Bilborough College Review 2026: A large sixth form where independence is the default

Bilborough College is a state-funded sixth form college for students aged 16 to 19, serving Nottingham and the surrounding area. It is part of Better Futures Multi-Academy Trust, having converted to a 16 to 19 academy in November 2019.

The current Principal is David Shaw, who took up the post in September 2019.

Academically, this is a broadly mid-pack sixth form in England on FindMySchool’s A-level outcomes ranking (based on official data), and slightly ahead of England averages at the top end of grades. Its A level outcomes rank is 1,079th in England and 13th in Nottingham (FindMySchool ranking).

What differentiates Bilborough most clearly is the culture. Students are treated as young adults and are expected to manage independent study alongside timetabled lessons. The model suits students who want a collegiate feel, clear routines, and a wide subject menu, including A-levels and vocational programmes, on a large purpose-built site.

This is a sixth form that runs on mutual respect and a strong assumption of independence. Expectations are explicit: students are expected to be self-motivated, manage deadlines, and use study time productively, with staff setting work that aims to stretch and consolidate learning over time.

The scale matters. With over 2,000 learners noted at the most recent inspection, Bilborough feels closer to a small college than a school sixth form attached to Years 7 to 11. That larger cohort can be a positive for students who want breadth, new friendship groups, and a more adult environment. It can also feel less personal for students who prefer a smaller, tightly contained sixth form.

The college’s own language centres on identity and ambition, with a stated vision around becoming “who you want to be”. Alongside that is a structured approach to progression and enrichment, including a named skills passport, designed to make participation in broader activities visible and useful for applications.

A-level attainment sits slightly above England averages at the higher grades, with 24.5% of grades at A to A* compared with an England average of 23.6%. At A* to B, 49.1% of grades are within that band, compared with an England average of 47.2%.

Rankings provide the clearest context for families comparing local options. Ranked 1,079th in England and 13th in Nottingham for A-level outcomes (FindMySchool ranking), Bilborough’s results reflect solid performance, in line with the middle 35% of sixth forms in England (25th to 60th percentile).

For highly academic applicants, it is also worth noting the Oxford and Cambridge application profile captured. In the measurement period, 33 students applied to Oxford or Cambridge, 15 received offers, and 11 ultimately took up places. The absolute numbers will matter more than any single percentage, but it is a meaningful signal that a sizeable group aims for the most selective universities, and that staff have recent experience supporting that pathway.

Families comparing sixth forms should use the FindMySchool Local Hub to view A-level outcomes alongside nearby providers, including grade distributions and local ranking position, rather than relying on reputation alone.

Bilborough’s curriculum mix is designed for students choosing either a full A-level programme or vocational routes at level 3, with some students combining across pathways. The most important practical implication is flexibility: students can build programmes aligned to university, degree apprenticeships, or employment, provided they meet subject entry requirements.

Provision is supported by specialist spaces. The campus was purpose-built in 2005, and a new teaching block added in 2023 created bespoke classrooms for Electronics, Physics, E-sports and Mathematics. Facilities referenced in college materials include a 156-seat theatre, a four-court sports hall, a fitness suite, a multi-use games area, and dedicated specialist areas for creative and technical subjects.

Subject-level examples help illustrate the teaching model. Course information notes that Photography includes access to two teaching areas with PC suites and a large black and white darkroom, including wet tray development and dry-to-dry processing. The inspection evidence also points to careful sequencing in lessons and a focus on building skills over time, which matters for students transitioning from GCSE structures to more self-directed study.

Where Students Go Next

Destination data indicates that, for the 2023 to 2024 leavers cohort, 57% progressed to university, 5% to apprenticeships, 24% into employment, and 2% into further education. These figures suggest a mixed set of next steps rather than a single dominant route.

The college’s Oxbridge numbers reinforce the point that there is a serious academic strand within the wider cohort. Eleven acceptances across Oxford and Cambridge in the measurement period indicates that high-attaining students can find peers and credible support for competitive applications, alongside a broader set of pathways that include apprenticeships and employment.

The practical takeaway for families is to ask targeted questions during open events: how your intended subjects are taught, what independent study expectations look like week-to-week, and what structured support is available for the route you are considering, whether that is university, a degree apprenticeship, or entering employment.

