Nicholas Breakspear Catholic School Review 2026: Outstanding Catholic secondary with strong progress and a clear values spine

Families looking at this school are usually balancing three priorities: a faith-led education, consistently calm standards of conduct, and strong academic progress across a mixed-ability intake. All three are central here. The most recent Ofsted inspection (14 November 2023; report published 19 January 2024) judged the school Outstanding across every graded area, including sixth form provision.

Context matters. This is an 11 to 18 academy in Hertfordshire, part of The Diocese of Westminster Academy Trust. Year 7 entry is highly competitive; Hertfordshire’s published admissions data shows 699 applications for 180 places in the most recent cycle shown (2025 entry). For parents, the key message is simple: the education is compelling, but admission is the limiting factor, particularly for families outside the higher priority faith categories.

A defining feature is the school’s shared language of values and mission. Official school documents set out a mission centred on being “Empowered by the presence of God and each other” and building a better world. In practice, that framing shows up in how students talk about responsibility and service, and in how pastoral systems are described, with faith practice woven into daily routines through form time, Mass, assemblies, and retreats.

The behavioural climate is a major part of the experience. The latest inspection describes behaviour as a strength, alongside very low levels of suspension and orderly routines that protect learning time. The report also confirmed safeguarding is effective. For parents, the implication is a school day that feels structured and predictable, which tends to suit students who do best with clear expectations and consistent follow-through.

Leadership and governance sit within a trust framework, with trustees and governors described as playing an active role in driving standards. The current headteacher listed on the Department for Education’s Get Information About Schools service is Mrs Melanie Green. (Other public documents still reference previous leadership, so parents should treat Mrs Green’s listing on the DfE service as the most authoritative current reference.)

This section uses the FindMySchool rankings and performance metrics provided for this school, which are based on official outcomes data.

GCSE performance and ranking

Attainment 8 is 54.4, with an EBacc average point score of 5.07. Progress 8 is +0.75, indicating well above average progress from Key Stage 2 starting points. The percentage achieving grades 5 or above in EBacc is 35.1%.

Rankings add useful context for parents comparing nearby options. Ranked 808th in England and 8th in St Albans for GCSE outcomes (FindMySchool ranking based on official data), this places the school above the England average, within the top 25% band for GCSE performance.

A-level performance and ranking

A-level outcomes sit closer to the England mid-range than the GCSE picture. The percentage of grades at A* is 3.38%, A is 12.84%, B is 28.38%, and A* to B is 44.59%.

Ranked 1,529th in England and 11th in St Albans for A-level outcomes (FindMySchool ranking based on official data), performance sits in line with the middle 35% of sixth forms in England (25th to 60th percentile).

The practical implication: families choosing the school primarily for Key Stage 3 and GCSE outcomes will see the strongest statistical case, while sixth form outcomes suggest a broader, mixed pattern that will suit many students well, but is not as consistently high relative to England as the GCSE profile.

The teaching model is underpinned by tight routines, high attendance expectations, and learning time that is protected from disruption. The most recent inspection emphasises a “high-quality education” and a strong personal development programme running alongside academic study. For parents, this typically translates into classrooms where expectations are explicit and students are taught how to work effectively, not simply what to learn.

A distinctive internal language is also visible in official documentation and inspection evidence. The “NBS Way” is described as a thread running through school life, tied to character development, speaker programmes, charity activity, and student leadership. Faith practice is not treated as an optional add-on; it is built into how pastoral systems and communal life are presented, including structured opportunities for reflection and retreat.

Where Students Go Next

The school has a sixth form and a meaningful proportion of leavers progress to university. For the 2023/24 cohort recorded here (cohort size 60), 63% progressed to university, 5% to apprenticeships, and 12% entered employment.

Oxbridge outcomes are limited in the measurement period captured. There were 5 Oxford or Cambridge applications and 0 offers or acceptances recorded. For families, the implication is that this sixth form looks better described as a solid local route to higher education and employment rather than an Oxbridge-focused pipeline.

