Thomas Becket Catholic School Review 2026: Northampton’s Catholic secondary with post-16 pathways

For families who want a clearly Catholic secondary option in Northamptonshire, this school sits in a distinct position in the local market as an 11–18 provider with faith at the centre and a developed sixth form offer. The stated ethos is anchored in five core values, Faith, Justice, Compassion, Truth, and Respect, which also shape the house system and wider student culture.

Leadership has been relatively stable in recent years following the appointment of headteacher Paul McCahill, who joined in January 2022.

Academically, the headline picture is mixed. In the latest published GCSE measures in the FindMySchool dataset, outcomes sit below England average overall, with sixth form outcomes also below England average. That said, the school’s improvement trajectory and its wider personal development programme, including structured enrichment and a clearly defined electives offer, are important parts of the story.

The tone here is purposeful and structured, with a strong emphasis on calm routines and clear expectations. The culture is explicitly values-led, which matters for day-to-day experience: behaviour language, rewards, and student leadership are framed around consistency and contribution rather than constant competition.

Faith is not an add-on. It is integrated into the school’s identity and admissions rationale, and the school expects families to understand and support its Catholic character, even while welcoming applications from other faiths and none. That spectrum is worth noting: many Catholic schools include a mix of practising Catholic families, cultural Catholics, and families drawn to the ethos and community. The fit question is less about whether a child is already devout, and more about whether the family is comfortable with a school where worship, chaplaincy, and Gospel values have real presence.

There is also a clear student development strand beyond academics. Sixth form materials highlight a pastoral model that leans on strong adult relationships and a “role model” expectation for older students, including a defined dress code rather than a uniform. The broader message is that maturity and responsibility are part of the curriculum, not just desirable side effects.

This section uses FindMySchool rankings and metrics based on official outcomes data, and is not overridden by external sources.

GCSE outcomes

Ranked 3305th in England and 18th in Northampton for GCSE outcomes (FindMySchool ranking based on official data), the school sits below England average overall, placing it within the bottom 40% of secondary schools in England on this measure.

The Attainment 8 score is 38.7. Progress 8 is -0.22, which indicates students, on average, made below-average progress from their starting points across eight subjects. EBacc measures are also modest including 4.3% achieving grades 5 or above in the EBacc and an EBacc average point score of 3.26.

What this means in practical terms is that families should focus less on headline grades alone and more on whether their child will benefit from the school’s structures, support, and subject pathways. For some students, a stable school with clear expectations and strong pastoral systems can unlock progress even when overall attainment measures are not top-tier.

A-level outcomes

Ranked 1614th in England and 11th in Northampton for A-level outcomes (FindMySchool ranking based on official data), sixth form performance also sits below England average.

Grade distribution shows 7.69% of entries at A*, 10.26% at A, 19.23% at B, and 37.18% at A*–B. Compared with the England averages provided both A*/A and A*–B are lower overall.

The constructive way to interpret this is to treat sixth form here as a structured route with defined pathways, including vocational and academic options, rather than as a specialist “high grades only” environment. For many students, that breadth and clarity is a genuine advantage.

Curriculum design is structured around clear pathways and sequencing. In Key Stage 4, the core curriculum includes GCSE English, mathematics, science, and religious studies, with options built around a balanced model that typically includes humanities and a modern foreign language (Spanish is referenced as the current language). This provides a recognisable “mainstream” academic spine while still allowing personalisation.

Teaching emphasis is on subject clarity and practice. The most recent inspection evidence points to many staff having strong subject knowledge and using explanation and retrieval approaches so that students revisit and secure prior learning, with the main area for improvement being consistent checking of learning and feedback quality across classrooms.

In sixth form, the structure is unusually explicit. Entry is organised through pathways linked to average GCSE point scores, which is helpful for families because it makes expectations transparent and reduces ambiguity about who is likely to thrive on which route.

The school does not publish a single consolidated set of headline destination numbers on its website in a way that would allow confident reporting of Russell Group or Oxbridge totals. It does, however, share a broad list of university destinations in sixth form materials, suggesting a spread that includes both local and national options.

Using the official leavers destinations dataset for the 2023/24 cohort (cohort size 61), 69% of leavers progressed to university. Apprenticeships accounted for 7%, and 8% entered employment. This points to a sixth form that supports progression into multiple routes rather than a single dominant destination outcome.

The sixth form enrichment model is also relevant to destinations. Materials describe mentoring of younger pupils as a structured commitment for Year 12 students, alongside community activity and preparation for post-18 applications, including support with personal statements and interviews. That kind of repeated practice can make a real difference for students who are capable but need coaching in organisation and self-presentation.

