The Saint John Henry Newman Catholic School Review 2026, high-performing Catholic secondary with a strong sixth form

Academic outcomes are a headline strength here, but the defining feature is the combination of high expectations with a clear Catholic identity and a genuinely inclusive feel for a large mixed comprehensive intake. The most recent Ofsted visit (16 to 17 July 2024) confirmed the school remains Good, and recorded that the evidence suggests it could be judged Outstanding at a graded inspection.

Leadership is clearly embedded. The current headteacher is David Carrasco-Morley, appointed in 2023, after the previous head’s tenure ended that year.

For families, the practical trade-off is straightforward. The education can be exceptionally strong, but entry is competitive and faith-related admissions evidence can matter. The determined admissions policy for 2026/27 sets out a tight timeline and requires a supplementary form and supporting documents for many applicants.

This is a school that presents itself as values-led rather than exam-obsessed, even though the academic story is one of consistent success. The culture described in official reporting is calm, purposeful and unusually courteous for a large secondary, with pupils showing confidence and pride in their community.

The Catholic character is explicit and woven through daily life, not treated as a bolt-on. The admissions policy frames the school as founded by the Catholic Church and expects families to support the Catholic ethos, while also making clear that places are not allocated by ability or aptitude. This tends to suit families who want faith to be present in routines, language, service and celebration. It can also work for families who are not Catholic but value the moral framework, provided they are comfortable with the school’s stated expectations.

Scale is part of the identity. In the most recent Ofsted documentation, the roll is recorded at 1,606 with 396 students in the sixth form. Staffing and systems therefore matter, and the evidence points to clear routines and well-understood expectations that help a large site run smoothly.

Buildings and named developments give useful clues about priorities. The school’s recruitment materials refer to significant investment, including a £3.5 million Sports and Performing Arts block known as The Pavilion. Local historical notes also refer to recent building phases such as the Kelly Block (opened 2022) and the Mathew Block (opened 2024), signalling a period of campus renewal rather than stagnation.

For parents comparing local options, the simplest summary is this. GCSE performance places the school above England average, and relative ranking is strong locally.

GCSE performance and ranking

Ranked 869th in England and 1st in Stevenage for GCSE outcomes (FindMySchool ranking based on official data), placing it within the top 25% of schools in England for this measure.

The underlying outcomes indicate a high-attaining profile. The Attainment 8 score is 56.8 and Progress 8 is 0.72. At the top end, 15.4% of grades are at 9 to 8, and 35.1% are at 9 to 7.

That combination matters in practice. A strong Progress 8 suggests students tend to exceed expected progress from their starting points, and the top-grade distribution indicates that able students can be stretched rather than simply secured at pass grades. This is often where high-performing non-selective schools separate themselves from the pack.

Sixth form performance and ranking

Ranked 1,012th in England and 1st in Stevenage for A-level outcomes (FindMySchool ranking based on official data), which sits in line with the middle 35% of schools in England (25th to 60th percentile) on this measure.

At A-level, 7.91% of grades are A*, 17.91% are A, and 50.7% are A* to B. The implication is that the sixth form is strong enough to support ambitious routes, but it is the wider sixth-form experience, teaching quality and student support that will often matter more than a single headline grade split, especially for students choosing mixed A-level and applied pathways.

The most persuasive evidence about teaching is not marketing language, it is what external review and internal documentation prioritise.

Curriculum planning and teacher training are repeatedly emphasised. The Ofsted report describes a well planned curriculum that builds sequentially and highlights regular, high-quality training to strengthen subject knowledge. The practical implication is consistency across departments, which is particularly valuable in a large school where variation can otherwise become a hidden risk.

Reading is treated as a whole-school priority rather than just an English department responsibility. A specific example is the use of sixth-form reading ambassadors supporting younger pupils, alongside competitions and structured small-group support for those who struggle. For families, this signals that literacy is actively managed across the site, which tends to benefit not only weaker readers but also high attainers who need explicit vocabulary teaching to access demanding GCSE and A-level texts.

SEND identification and classroom adaptation are also described as precise and effective. In day-to-day terms, that usually means teachers are expected to use information consistently rather than leaving support to a small specialist team. For parents, this is relevant if a child needs structured adjustments but would not thrive in a setting where support depends on individual teacher goodwill.

This is a secondary with sixth form, so destinations are the clearest test of whether strong results convert into next steps.

For the 2023/24 leaver cohort, 64% progressed to university, 22% went into employment, 5% started apprenticeships, and 1% progressed to further education. The shape is fairly balanced, which can be reassuring for families who want academic ambition without closing off technical or employment routes.

At the very top end, the available Oxbridge pipeline data indicates 10 applications and one acceptance at Cambridge within the reporting period. This is not an “Oxbridge factory” profile, but it does show that the school supports highly competitive applications when a student is well matched to the route.

Careers education is also described as structured, with employer engagement across year groups and attention to apprenticeships as well as higher education. The implication is that students who are undecided can get meaningful exposure to options, rather than being pushed towards a single definition of success.

