JMF6 Abingdon Review 2026: A Collaborative Sixth Form Campus

JMF6 Abingdon represents a distinctive collaborative model in Oxfordshire education. It operates as the shared sixth form provision for John Mason School and Fitzharrys School, two established state secondaries located less than a mile apart. By pooling resources, staff, and facilities, the partnership offers a breadth of subject choices that a standalone sixth form might struggle to match.

The provision serves approximately 300 students across the two sites. This scale allows for a "best of both worlds" atmosphere; students belong to a large, vibrant academic community while retaining the pastoral support of a smaller tutor group system. The Director of Sixth Form, Ms J Preston, leads a team that works across both campuses, ensuring a cohesive identity despite the physical separation.

Academically, the provision caters to a wide range of abilities but maintains a clear focus on A-level progression. Results in 2024 placed the sixth form in the middle tier of state providers nationally, reflecting a comprehensive intake. The ethos focuses on independence, bridging the gap between school discipline and university freedom.

The atmosphere at JMF6 is defined by movement and maturity. Students often have lessons on both the John Mason and Fitzharrys sites, walking the short distance between them. This physical movement fosters a sense of independence and responsibility often absent in single-site schools. It feels less like a traditional school extension and more like a junior college campus spread across the town.

The culture is distinct from the lower schools. Sixth formers have their own study centres, cafes, and social spaces on both sites, creating a necessary separation from the Year 7-11 cohorts. Students wear business dress rather than uniform, reinforcing the professional mindset. The "JMF6" branding is visible and distinct, helping to forge a united identity for students joining from different feeder schools.

There is a genuine sense of academic community here. The shared nature of the provision means classes mix students from both founding schools, as well as external applicants. This breaks down potential cliques and encourages students to broaden their social circles before heading to university. The environment is supportive but expects self-motivation; staff treat students as young adults, and the expectation is that study periods are used effectively without constant supervision.

JMF6 Abingdon delivers solid academic outcomes that align with national expectations for a comprehensive provider. In the 2024 examination series, A-level performance was consistent with the middle 35% of schools in England.

Data shows that 47.5% of grades awarded were A*-B. This indicates that nearly half of all entries achieved high-level passes, a respectable figure for a non-selective intake. At the very top end, 10.5% of grades were A*, and 14.4% were A. These figures demonstrate that high-achieving students can and do secure top grades here, supported by specialist teaching.

Ranked 1,049th in England for A-level outcomes (FindMySchool proprietary ranking), the provision sits in the "national typical" band. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile). While not an academic pressure cooker, the results provide a strong platform for university progression.

Both parent schools hold current Good ratings from Ofsted. John Mason School was rated Good in its most recent inspection (February 2025), with inspectors noting the strong sixth form provision. Fitzharrys School was also rated Good in April 2023.

The primary advantage of the joint model is the depth of teaching expertise. Departments are staffed by subject specialists from both schools, allowing for a wider range of modules and specialisms than a single school could offer. For example, a student might be taught History by a specialist in modern revolutions at one site and a specialist in medieval coursework at the other.

The curriculum is predominantly A-level based, with a wide selection of subjects ranging from traditional facilitating subjects like Mathematics, Sciences, and English Literature to Creative Arts, Psychology, and Sociology. The partnership also offers vocational qualifications (BTECs/CTECs) in subjects such as Business, Health and Social Care, and Sport, often allowing students to combine these with A-levels for a hybrid pathway.

Class sizes are generally healthy, neither overcrowded nor unviably small. This balance allows for seminar-style discussions, particularly in humanities and social sciences. Teachers focus on developing the meta-cognitive skills required for higher education, such as note-taking, research methods, and time management.

The majority of students progress to higher education. In 2024, the academic programme supported successful Oxbridge entry, with one student securing a place at Cambridge or Oxford. This demonstrates that the pathway to elite institutions is open for those with the aptitude and drive.

The JMF6 team provides structured guidance for UCAS applications, including support for personal statements and interview practice. While Russell Group universities are a common destination for the academic high-flyers, the provision is equally supportive of students choosing newer universities, art foundation courses, or degree apprenticeships.

The focus is not solely on university. A dedicated careers advisor helps students explore higher apprenticeships and employment options. The local proximity to science and technology hubs in Oxfordshire provides opportunities for work experience and employer engagement, particularly for students pursuing STEM pathways.

