St Thomas More Catholic High School, North Shields Review 2026: High-demand Catholic secondary with a sizeable sixth form

Tuesday Mass is part of the weekly rhythm here, and the Catholic character is not a light badge. It sits alongside the practical realities of a large 11 to 18 academy, a broad curriculum, and a sixth form that is designed to keep ambitious students on site through to Year 13.

Families usually arrive at this school for one of two reasons. The first is faith, with admissions arrangements that prioritise Catholic children, including those from named feeder primaries, and a chaplaincy programme that runs through the year. The second is the combination of scale and consistency, with exam outcomes and a generally orderly, structured feel that suit students who respond well to clear expectations.

The inspection picture is steady rather than headline grabbing. The school was rated Good at its most recent Ofsted inspection (17 May 2023), with Good judgements across quality of education, behaviour and attitudes, personal development, leadership and management, and sixth form provision.

This is a big mainstream secondary. The capacity is 1,650 pupils, and the age range runs from 11 to 18, which shapes how the school feels day to day: there are plenty of opportunities, but students also need the confidence to move through a busier environment. The website positions the culture as warm and welcoming, with relationships and a sense of security treated as fundamentals rather than add-ons.

Catholic life is visible in routine, not just at Christmas and Easter. The school describes welcoming priests from its partnership family to celebrate Mass with students each Tuesday, and frames worship as a consistent strand across the year. That matters for two groups. For Catholic families who want faith and formation integrated into the school week, the structure is reassuring. For families from other faiths, or with a lighter connection to religion, it is still workable, but it is worth being clear that worship and Catholic identity are part of normal school life rather than optional extras.

A diocesan Catholic schools inspection in February 2023 points to a strong liturgical life, including a feast day Mass that draws large voluntary attendance, and it also flags development points, such as deepening opportunities for students from other faith communities and widening access to reconciliation. For parents, the practical implication is that the school’s Catholic identity is active and organised, and that the leadership team is also being pushed to keep inclusion and pastoral accessibility in view as the student body broadens.

Leadership is clearly signposted. The headteacher is Mr David Watson. Governance information published by the school lists his term of office as headteacher beginning on 01 December 2020. For families, the useful point is not the date itself but the sense of continuity: a stable leadership team usually correlates with consistent routines, consistent behaviour expectations, and clearer communication with parents.

The school is part of Bishop Bewick Catholic Education Trust, which is named both on the school website and in the Ofsted listing. In practical terms, that can affect policies, governance structures, and the way admissions are managed (the trust is the admissions authority for Year 7 and the sixth form).

The most useful way to read this school’s results is to separate Key Stage 4, sixth form, and destinations.

GCSE performance and ranking context

Ranked 1232nd in England and 2nd in North Shields for GCSE outcomes (FindMySchool ranking based on official data), performance sits in line with the middle 35% of schools in England (25th to 60th percentile). This is not an “all schools are the same” picture, but it is also not the hyper selective end of the system. It is a solid, broadly typical England profile, with evidence of above-average progress from starting points.

Progress 8 is 0.21, which indicates students make above-average progress across eight subjects compared with students nationally who had similar prior attainment. For parents, that is often the most reassuring indicator, because it suggests the school adds value, rather than simply recruiting already high-attaining intakes.

The school’s average EBacc APS is 4.4, compared with an England average of 4.08. That points to strength in the subjects that typically sit inside the EBacc suite (English, maths, sciences, a language, and history or geography).

A-level performance and ranking context

Ranked 1371st in England and 2nd in North Shields for A-level outcomes (FindMySchool ranking based on official data), sixth form outcomes also sit in line with the middle 35% of schools in England.

Grade distribution is a steady, mainstream profile: 5.3% A*, 13.08% A, 27.41% B, and 45.79% A* to B. Compared with England averages for A-level entries, A* to B is close to the England figure (47.2%), while A* to A is below the England figure (23.6%). That combination often signals a sixth form that supports a broad range of learners, including those aiming for competitive university routes, without being narrowly tailored to only the very top end.

What this means for students

The headline implication is that the school appears to combine stable whole-school outcomes with a sixth form that is large enough to sustain breadth, but not so rarefied that it only suits one type of student. For many families, the practical question becomes fit: does your child thrive in structured systems, with clear routines and an active faith dimension, and are they likely to make use of the academic support that sits around the timetable?

Parents comparing local schools can use the FindMySchool Local Hub page to view GCSE and A-level outcomes side by side using the Comparison Tool, which helps turn “Good” and “seems popular” into concrete comparisons.

