St Bede's Catholic School and Byron Sixth Form College Review 2026: Catholic secondary with a distinctive post 16 offer

A Catholic ethos sits at the centre here, not as a bolt on, but as a shared language for expectations, relationships, and ambition. The school’s motto is Domino Adiuvante (With the Lord’s Help), and that sense of purpose comes through in how pupils are expected to behave, contribute, and persist when work is demanding.

Academically, the picture is mixed. GCSE performance sits broadly in line with the middle 35% of schools in England, while the sixth form holds its own locally and offers a smaller, more guided experience than many large colleges. The most recent Ofsted visit describes pupils as happy, safe, and well supported, with bullying described as rare.

Two practical points stand out for families weighing day to day logistics: the school publishes a clear set of term dates, and it highlights transport arrangements for students living further from site, including free home to school transport on existing routes for those over two miles away.

The school presents itself as a community built around Catholic values and virtues, and the most recent official review supports a culture where pupils are generally respectful and expectations are clear. Pupils are described as enjoying their learning, with staff who know them and help them meet learning goals. There is also a strong emphasis on behaviour as a shared responsibility, with pupils encouraged to report inappropriate comments or conduct.

Faith is visible in how the school frames its mission and daily life. The mission statement explicitly positions the school as a “happy, safe and exciting place in which to learn”, with values that include faith, responsibility, excellence, determination, citizenship, and respect. A dedicated chapel is presented as a space used by staff, students, governors, and visitors, which matters because it signals that Catholic life is integrated rather than confined to RE lessons or occasional events.

Leadership is clearly identified. The headteacher is Mrs F Cessford, named on the school website and staff list, and also recorded in the most recent Ofsted report as headteacher at the time of inspection in June 2023, which confirms she was in post by that point.

One contextual factor worth understanding is that the school has had to manage building disruption linked to RAAC. Trust communications in early 2025 refer to a building reopening, which indicates a period where routines and spaces may have been under pressure. The key point for families is not the detail of the works, but the reality that a school’s consistency is tested when the physical estate is complicated, and it is sensible to ask what has changed and what is now stable.

At GCSE, outcomes place the school in a broadly typical England band. It is ranked 2,157th in England for GCSE outcomes, and 3rd in Peterlee (FindMySchool ranking based on official data). That sits in line with the middle 35% of schools in England, which is a helpful shorthand for parents: this is not a school defined by headline exam dominance, but nor is it operating at the lower end of the national picture.

The Attainment 8 score is 44. On curriculum breadth measures, the proportion achieving grades 5 or above in the English Baccalaureate subjects is 16.4%, and the average EBacc APS is 3.91. The Progress 8 score is -0.22, which indicates pupils make below average progress from their starting points when compared to pupils with similar prior attainment across England.

These numbers do not mean ambition is absent. They do mean parents should probe how the school targets progress, especially for pupils who arrive with high prior attainment or, at the other end, those who need rapid catch up. The Ofsted report flags reading as a priority with a recently introduced approach to the teaching of reading, which is typically the sort of whole school lever used to improve attainment across subjects over time.

At A level, the picture is steadier locally. The sixth form is ranked 1,191st in England and 1st in Peterlee for A level outcomes (FindMySchool ranking based on official data). That again aligns with the middle 35% nationally, but the local rank indicates that for families determined to keep post 16 provision close to home, Byron can be a credible option.

The grade distribution shows 5% A*, 23.33% A, 18.33% B, and 46.67% A* to B. The England averages provided for comparison are 23.6% A* to A and 47.2% A* to B. This is important context: the A* to B measure is broadly similar to the England average, while the very top end (A* and A combined) sits slightly below the England average.

A practical interpretation for parents is that Byron’s strength is likely to be consistency and support rather than an exceptionally high concentration of top grades. For many students, that is exactly the right trade.

Curriculum planning is presented with a clear intent, and the school uses published curriculum information to describe how knowledge builds over time. In mathematics, Key Stage 3 is structured around four recurring strands (Number and Ratio, Algebra, Geometry, and Statistics), revisited across Years 7 to 9 to broaden and deepen understanding. The school also describes a mastery approach for Year 7, launched in September 2025, designed to support fluent understanding for all pupils rather than accelerating only the highest prior attainers.

