St Clere’s School Review 2026: Large Thurrock secondary with a new sixth form and a clear focus on rebuilding momentum

At GCSE, St Clere’s is ranked 2302nd in England and 1st in Stanford-le-Hope for GCSE outcomes (FindMySchool ranking based on official data). This places performance in line with the middle 35% of schools in England (25th to 60th percentile).

The underlying performance indicators suggest a mixed picture. Attainment 8 is 42.5. (FindMySchool metric.) Progress 8 is -0.34, which indicates that, on average, students make below-average progress compared with pupils nationally who had similar starting points. (FindMySchool metric.) EBacc-related measures are also modest with 17.5% achieving grades 5 or above across the English Baccalaureate subjects set, and an EBacc average point score of 3.75. (FindMySchool metrics.)

One important contextual note appears in the latest inspection report. RAAC-related disruption from September 2023 is explicitly linked to a negative impact on GCSE outcomes and some aspects of conduct, with a statement that published outcomes do not reflect the current quality of provision. Parents should treat that as a prompt to look for trajectory evidence, for example how current work is assessed, how gaps are being closed, and whether attendance and behaviour data are moving in the right direction.

St Clere’s teaching approach is described in practical, classroom-level terms rather than broad slogans. Staff are expected to teach the intended curriculum clearly, check learning as they go, and adapt where pupils have gaps or misconceptions. The “do now” routine mentioned in the report is a good proxy for classroom culture. Used well, it reduces lost time, strengthens retrieval, and gives teachers a consistent way to diagnose understanding.

Where the model is still bedding in is staff expertise consistency. The inspection report indicates that some staff do not yet have the expertise to match tasks precisely to pupils’ needs or to check learning rigorously enough, which can limit depth and breadth of knowledge for students in those classes. For families, the implication is that experiences may vary by subject and year group more than in smaller schools, and that asking about staff development, coaching, and subject leadership will be especially relevant.

Reading is treated as a whole-school priority. The school checks how well pupils can read and puts in place designed support for those who need it so they can access the curriculum. In a secondary context, that kind of targeted reading approach tends to benefit not only lower prior attainers, but also students who have the knowledge but struggle with exam language and extended reading stamina.

The sixth form is a significant development here. It opened to students in September 2023, and by the time of the April 2025 inspection there were 219 students on roll in sixth form. For parents comparing post-16 options in Thurrock, the offer is likely to be attractive to students who want continuity of relationships, familiar routines, and local travel patterns, rather than a full reset at a sixth form college.

Parents for whom highly selective university preparation is a primary driver should ask for specific recent numbers and the structure of high-attainer support in Year 12 and Year 13.

For Year 7 entry, Thurrock’s co-ordinated admissions process applies. For September 2026 entry, the local authority guidance states that applications had to be submitted by 31 October 2025. The same document indicates offers are viewed online on 2 March 2026.

The demand signal in the latest recorded admissions data available here shows 610 applications and 236 offers, and the school is recorded as oversubscribed. ) Even allowing for year-on-year variation, that scale indicates that families should take deadlines and evidence requirements seriously, particularly where supplementary forms or proofs are needed.

For sixth form entry, the school’s specific dates and requirements can vary by year, and families should use the published sixth form admissions guidance for the relevant intake and apply early in the autumn term where possible.

The latest inspection confirms safeguarding arrangements are effective. Pastoral strength in a school this size typically depends on the clarity of routines, the quality of form or house leadership, and how quickly concerns are escalated and resolved. The report evidence points to a school that is building consistency: expectations have been raised, and students are supported to improve conduct and attitudes to learning.

An additional pastoral dimension is inclusion. The inspection report notes a specially resourced provision for pupils with education, health and care plans for hearing and visual impairment. For families who need that kind of specialist support, the crucial questions are practical ones, staffing expertise, integration with mainstream teaching, access arrangements for exams, and how communication with home is managed.

A large secondary succeeds when enrichment is not merely present, but reliably accessible. St Clere’s offers a range of clubs, with the inspection report giving concrete examples including chess club and drama, alongside a breadth of sport. There is also reference to trips and opportunities for pupils to develop leadership skills.

For students, the benefit of this kind of enrichment mix is twofold. First, it creates a way to “belong” outside friendship groups, particularly important in a large cohort. Second, it can become a pathway to responsibility, where leadership roles, team captains, peer mentoring, or performing arts productions build confidence and routines that carry into the classroom.

Parents should still probe the practicalities: which clubs run weekly rather than termly, how places are allocated if oversubscribed, and what the school does to ensure disadvantaged students can take part in trips and activities.

This is a state school with no tuition fees. Families should expect the usual associated costs, for example uniform, optional trips, and where relevant, music tuition or equipment.

• Below-average progress indicator. The Progress 8 figure of -0.34 suggests students make less progress than similar pupils nationally in the measured period. Families should ask how the school is targeting catch-up, especially in English and mathematics, and how progress is monitored through the year. (FindMySchool metric.)

• Behaviour consistency. The inspection evidence points to raised expectations, but also frustration when behaviour systems are not applied consistently. If your child is easily distracted by low-level disruption, explore how classrooms are supported and how quickly issues are resolved.

• Recent disruption and recovery. RAAC-related disruption is explicitly referenced as having affected experience and outcomes. The school appears to have managed this impact and improved standards of behaviour, but parents should look for current evidence of stability, including staffing continuity and reliable routines.

• A new sixth form still maturing. Opening in September 2023 makes this a developing offer. That can be positive for students who like being part of building something, but those wanting a long-established post-16 track record should ask for concrete evidence of outcomes and progression support.

St Clere’s School is a large, mixed Thurrock secondary that is rebuilding momentum after a period of significant site disruption, while also establishing a new sixth form. The latest inspection judgements are securely Good across all areas and safeguarding is effective, and the curriculum model is clearly structured.

It best suits families who want a mainstream comprehensive with a growing 16 to 19 pathway, who value clear routines and curriculum clarity, and who will engage with the school on attendance, behaviour, and progress. The main decision factor is confidence in consistency, across classrooms, across subjects, and over time.