Entry to JMF6 is based on GCSE performance. The standard requirement is typically five GCSEs at Grade 4 or above, including English and Mathematics. However, specific A-level subjects often require higher grades (usually a Grade 6) in the relevant subject at GCSE to ensure students can cope with the step up in difficulty.

Applications open in November following the Open Evening (typically held in late November). Students from John Mason and Fitzharrys are guaranteed a place if they meet the academic entry criteria, but the sixth form also welcomes a significant number of external applicants from other local schools. The application deadline is typically 31 January.

The provision is inclusive, but families should note that the entry criteria are strictly applied to ensure students are placed on courses where they can succeed. Students missing a Grade 4 in English or Maths may be offered a place subject to retaking these qualifications alongside their Level 3 studies, depending on their overall profile.

Pastoral care is a strength, leveraging the "small school" feel within the larger structure. Students are assigned a tutor who is their daily point of contact. Tutors monitor academic progress, attendance, and wellbeing. Because the tutor groups are specific to the sixth form, the guidance is tailored to the unique pressures of young adulthood, such as exam stress, relationship issues, and future planning.

The Director of Sixth Form and the pastoral support managers operate an open-door policy. They are visible on both sites and work closely with the SENCOs of both schools to support students with additional needs. There is a clear recognition that mental health is a priority; the provision has access to school counsellors and external support agencies.

A structured PSHE (Personal, Social, Health and Economic) programme runs throughout Year 12 and 13. This covers topics ranging from financial literacy and sexual health to driving safety and independent living skills, preparing students for life beyond the school gates.

The extracurricular offer aims to build the "whole person" rather than just the examinee. The "Electives" programme on Wednesday afternoons is a cornerstone of this approach. Students can choose from a variety of activities, including the Extended Project Qualification (EPQ), Gold Duke of Edinburgh’s Award, sports leadership, or community volunteering.

The EPQ is particularly encouraged for students aiming for competitive universities, as it demonstrates independent research skills. Arts and drama are strong pillars, with students able to participate in the major productions of both parent schools. This gives performing arts students twice the opportunity to perform compared to a standard school setting.

Sport is available both competitively and recreationally. Students can use the sports halls, gyms, and fields at both Fitzharrys and John Mason. The debate society and student leadership team provide platforms for students to shape the community, with Head Students appointed to represent the student voice to senior leadership.

This is a state-funded provision with no tuition fees. Textbooks and basic equipment are generally provided, though students may be asked to purchase specific course materials or contribute to the cost of optional trips.

Financial support is available through the 16-19 Bursary Fund. This is means-tested and designed to help eligible students with education-related costs such as transport, food, books, and equipment.

• Vulnerable Bursary: Up to £1,200 per year for students in care, care leavers, or those receiving specific benefits in their own right.
• Discretionary Bursary: Available to students facing financial barriers, typically those eligible for Free School Meals or with a household income below a set threshold. This fund can support travel costs and essential course trips.

The school day typically runs from 8:40am to 3:15pm, though sixth formers may have free periods at the start or end of the day. The two sites, John Mason School and Fitzharrys School, are a short walk apart. Students are expected to manage this transition themselves, and timetabling usually attempts to group lessons to minimise travel during the day.

Transport links to Abingdon are good, and the provision serves a catchment that extends into the surrounding villages. While there is no dedicated sixth form bus network separate from the main school routes, students can access the standard public and school transport options.

Two-site logistics. The split-site nature is a defining feature. While it breeds independence, it also requires organisation. Students must manage their time effectively to move between campuses. Those who struggle with punctuality or organisation may find this freedom challenging.

State sector resources. As a state funded provider, resources are solid but not lavish. Students rely on the facilities of the main secondary schools. While the sixth form centres provide dedicated space, specialist facilities like labs and studios are shared with the lower years.

Variable class sizes. While many classes are optimally sized, popular subjects can be busy, and niche subjects may run with smaller numbers. The viability of some minority subjects depends on student uptake across the partnership in any given year.

JMF6 Abingdon offers a compelling option for local families: a large, capable, and collaborative sixth form that retains a personal touch. It avoids the anonymity of a large FE college while offering more breadth than a standalone school sixth form. The results are solid, the pastoral care is attentive, and the collaborative model prepares students well for the real world. Best suited to students who are ready to take responsibility for their own learning and who will thrive in a busy, dual-campus environment.