The curriculum breadth is signalled clearly through the departments and support areas the school highlights, including computing, modern foreign languages, psychology, and health and social care. A key feature for many students will be how the school combines mainstream curriculum delivery with structured support and extension around it.

One helpful lens is the school’s extracurricular and enrichment scaffolding, because it often mirrors how teaching is organised. The published clubs schedules include subject clinics and homework support, for example Maths Clinic, English Help and Homework Hub, RE Homework Club, and geography clinics, as well as specialist options like Music Tech Club. The implication is that students who are willing to show up consistently can access targeted help beyond the standard lesson.

At sixth form level, the diocesan inspection report describes strong engagement and teaching characteristics that include academic challenge and structured classroom questioning, particularly in Key Stage 5 contexts. While that document is focused on Catholic life and religious education, the repeated emphasis on intellectual engagement is a useful indicator for families weighing sixth form expectations and study culture.

Faith also shapes teaching and learning in practical ways. Religious education is a core part of the model, and Catholic worship is embedded across the year. For Catholic families, that provides coherence between home, parish, and school. For others, it is worth checking how comfortable your child is with active worship and explicitly faith-framed discussion, particularly in pastoral and personal development settings.

Where Students Go Next

This is a school with an established sixth form pipeline, and the destination picture is best read in two parts: general progression and the top end.

General progression (most recent published cohort)

For the 2023/24 leavers cohort (cohort size 130), 69% progressed to university, 9% entered apprenticeships, 13% entered employment, and 1% moved into further education. The implication is that university is the dominant route, but it is not the only route that is visible and supported. For families considering sixth form, it is worth asking how the school structures careers guidance for the apprenticeships and employment routes, not just university applications.

The school’s own careers documentation references events and interviews linked to post-16 choices and apprenticeship information.

Highly selective routes

Oxbridge numbers are present, but small, which is typical for a mainstream school rather than a specialist selective provider. In the measurement period used here, three students applied to Cambridge, three received offers, and one accepted a place. (Oxford figures are not available.) The best way to interpret this is as evidence that the school can support elite applications when the student is suitable and persistent, rather than as a defining feature of the school.

Enrichment-linked destinations

The enrichment programme includes activities that build university and employability skills without needing a formal “elite pathway” label. Students have taken part in STEM and subject-linked residentials and trips, including a Year 10 and 11 STEM London residential, a Year 9 Nissan STEM trip, and a Year 13 history London visit. The practical benefit is experience and confidence: students who can talk concretely about projects, trips, and presentations are often better prepared for interviews, personal statements, and apprenticeship recruitment.

Admissions operate through North Tyneside’s coordinated scheme for Year 7 entry, alongside a separate sixth form application process.

Year 7 entry (September 2026/27)

North Tyneside’s coordinated admissions timetable for middle and high schools states that the application process begins 8 September 2025, with a closing date of 31 October 2025 for applications to be received by the local authority. Offers are released on 2 March 2026 (National Offer Day for places in this scheme), and families are expected to accept or refuse by 16 March 2026.

The school’s own admissions policy for 2026/27 sets a Published Admissions Number of 270 for Year 7, and confirms the trust as the admissions authority. It also sets out oversubscription criteria that prioritise Catholic looked-after and previously looked-after children, Catholic children attending named feeder primaries, and other Catholic children, before moving through other categories.

From a parent perspective, this means two things. First, faith and feeder-primary links matter in practice, not just on paper. Second, when the school is oversubscribed, priority within categories can come down to distance, measured as straight-line distance using the local authority’s geographic information system.

Demand indicators in the latest application dataset reinforce that the school is not an easy “walk in” option. For the primary-to-secondary entry route dataset provided here, there were 413 applications and 263 offers, with an applications-to-offers ratio of 1.57. The implication is straightforward: many families will not secure a place, so it is sensible to build a realistic preference strategy.

Parents can use the FindMySchoolMap Search to check their precise distance and to understand how distance-based criteria tend to operate locally, while keeping in mind that the school’s last distance offered is not published available here.

Sixth form entry (Year 12, September 2026)

Sixth form admissions are handled through a separate policy. The Published Admissions Number for Year 12 is 50 for September 2026. The policy states that both internal and external students must meet the same minimum academic entry requirements, plus course-specific entry requirements set out in the sixth form prospectus.

For September 2026 entry, the sixth form policy lists a closing date of Wednesday 4 March 2026, with outcomes advised on Monday 23 March 2026 (or the next working day). When Year 12 is undersubscribed, all applicants meeting the minimum entry requirements are admitted or permitted to progress. When oversubscribed, priority is given first to Catholic students, then moves through other categories, with distance used as a tie-break for external applicants.