Year 7 is the main pressure point. The school’s determined admissions arrangements set a Published Admission Number of 180 for Year 7 entry in September 2026. Hertfordshire’s admissions data shows demand well above supply in recent cycles, with 699 applications for 180 places shown for 2025 entry, and 578 applications for 180 places for 2024 entry.

As a Catholic school, the oversubscription criteria prioritise Catholic children, with additional distinctions between baptised Catholic children with a Certificate of Catholic Practice and other applicants. The detail matters because most offers in the published breakdown sit within the Catholic categories, particularly those supported by the Certificate of Catholic Practice and sibling criteria.

Process and deadlines for September 2026 entry are clearly stated in the determined policy. Applications are made through the local authority, but families seeking priority under the faith criteria must also submit the school’s Supplementary Information Form with supporting evidence. The policy states that the Supplementary Information Form should be returned by 31 October 2025, with offers issued on 1 March 2026 (or the next working day).

For families planning ahead, FindMySchool’s Map Search tool can help you understand how your home location relates to typical distance-based tie-breaks used within oversubscription categories, even when the last offered distance is not publicly stated in a single headline figure.

Pastoral care is framed explicitly through Catholic values and a strong service culture. Formal structures include chaplaincy leadership, opportunities for prayer and worship, and the use of the Emmaus Centre as a space for reflection and support during parts of the day.

The most recent inspection describes students as well supported, with a personal development programme that extends beyond minimum expectations, including mentoring, retreats, and a programme of visiting speakers. For parents, the key question is often whether the school feels safe and orderly day to day. Evidence points to a school that prioritises calm conduct and consistent routines, with safeguarding confirmed as effective.

Extracurricular life is strongest where it links to character, leadership, service, and structured enrichment.

Service and faith leadership

A student chaplaincy team is positioned as a leadership route, supporting worship and prayer across the school. Faith practice is supported by Mass, assemblies, and reflective retreats, which also serve as a pressure-release valve around exam periods for older students.

Leadership, mentoring, and enrichment

Sixth form students act as reading mentors and more widely as role models, with a developed mentoring programme supporting younger pupils. The inspection evidence also points to charitable events and visiting speaker programmes as routine, not occasional.

Community action as a programme, not a slogan

Named charitable commitments appear in official school materials, including Mission ADDO, HCPT, and support linked to The Borehamwood Foodbank. For students, the implication is that “service” is likely to be experienced through real activities and responsibilities, not just assemblies.

This is a state-funded school with no tuition fees. Parents should still plan for the usual associated costs, including uniform, trips, and optional activities, which vary by year group and subject choices.

Location is on the outskirts of St Albans, with major road links referenced in school materials including the A414, A1, and M25. St Albans City station is positioned as the key rail link for London connectivity in school-facing documents. Published sources reviewed here do not provide a single definitive start and finish time for the school day, so families should confirm current timings directly with the school before committing childcare or transport plans.

• Admission criteria are faith-weighted. The determined policy makes clear that Catholic criteria sit at the top of the oversubscription order; families outside those categories should read the policy carefully and plan realistic alternatives.

• Competition is the main hurdle. Recent Hertfordshire figures show applications far exceeding the Published Admission Number, which means even well-prepared applications may not succeed if categories are oversubscribed.

• Sixth form outcomes are solid rather than elite by England ranking. GCSE outcomes look stronger relative to England than A-level outcomes in the provided performance profile, so families choosing primarily for post-16 should compare sixth form options locally.

• Faith life is integrated into routine. Worship, retreats, and the school’s Catholic mission are built into the programme; this suits many families strongly, but it requires genuine alignment and support at home.

Nicholas Breakspear Catholic School combines an Outstanding inspection profile, strong progress measures at GCSE, and a disciplined culture anchored in Catholic mission and service. For families who want a faith-led education with clear expectations and structured personal development, it is an appealing option. It suits students who respond well to routine, values-led leadership, and a school culture where service and responsibility are taken seriously. The main limitation is securing entry, especially for applicants outside the highest priority admissions categories.