Entry is competitive. Hertfordshire’s directory data shows recent demand at 631 to 644 applications for around 240 places, and the determined admissions policy states the school is usually oversubscribed with Catholic candidates.

This is a Catholic school with faith-informed oversubscription criteria. The 2026/27 policy recognises named feeder primary schools and gives priority by category, including looked-after children, Catholic children (with a Certificate of Catholic Practice affecting sub-priority), and other faith-related categories, before any remaining places. For families, the implication is that the supplementary evidence is not a formality. If you are applying under a faith category, the documentation can materially affect how an application is ranked.

The timeline is clear for September 2026 entry. The policy sets the application deadline as 31 October 2025, with allocation information issued on 1 March 2026 by the local authority on behalf of the admission authority.

A practical tip for families serious about this school is to use FindMySchool’s Map Search and comparison tools alongside the school’s published criteria. The aim is to pressure-test your assumptions early, especially if you may fall into a lower priority admissions category.

Pastoral strength here appears to come from two reinforcing factors: consistent expectations and strong relationships.

Behaviour is described as exemplary, and lessons are characterised as calm and purposeful. That matters because it is the foundation for both learning and wellbeing. In busy schools, the most stressful experiences for students often come from inconsistency between classrooms and corridors; a consistent behaviour culture reduces that risk.

Personal development is described as exceptional, with a focus on character and moral code backed by leadership roles, clubs, trips and competitions. In practice, that can show up in opportunities like School Parliament and structured leadership responsibilities that help quieter students find a route into confidence, not only those who naturally dominate.

Ofsted also judged safeguarding arrangements to be effective. For parents, the useful next step is to probe the lived detail during open events or conversations, including how concerns are reported, how bullying is handled, and how the school supports students through GCSE and sixth-form pressure points.

A large school can offer either anonymity or breadth. The evidence suggests breadth is a genuine advantage here, with co-curricular life linked to leadership, service and performance, not only sport.

The Ofsted report points to a wide range of clubs and highlights specific opportunities including School Parliament and the Duke of Edinburgh’s Award. These matter because they create structured routes into responsibility and teamwork. For students who are academic but not naturally confident, programmes like Duke of Edinburgh often become the place where resilience develops.

Performing arts and music

Facilities appear to support serious performance. Recruitment materials describe a modern Performing Arts centre with purpose-built spaces for music, drama and productions, including sound, lighting and staging equipment. The implication is that performance work can be technically ambitious rather than limited to classroom-based rehearsals.

Music is also framed as integral to Catholic life through repertoire for liturgy and assemblies. One concrete indicator is instrumental tuition through Hertfordshire County Music Service, with 10% of pupils receiving instrumental tuition. For families, that suggests music is not reserved for a small elite, but is embedded enough to be visible across the school.

Charity fundraising provides another practical lens on culture. The music department materials state the Christmas Concert raised over £1,500 for Herts Young Homeless, and Jazz Nights in January typically raise over £11,000 for the school charity KISS. This is useful because it combines student performance, community engagement and service, which aligns closely with Catholic social teaching.

Sport and enrichment

The Pavilion investment indicates sport is not an afterthought. In a school of this size, the strongest sporting experiences typically come from having enough space and staffing for both participation and pathways, so students who want social sport and those who want competitive sport can both find a place.

Academic enrichment is also visible through reading competitions and structured support. The underlying message is that high outcomes are achieved through planned systems, not only through selecting high-attaining students.

This is a state-funded school, so there are no tuition fees. Families should still plan for the usual secondary costs such as uniform, educational visits and optional activities.

Specific start and finish times were not found in the accessible official material used for this review, so families should confirm the daily timetable directly via official channels. Transport-wise, Stevenage has strong connections, and one school document notes links to the A1 and suggests rail travel times into London of just over 20 minutes from Stevenage.

• Oversubscription is the norm. Recent data shows applications substantially exceed places, so the limiting factor can be admissions priority rather than educational fit.

• Faith evidence can be decisive. The 2026/27 admissions policy gives priority categories linked to Catholic practice and other faith criteria, and requires a supplementary form and supporting documents for accurate categorisation.

• Sixth-form outcomes are strong but not uniformly elite. GCSE ranking is high, while A-level ranking sits in the England middle range on this measure, so students should choose subjects and pathways carefully and discuss support for their specific profile.

• Large-school experience. Scale enables breadth, but students who need a very small setting may find the environment demanding unless they engage quickly with pastoral structures and co-curricular life.

This is a high-performing Catholic secondary with a strong culture of behaviour, character education and academic ambition. It suits families who want a values-led environment, are comfortable with an explicitly Catholic ethos, and are prepared to manage a competitive admissions process with the right documentation. For students, it suits those who respond well to clear expectations and who will use the breadth of leadership, music, service and sixth-form opportunities to build confidence alongside grades.