation programmes. It also describes targeted support for Oxbridge applicants and for medicine, dentistry, and veterinary science pathways.
If a family wants simple, comparable destination statistics, the dataset provides a useful baseline.
56% progressed to university
19% entered employment
3% started apprenticeships
2% progressed to further education
Cohort size reported: 593.
In parallel, the dataset’s Oxbridge block records 6 applications, 1 offer, and 1 acceptance in the measurement period, all of the acceptance coming via Cambridge in that split.
The practical reading for parents is straightforward. University progression is a majority outcome with a meaningful minority moving into work immediately after the programme, and a smaller apprenticeship stream. For students aiming at highly selective universities, the Oxbridge data signals that the pathway exists but will apply to a small number of students, and will rely heavily on individual academic profile plus structured support.
Total Offers
1
Offer Success Rate: 16.7%
Cambridge
1
Offers
Oxford
0
Offers
Admissions are direct to the college rather than coordinated through a local authority process. Applications are completed online, and the college specifies that it can only accept applications from individuals aged 18 or under on 31 August 2026 (for September 2026 entry).
A typical pathway looks like this:
Submit an online application.
Provide referee details so the college can request a reference from the current school or college.
Book an interview appointment once the application is complete.
Receive a conditional offer where appropriate, with courses confirmed at enrolment once GCSE results are known.
Attend an enrolment appointment in August after GCSE results are released, bringing documentation and results to finalise the programme.
Open events remain the most efficient way to sense fit and to clarify how course combinations are advised. An Open Evening is scheduled for 04 March 2026 (for September 2026 entry). If a family is comparing multiple sixth form options, it is worth using FindMySchool’s Saved Schools feature to track open events, subject availability, and entry requirements in one place.
Pastoral support is organised through tutor groups and a house system. Each student has a personal tutor monitoring progress and wellbeing, and each house is led by a member of staff providing additional guidance. Heads of House are supported by two Senior Heads of House, a Student Welfare Officer, a part-time counsellor, an Assistant Principal, and the Associate Principal for student welfare and ethos.
Safeguarding is integrated into the tutorial programme, including online safety and health topics, with policies maintained and updated as issues evolve. The model is designed to mirror the realities of late adolescence, which includes more autonomy but still requires clear routes to help when something goes wrong.
Financial inclusion is also treated as part of wellbeing. The 16 to 19 bursary information for 2025-26 describes support for essentials tied to learning, including books and equipment, course-essential trips, travel where free travel is not already available, industry placement costs, authorised university visits, and digital device loans. Free college meals are also described for eligible students, with a stated value cap of £4 per day.
The enrichment offer is unusually specific in how it is presented, which makes it easier for families to gauge whether a student will actually join and benefit.
The Charity Committee (including projects such as a “Walk for Freedom”), Book Club, Film Club, Maths Gifted and Talented Group, Debate Club, Hidden History Club, Board Games Club, Mindfulness Meditation, Gospel Choir, Dance Collective, and Culture Café. The student leadership layer includes Tutor Reps, the Student Ambassador Programme, and the Student Council (with student leadership roles linked into governance).
The implication is clear. Students who are strongest when they have a structured “third space” beyond lessons, whether that is debating, music, volunteering, or student leadership, have many entry points. Students who are more reluctant joiners will likely need encouragement early on, because the value comes from consistent participation rather than the existence of a list.
The sports offer combines participation and competitive pathways. The published description includes a free fitness suite for enrolled students (following induction), dedicated girls-only gym sessions, competitive girls’ football and boys’ football structures, basketball teams, netball, futsal, and a cricket academy run in partnership with Surrey County Cricket Club. There are also recreational activities and off-site trips such as ice skating, Flip Out, and Go Ape.
Royal Society of Chemistry Olympiad, Senior Maths Challenge, Model United Nations, Young Enterprise, and a wide range of subject-linked visits, including the Bank of England (economics), the British Library (EPQ), the Royal Courts of Justice mock trial (politics), and CERN in Geneva (physics).
Transport links are a practical advantage for students commuting across South London. The college notes a two-minute walk from Clapham South tube station and around a 12-minute walk from Balham station, with multiple bus routes described for the area. Families should still do a real commute trial at peak times, because the day-to-day experience in sixth form is shaped by travel stamina and punctuality routines.
Term dates for 2025-26 include an August enrolment and induction window, with teaching starting for Year 13 before the full teaching start date for all students in early September. This is useful context for families planning summer work, travel, or caring responsibilities around enrolment and the first weeks of term.
Daily start and finish times can vary by programme and timetable; the published materials accessed for this review do not provide a single universal “college day” time range. Families should confirm timetable expectations, including supervised study expectations and on-site enrichment patterns, during open events and interview.
A-level headline outcomes: The A-level grade profile sits below England averages, and the A-level ranking places the college below England average. Families for whom top A-level grades are the primary driver should scrutinise subject-level support, independent study expectations, and academic monitoring.
Self-management expectations: The admissions and interview process requires students to manage accounts, references, and bookings. This suits organised students; others may need more parental oversight than they expect at 16.
Competition within pathways: Specialist strands, such as academy sport routes or highly competitive university application support, can introduce a performance culture that not every student wants. The best test is whether the student is excited by the commitment required.
Catholic ethos: The college is explicit about inclusion of students of all faiths and none, but the ethos is real and visible, including chapel life and faith-informed values. Families should check that this feels comfortable, even if they are not practising Catholics.
St Francis Xavier Sixth Form College is a structured, values-led sixth form option with a clear pastoral model, strong enrichment detail, and a broad course menu designed for 16 to 19 learners. It will suit students who want a college environment, are ready to manage independence, and benefit from a strong tutor and house structure with clear access to welfare support. Families should weigh that offer against the A-level headline outcomes and use open events to assess whether the student’s chosen pathway, subject mix, and academic support needs are well matched here.
The college was judged Good overall at its most recent further education and skills inspection, with particular strength in personal development and in provision for learners with high needs. For A-level outcomes, the dataset places the college below England average, so “good” will look different depending on whether your priority is grades, support, ethos, or a specific vocational route.
Applications are made directly online. Students submit an application, provide referee details for a reference, and then book an interview appointment once the application is complete. Offers are conditional, with final course confirmation typically happening at August enrolment after GCSE results are released.
Yes. The college describes itself as Catholic in values and ethos, but states it welcomes students of all faiths and none, and it references both a chapel and a multifaith prayer room as reflection spaces.
27.94% of A-level grades were A* to B, with 2.23% at A* and 6.88% at A. The England averages are higher, so families should look carefully at subject fit, academic monitoring, and independent study expectations when deciding whether the A-level route matches the student’s goals.
The published enrichment list includes named options such as Debate Club, Gospel Choir, the Charity Committee, Hidden History Club, and Mindfulness Meditation, alongside sport and leadership roles such as the Student Ambassador Programme and Student Council. The best fit tends to be for students who will commit consistently to one or two strands.
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