Entry is primarily at age 16 for Year 12. Applications for the 2026 intake are open via the college’s application portal, with guidance presented for school leavers and parents.

Minimum entry requirements are published. The standard requirement states at least five GCSEs including English and Maths at grade 4 or above, with some subjects requiring higher grades. This is significant because it sets a baseline for access to level 3 study, and it also signals that course-by-course entry criteria, rather than a single overall threshold, will shape a student’s realistic programme.

Open events matter here because a large sixth form can feel very different to a school sixth form. For the 2026 intake, the college published Tour and Talk events in late November and early December 2025, with booking required. Dates shift year to year, so families should treat these as the typical seasonal pattern and check the current schedule before planning.

Taster days are also part of the transition. The college lists taster days in July 2026, which are designed to let applicants try sessions in intended subjects and sense the expectations before enrolment.

Pastoral support in a sixth form setting is often about helping students manage independence, workload, and mental health alongside academic demands. Bilborough describes a structured support offer including a Learning Support Hub for specialist one-to-one help, particularly for students with additional learning needs.

College documentation also references wellbeing roles and counselling support. The emphasis is on enabling students to continue learning effectively, rather than removing challenge. In practice, families should expect a model where students are encouraged to advocate for themselves, with staff support available when issues are flagged early.

Safeguarding is also clearly addressed in formal evidence. The Ofsted report states that safeguarding arrangements are effective.

The extracurricular offer is branded as Bilborough Xtra, which the inspection describes as a structured programme of additional activities, volunteering, and community engagement. For students, the key implication is that enrichment is not just optional decoration. It is positioned as part of progression and personal development, with opportunities designed to strengthen applications and employability.

Specific examples help make this concrete. College materials and governance papers reference a wide range of clubs and societies, including Afro-Caribbean Society (ACS), Islamic Society, Christian Union, and an LGBTQI+ Society. Additional activities referenced include wheelchair basketball and a student inclusion initiative titled Don’t Dis Our Ability (DDOA). These are useful indicators of the breadth of student-led culture and the likelihood of finding a peer group quickly.

There is also strong evidence of competitive academic enrichment. The inspection references participation in Olympiad-style competitions in subjects such as mathematics, chemistry, and biology, and performing arts pathways that include Gold Arts Award and Trinity Grade 8 acting. The implication is that academically ambitious students can build a portfolio beyond exam grades, while creative students can access meaningful accreditation and performance experience.

Facilities support this wider programme. Published information references sports facilities and specialist creative spaces, including a theatre and dance studio, which matter for students balancing intensive study with structured sport or arts participation.

The college day is published as running from 8:50am to 4:10pm. Beyond timetabled lessons, study spaces are referenced as staying open into early evening on typical days, which can help students who need a structured place to work after teaching time.

Transport links are outlined for students travelling from Nottingham, including services that drop off and pick up during the college day, and nearby bus stops on main routes. For families driving, the college’s open event guidance has previously noted limited parking capacity for booked events, so planning ahead matters at peak times.

• Independent study expectations. The culture assumes students can organise their own learning and sustain motivation across free periods, which suits some students very well but can be a tough adjustment for those who need close day-to-day prompting.

• Variation in challenge between subjects. Formal evidence indicates that, in a small number of areas, teaching does not always push students to build the same depth of understanding as the strongest subjects. Families should ask how this is monitored in the subjects their child wants to take.

• Employment pathway support is still an area to scrutinise. Evidence highlights a need to strengthen guidance for students aiming to progress straight into employment at the end of study, so applicants on that route should ask what structured support looks like in practice.

• Large cohort feel. With over 2,000 students referenced at inspection, this is a sizeable sixth form. Many students enjoy the social breadth, while others may prefer a smaller provider where everyone is known quickly.

Bilborough College is best understood as a high-capacity, purpose-built sixth form that runs on adult expectations. Its outcomes sit broadly in the middle band in England for A-levels, with slightly above-average top grades and clear evidence of support for ambitious university routes, including Oxford and Cambridge applications.

It suits independent students who want a wider peer group, a large course menu across A-level and vocational pathways, and a structured enrichment offer that can strengthen progression. The key question for families is fit: whether your child will thrive with the freedoms and responsibilities that come with a college model.