At GCSE, the maths programme is described as following OCR, with pupils entered at Foundation or Higher tier depending on readiness. Assessment is through three 90 minute examinations at the end of Year 11, including a non calculator paper, which matters because it shapes the kind of practice pupils need. The school also references GCSE Further Mathematics for some pupils, provided in conjunction with Royal Grammar School Newcastle, which is a meaningful enrichment route for students who enjoy the subject and may be considering maths heavy A level pathways.

The most recent Ofsted visit emphasises collaborative planning, with teachers planning lessons together, and a consistent use of “beginning of lesson” activities to strengthen recall. These approaches, when sustained, often support stronger progress because pupils have a clearer memory of key knowledge and fewer gaps. It also notes that checking prior learning is not fully consistent across all lessons, and that is a useful question for parents: how is consistency being tightened, and what does that look like in departments where it has been weaker.

Sixth form teaching is described as small and inclusive, with students valuing one to one support, access to both academic and vocational subjects, and the expertise of teachers. That matters because sixth forms tend to succeed when they are explicit about structure and accountability, especially for students who need guidance on independent study habits.

The school does not publish a comprehensive destinations breakdown with Russell Group or Oxbridge percentages, so the most reliable picture comes from the available destination indicators and the official 16 to 18 leaver data provided.

For the 2023/24 leaver cohort, 61% progressed to university. Apprenticeships accounted for 13%, further education 3%, and employment 3%. This suggests the sixth form supports multiple pathways rather than only the university track, with apprenticeships forming a meaningful part of the progression picture.

Oxbridge and Cambridge data, where available, indicates small numbers. In the measured period, two applications were made to Cambridge, one offer was secured, and one student accepted a place. For a school with a relatively small sixth form cohort, that is a credible signal of stretch at the top end, provided it is part of a wider offer rather than an isolated outlier.

The school’s trust communications around exam results also reference students moving on to institutions including Oxford and Durham, which helps confirm that competitive applications are not entirely unusual, even if exact volumes are not published.

A sensible question for prospective sixth form families is how the school structures its guidance across different routes. For example, apprenticeships require a different kind of preparation than UCAS applications, particularly around employer engagement and interview practice. Where the school can show a coherent careers programme, it will reassure families that destinations are earned through method rather than chance.

Year 7 entry

Admissions are coordinated through the local authority process. Demand indicators available for the main intake point show 327 applications for 119 offers, which is roughly 2.75 applications per place. The status is described as oversubscribed. In practice, this means parents should treat admission as competitive, even if competitiveness can vary year to year.

As a Catholic school, faith based criteria play a significant role in how places are prioritised when the year group is full. The published admissions policy sets out a clear order of priority, starting with Catholic looked after and previously looked after children, then Catholic children attending named Catholic feeder primary schools, then other Catholic children, followed by other groups, including other looked after children and children of other faiths. A distance based tie break is applied within categories using a GIS route measurement approach.

A distinctive feature is the inclusion of a football aptitude route within the oversubscription criteria. The admissions policy describes up to 18 children admitted on football aptitude, with assessment determined by an identified provider. This is important for families who may otherwise assume that state funded admissions are purely faith, sibling, and distance.

For September 2026 entry, the local authority deadline for submitting secondary applications is stated as midnight on Friday 31 October 2025. Families considering the school should also check whether any supplementary faith information is required and, if so, ensure it is completed accurately and on time, since faith evidence can be decisive in Catholic admissions.

If you are evaluating your chances based on proximity, use the FindMySchool Map Search to measure your distance precisely and compare it with the way distance is used in the local authority’s tie break process. Even where distance is not the first criterion, it often becomes the deciding factor within categories.

Sixth form entry (Year 12)

Byron Sixth Form College has its own published admission number, set at 115 for Year 12 entry in the September 2026 intake year. Both internal and external students are expected to meet the same minimum academic entry requirements, and course specific requirements also apply.

The published sixth form policy states that applications submitted on time are considered together after the closing date, which is given as 31 October 2025. It also states that applicants are advised of outcomes on 18 July (or the next working day).

For families balancing options between a school sixth form and a sixth form college, Byron’s differentiator is its smaller scale and the way it integrates enrichment with academic oversight. That can suit students who want independence but still benefit from structure.

Open events change year to year. The pattern across trust schools suggests open evenings often run in September, but families should rely on the school’s current events calendar for confirmed dates and booking requirements.