Open events and tours

The school runs open events for Year 6 transition and for the sixth form. Pages for these events are published, and newsletters indicate that open evenings typically take place in the autumn term. Specific dates can change year to year, so families should check the current listings and book early where required.

Pastoral care at a school of this size is often about systems and consistency. The headteacher’s welcome places emphasis on pupils feeling valued and secure, and on relationships across the school community. That tone matters, but the day-to-day experience usually depends on the reliability of routines: punctuality, consistent expectations, and structured support when issues arise.

The school’s attendance and punctuality information sets a clear shape to the day, with an official start time of 8.45am and an official finish time of 3.05pm. The attendance policy also notes that some students studying specific GCSEs may have a Period 6 lesson, with the day finishing at 4.05pm in those cases. For parents, that clarity helps with transport planning and with understanding how academic support and extension can be built into the timetable.

Faith also interacts with wellbeing. Weekly Mass, seasonal liturgies, and opportunities for service and pilgrimage are part of how students are invited to develop a sense of purpose and belonging. The practical implication is that pastoral language and pastoral practice are often faith framed. Many families value that; others may want to ask how inclusive support feels for students who are not Catholic.

The school publishes detailed extracurricular timetables by year group, which is unusually helpful for families trying to understand what is realistically available, rather than what might exist “in principle”.

A structured clubs offer, not a vague promise

For younger year groups, clubs include Computing Club, STEM Club, Choir, Orchestra, Chess Club, Rock Band, Music Tech Club, and Philosophy Film Club, with sports options such as netball, hockey, football, basketball, and table tennis. The implication is that students can build a balanced routine quickly: one academic club, one creative outlet, and one sport is an achievable pattern even in a busy school.

A notable feature is the number of “clinic” style sessions that sit alongside clubs, such as Maths Clinic, science clinics, language drop-ins, and subject homework hubs. These matter for outcomes. They also matter for confidence, particularly for students who need a second explanation, or who benefit from working in smaller groups outside lessons.

Faith-linked enrichment and service

The enrichment list also includes faith-rooted activities and events, including a Lourdes sponsored walk and an Advent voluntary Mass with a large number of attendees. For Catholic families, this adds coherence between faith and daily school life. For others, it signals that school-wide events can have an explicitly religious character, so it is worth considering how comfortable your child will be with that.

Trips, projects, and wider experiences

Published enrichment examples include a Year 10 and 11 STEM London residential, a Year 9 Nissan STEM trip, and themed trips and trails at sixth form level. There is also evidence of participation in national maths challenges, including the UKMT Mathematical Olympiad for Girls. The implication is that students who want academic stretch can find it, and those who want experiences that support personal statements and interviews have a framework to build on.

Duke of Edinburgh and outdoor education

Duke of Edinburgh is referenced in school publications, indicating an established history with the award. For students who gain confidence through expeditions and leadership roles, this kind of programme can become a defining feature of school life, particularly in Key Stage 4 and sixth form years.

This is a state-funded school with no tuition fees. Families should still plan for the normal costs associated with secondary education, such as uniform, trips, and optional activities.

The compulsory school day runs from 8.45am to 3.05pm, with some GCSE students staying until 4.05pm for Period 6 timetabled lessons. Term dates are published in advance, including a full 2026/27 calendar.

Transport planning matters in North Shields, and the school publishes bus timetable information for families using dedicated routes.

• Competition for places. The school is oversubscribed in the latest application dataset provided here, with 413 applications and 263 offers in the entry-route data. This is not a dependable “backup” preference for many families.

• Faith expectations are real. Weekly Mass and a strong Catholic identity shape routines and the school calendar. This suits many families, but it is worth being clear-eyed if your household is not Catholic or prefers a more secular daily experience.

• A large-school experience. With a capacity of 1,650 pupils, students need to manage a busy setting and take responsibility for moving between lessons and opportunities. Some children thrive in that scale; others prefer smaller environments.

• Sixth form places are capped. Year 12 has a Published Admissions Number of 50 for September 2026, and oversubscription criteria apply if demand rises. External applicants should read the criteria carefully and apply on time.

St Thomas More Catholic High School, North Shields is a high-demand Catholic secondary with a clear structure, a substantial sixth form, and a well-organised enrichment offer that is published in real detail. It suits students who respond well to consistent routines, who are open to an actively Catholic school culture, and who will take advantage of clinics, clubs, and trips to stretch academically and personally. Securing entry is the main barrier, so families should plan admissions carefully and build a realistic set of preferences.