Year 7 places are coordinated through West Northamptonshire Council, with the normal application deadline for September 2026 entry on 31 October 2025, and offers made on 2 March 2026.

As a Catholic school, admissions are structured around oversubscription criteria that prioritise, in order, looked-after and previously looked-after children, then Catholic children with a Certificate of Catholic Practice (with additional priority for siblings and certain designated feeder primary schools), followed by other groups including siblings, staff children in specified circumstances, other Christian denominations supported by a minister, other faiths evidenced by a religious leader, and then all other children. The published admission number for Year 7 entry for 2026 is 180.

In a practical sense, families should plan for two parallel tasks: the council application, and any supplementary faith evidence required to be considered under the relevant criteria. If that paperwork is missing or late, it can materially affect priority grouping, and therefore the chance of an offer.

Sixth form entry

The school operates a sixth form with a stated capacity of 200 students, and for 2026 it sets a published admission number of 10 for external applicants. Entry expectations are expressed through four pathways linked to average GCSE point scores, spanning Level 3 vocational routes through to A-level programmes (including a pathway requiring at least two facilitating subjects).

If you are considering joining from another school at Year 12, it is sensible to engage early, because viability of certain courses depends on numbers and subject-specific grade requirements apply on top of the overall pathway threshold.

Parents comparing local options may find it helpful to use the FindMySchool Local Hub comparison tool to view GCSE and sixth form performance side-by-side with nearby schools, then overlay that with a visit and a conversation about the right pathway.

Pastoral support is a clear focus. The most recent inspection evidence describes staff knowing pupils well, with pupils reporting that they feel safe and that concerns are acted on. It also references counselling availability and trained mental health first aid support, which matters in a secondary setting where anxiety, friendships, and online issues can become increasingly complex.

Behaviour systems appear consistent and deliberately reinforced, including rewards and clear routines. The inspection picture is broadly calm and orderly, with acknowledgement that a small number of pupils need additional support to meet expectations, and that leaders aim to ensure respectful behaviour is consistently understood and demonstrated.

The Catholic ethos also shapes wellbeing. Schools of this type often place a premium on dignity, service, and community responsibility, which can feel grounding for some young people. For others, particularly those who prefer a more secular school culture, it may feel less natural.

Enrichment is not left to chance. The school promotes an electives model designed to broaden experience and develop teamwork and resilience, and it explicitly describes students taking part in up to six enrichment opportunities across the school year.

There is also a practical, student-friendly range of clubs and activities. Published transition information references trampolining, Duke of Edinburgh, and cheerleading within the electives and enrichment offer, alongside more conventional after-school options. This blend matters because it creates multiple “entry points” for belonging, especially for students who are not drawn to the most competitive sports teams.

Sixth form enrichment is more structured again. Year 12 students are expected to contribute through mentoring and community activities, and sixth form materials describe a residential retreat to the Longtown Outdoor Learning Centre in Herefordshire. That kind of planned pause, combined with service expectations, tends to suit students who respond well to routine, responsibility, and supervised independence.

School routines are clearly timetabled. Transition information sets out a day that includes tutor time from 8.45am, five one-hour lessons, a mid-morning break, and lunch. Breakfast club is referenced as being available for students arriving before the start of the day, and after-school clubs are described as running after the final lesson.

As a state school there are no tuition fees. Families should still plan for typical secondary costs such as uniform, trips, equipment, and optional activities.

• Academic outcomes are below England average overall. The FindMySchool dataset shows below-average Progress 8 and lower GCSE and A-level rankings. This can still work well for many students, but families should ask direct questions about support, subject pathways, and how the school secures progress for children with different starting points.

• Catholic ethos is central, not incidental. Admissions criteria and school identity are explicitly faith-rooted. Families who would prefer a more secular daily culture may find the fit less comfortable.

• Admissions involves paperwork as well as preference. If applying under faith criteria, evidence requirements matter. Missing documentation can reduce priority, even if the school is listed highly on the council form.

• Teaching consistency is a key watchpoint. Inspection evidence highlights the need for more consistent checking of learning and feedback in some classrooms. The right question on a visit is how leaders have embedded common expectations since the last inspection.

This is a values-driven Catholic secondary with a defined sixth form pathway model and a strong emphasis on routines, behaviour clarity, and structured enrichment. Best suited to families who want an explicitly Catholic environment, prefer a school with clear expectations and pastoral scaffolding, and are open to vocational or mixed academic pathways post-16. The main challenge for some families will be balancing the school’s ethos and improvement journey against the below-average headline outcomes in the most recent published performance measures.