The most recent Ofsted report gives a clear picture of day to day wellbeing. Pupils are described as feeling safe and well looked after, with bullying described as rare and addressed when it occurs. That is a strong baseline, and it matters because schools with reliable routines and adult presence tend to create calmer conditions for learning.

The school also describes safeguarding as a shared responsibility across staff and volunteers, and it references working with external agencies to support families and pupils. This is best understood as a culture point: effective schools treat safeguarding as a system with consistent reporting and follow up, not as a standalone policy document.

Support for pupils with special educational needs is positioned as inclusive. The Ofsted report describes teachers using detailed knowledge of pupils to adapt learning and support SEND, while also noting that provision for some pupils with complex needs is not always as effective as it could be. That blend of strengths and improvement points is useful for parents. Families of pupils with more complex profiles should ask what specific adjustments are typical in lessons, how teaching assistants are deployed, and how interventions are evaluated for impact rather than simply provided.

A strong extracurricular offer is not about a long list of clubs, it is about coherent pathways that give pupils a reason to commit and improve. Here, two strands are particularly distinctive: structured sixth form enrichment that supports progression, and a football pathway that links to admissions criteria and academy provision.

Post 16 enrichment with purpose

Byron’s enrichment list includes Ambition Scholars, framed as preparation for entry into competitive universities, and Healthcare Futures, positioned for students interested in medicine, nursing, midwifery, and related professions. Debating also sits within this offer, alongside service oriented roles such as paired reading and student librarians.

The implication for students is that enrichment is being used as a mechanism for both personal development and destination readiness. That is important because universities and apprenticeship employers increasingly expect evidence of sustained engagement, not one off participation. For students who are unsure of direction, these programmes can also act as a low risk trial before committing to a path.

Elite Football Academy and aptitude pathways

The school promotes an Elite Football Academy that provides specialised coaching while emphasising the importance of education alongside sport. The admissions policy adds an unusual dimension by including a football aptitude criterion for up to 18 Year 7 places in one intake year.

For families, the practical implication is that football can be a structured pathway, but it is not a shortcut. It may suit pupils who are serious about development and can balance training with coursework. Parents should ask about time commitments, how academic monitoring works for academy participants, and how the programme serves pupils who are strong players but not aiming for elite routes.

Wider participation and belonging

The Ofsted report notes that leaders provide a variety of extra activities and encourage disadvantaged pupils and those with SEND to participate, including providing support where needed. That inclusion point matters. Activities only build confidence if pupils can access them without barriers such as cost, transport, or a sense that they are for “someone else”.

The sixth form day is described as starting at 8.45am with tutorial and finishing at 3.15pm, with study areas and the common room available before school, at lunchtimes, and until 5.30pm. For younger year groups, families should confirm the exact start and finish timings, but the published structure gives a useful baseline for travel planning.

Transport can be a meaningful advantage in a large catchment. The school states it provides free home to school transport on existing routes for students living more than two miles from the school, alongside a published set of routes and an application process aligned to local authority transport services.

Term dates for the 2025/26 academic year are published, including INSET days, which helps families plan childcare and travel well in advance.

• Competition for places. Recent demand indicators suggest roughly 2.75 applications per place for the main intake. If you are not in a high priority category, it is wise to list realistic alternatives alongside this preference.

• Faith criteria are central. Oversubscription priorities place Catholic children, particularly those from named feeder primaries, ahead of other groups when the year is full. Families should read the admissions policy carefully and ensure evidence is complete.

• Progress measures need scrutiny. A Progress 8 score of -0.22 indicates below average progress compared with similar pupils nationally. Parents should ask what has changed since the most recent results, particularly around consistency of classroom practice and reading strategy.

• Estate resilience. The school has managed disruption linked to RAAC remediation, with communications referring to a building reopening in early 2025. Families should ask what the current site arrangement is and whether any temporary measures remain.

St Bede’s Catholic School and Byron Sixth Form College offers a clear identity anchored in Catholic values, strong routines, and a sixth form that emphasises support and guided independence. The most recent official review describes pupils as safe, generally well behaved, and positive about learning, which is the foundation most families want before they even consider results.

Academically, GCSE performance is broadly in line with the middle of the England picture, while the sixth form performs credibly in its local context and supports multiple progression routes. Best suited to families who want a faith led education with structured expectations, and to students who will benefit from a smaller sixth form where adults know them well and can keep momentum high through Year 12 and Year 13.