Richard Taunton Sixth Form College Review 2026: Broad 16–19 offer with clear student support

A sixth form setting lives or dies by two things, whether students feel safe and known, and whether teaching translates into outcomes. Here, the culture side is a clear strength. External evidence describes an inclusive, calm environment where students receive strong support and behave well.

On outcomes, the most recent published A-level grade profile is below England averages. In the latest FindMySchool ranking (based on official data), the college sits 2,429th in England for A-level outcomes and 6th in Southampton, which places it below England average overall (bottom 40%). This combination, supportive student experience with weaker headline results, is the key context for families shortlisting. The best fit tends to be students who value a wide course mix, structured support, and a strong personal development offer, and who will use that support proactively.

Leadership has also been in motion. Lighthouse Learning Trust appointed Andy Grant as Executive Principal in March 2024, with leadership shared across the trust’s sixth form colleges.

The current tone is shaped strongly by expectations around respect and inclusion. The most recent inspection report describes a calm and harmonious environment, with students reporting that they feel safe and supported, including those with high needs.

There is also an explicit “next steps” mindset. Students are encouraged to see themselves as professionals, and that idea is reinforced through tutorial content and careers guidance, with topics such as identity and consent discussed as part of staying safe and supporting others.

This is not a new institution trying to invent itself. The college traces its origins back to 1760, linked to Alderman Richard Taunton’s bequest for education and training, with later milestones including the early twentieth century expansion of premises and the shift into a sixth form college in 1969.

That long timeline matters mainly in one practical way, it helps explain the breadth of provision and the established local footprint, rather than a narrow specialist focus.

This is a sixth form provider, so the most relevant published attainment picture is the A-level and equivalent profile.

In the latest dataset, A-level grades are reported as: 2.5% at A*, 4.5% at A, and 17% at A*–B. England averages are 23.6% at A*–A and 47.2% at A*–B, which indicates a material gap to national benchmarks.

In England terms, the college’s A-level performance is ranked 2,429th (FindMySchool ranking, based on official data), and locally it is 6th in Southampton. That placement sits below England average overall, in the bottom 40% of A-level providers in England.

What this means for families is straightforward. If your primary selection driver is top-end grade outcomes, this may not be your first-choice sixth form. If your driver is course breadth and a supportive culture, the evidence points to real strengths, and the academic picture becomes more about selecting the right programme and using the available support consistently.

Parents comparing options locally should use the FindMySchool Local Hub comparison tools to look at A-level results side-by-side, rather than relying on reputation or anecdotes.

The curriculum is designed for variety and flexibility, with both academic and vocational routes, alongside English and maths resits and adult learning. The latest inspection describes a broad curriculum shaped around diverse needs and interests, with students able to build personal programmes linked to career goals.

Teaching quality is generally described as effective. Most teachers provide clear explanations and modelling, and assessment is used frequently to identify misconceptions and plan next teaching steps.

The key caveat is inconsistency. A minority of lessons were identified as making weaker use of classroom time, with some students spending too long on independent work that does not build effectively on prior learning, slowing the pace for those groups.

A practical implication for students is that independence matters. Those who ask for feedback, attend tutorials, and follow up quickly when a topic is unclear are more likely to thrive, because the system rewards active engagement.

Where Students Go Next

For many families, destinations provide a reality check on outcomes beyond grades.

Oxbridge is not a major pipeline here, but it is present. In the most recent dataset window, eight students applied to Oxford or Cambridge, with one offer and one acceptance recorded. That is a small number, but it signals that high academic ambition can be supported for the right individual.

On broader destinations, the latest published leavers data shows that, for the 2023/24 cohort of 341 students, 24% progressed to university, 5% began apprenticeships, 28% entered employment, and 3% went to further education.

The inspection evidence adds useful texture, describing strong support for higher education applications, including for competitive courses such as medicine, with structured preparation such as guest speakers and mock interviews.

A clear improvement area is ensuring that students not planning on higher education also receive timely and relevant careers guidance.

Applications for sixth form courses starting in September 2026 are open via the college’s application portal, while the previous September 2025 entry window is shown as closed.

The published process includes an applicant event on 26 June 2026, intended to help students try subjects, meet staff, and prepare for enrolment.

Enrolment is scheduled for Thursday 20 August 2026 to Friday 28 August 2026, aligned to GCSE results season.

Open events are part of the decision cycle. One published open event runs 6pm to 8pm on Thursday 14 May 2026, with booking referenced via an external booking page.

Where the website does not publish a single, fixed application deadline for 2026 entry, families should treat the portal as “apply early” and confirm any cut-offs directly with admissions, especially for oversubscribed courses.

The strongest, most consistently evidenced feature is student wellbeing and safety. The latest inspection describes students feeling extremely safe, with staff acting swiftly and sensitively when concerns arise, and safeguarding arrangements judged effective.

Support for students with high needs is specifically described as strong, with well-trained staff, safe spaces, and practical strategies such as time-out cards and sensory supports including noise-cancelling headphones.

For students who need predictable routines and visible support structures, that matters as much as the academic offer.

This is an area where the college is unusually concrete. The enrichment programme lists a wide set of named activities that change annually based on student interest, and it explicitly invites students to propose new clubs.

Examples on offer for recent entry cycles include Debating Society, Rocket Club, Programming, Maths Academy for A level, Speaker’s Club, Creative Writing, Brilliant Club, Esports, and a “Mythos & Monsters” programme. Sport options extend beyond casual participation, with T1 mixed gender rugby (touch), basketball, volleyball, cricket, and netball appearing in the same list.

There is also evidence of enrichment that links staff expertise to student experience. One published example describes boxing-based enrichment sessions led by a member of staff, framed as a structured fitness and confidence-building activity rather than simply recreational sport.

A practical implication is that students who throw themselves into enrichment may build stronger references, wider networks, and clearer progression narratives for UCAS, apprenticeships, and employment.

Students travel in a mix of ways, with the college noting that local and college bus services provide flexible arrival and departure times to match timetables, and that it is a short bus journey from Southampton Central station.

This is a state-funded provider with no tuition fees. Support with costs is clearly positioned as part of access and participation. The college publishes a bursary-style financial support offer, including eligibility cues such as a household income threshold of under £32,000 per year for some support.

Daily start and finish times are not consistently published in a single place for all students, which is common for sixth form settings where timetables vary. Families should confirm expected on-site hours for their chosen programme during application or interview.

• Outcomes versus experience. The published A-level grade profile sits below England averages. Students who need top-end attainment to reach specific competitive pathways should scrutinise course-level support and expectations closely.

• Teaching consistency. Most teaching is described as effective, but a minority of lessons were identified as lower pace and weaker use of time. Students who rely on highly uniform classroom delivery may find experiences vary by subject.

• Careers guidance breadth. Higher education applicants are described as well supported, but there is evidence that guidance is not universal for students who do not plan to go to university. Apprenticeship-focused students should ask early about structured support.

• Dates are specific, but deadlines may not be. Enrolment and key events are published for 2026 entry, but a single hard application closing date is not always prominent. Early application is the safer approach.

Richard Taunton Sixth Form College is best understood as a supportive, inclusive sixth form environment with a broad course mix and a clearly articulated enrichment offer, but with published A-level outcomes that sit below England benchmarks. It suits students who want a wide set of academic and vocational routes, value pastoral structure, and will actively use tutorial and careers support to drive their own progress. For families where top-grade attainment is the dominant priority, this is one to compare carefully against local alternatives before committing.