Painsley Catholic College Review 2026: Catholic secondary with an established sixth form and a strong Progress 8 profile

The day begins early here. Students are expected on site by 08:35, before a short daily Emmaus Time and then five teaching periods that take the college week to 33 hours and 45 minutes.

This is a Catholic secondary and sixth form (ages 11 to 18) in Cheadle, Staffordshire, part of St Gabriel the Archangel Catholic Multi-Academy Trust. The most recent Ofsted inspection (May 2022) judged the college Good overall, with Outstanding grades for Quality of education and for Sixth form provision.

For families weighing options in the Staffordshire Moorlands area, the headline is academic consistency at GCSE, and a sixth form that mixes A-level pathways with a growing technical and employability offer, including a purpose-built Digital Hub linked to T Levels.

Painsley frames its identity clearly as a faith community, with daily routines and pastoral structures shaped by Catholic life. The college states that its chapel sits at the heart of the day, supported by a dedicated chaplaincy team, and with student leadership roles structured through Chaplaincy Crew (Years 7 to 10) and Chaplaincy Leaders (Years 11 to 13).

That faith identity also shows up in the rhythm of the year. The published calendar includes Masses and liturgical markers alongside academic checkpoints and enrichment events, giving the week a predictable structure that many students find grounding. For pupils who like clarity, the combination of set routines and explicit expectations can be reassuring. For those who prefer a looser feel, it can read as formal.

Leadership is stable. The principal is Mrs Rachel Waugh, and the May 2022 inspection report records that she took up post in September 2018. Continuity matters in schools of this size because culture is carried through systems, not personality. Here, the systems are visible in timetables, published expectations, and consistent communication cycles.

A final point on atmosphere, because it is useful for parents to hear the less comfortable truth as well as the positives. The formal evaluation that underpins the 2022 inspection includes a clear improvement theme around confidence in reporting concerns and ensuring students and parents feel listened to. This is not unusual in a large secondary, but it is worth knowing in advance, because it affects how quickly small issues are surfaced and resolved.

GCSE outcomes sit in a strong bracket when benchmarked across England. Ranked 750th in England and 2nd in Stoke-on-Trent for GCSE outcomes (FindMySchool ranking based on official data), the college sits above England average, placing it comfortably within the top 25% of schools in England.

The underlying measures align with that ranking. An Attainment 8 score of 57 indicates secure overall performance across a broad set of subjects, while an average EBacc APS of 5.19 suggests the academic core is being taken seriously rather than treated as an add-on. Progress 8 of +0.51 indicates students, on average, make well above typical progress from their starting points by the end of Year 11.

Post-16 results are more mixed, in a way that is often healthy to understand. Ranked 1,384th in England and 4th in Stoke-on-Trent for A-level outcomes (FindMySchool ranking based on official data), A-level performance reflects solid outcomes, in line with the middle 35% of schools in England (25th to 60th percentile).

The grade profile gives a clearer picture of what that “middle 35%” translates to in practice. In the published measure, 45.8% of A-level entries achieved A* to B, with 13.03% at A and 5.04% at A*. If your child is aiming for the most competitive courses, that points to an environment where strong outcomes are achievable, but where consistency at the very top end is likely to depend heavily on subject choices, study habits, and the match between student and pathway.

Parents comparing local schools can use the FindMySchool Local Hub page to view these measures side by side, using the Comparison Tool rather than relying on headline judgements alone.

Teaching is described in a way that aligns with the college’s results profile: clarity, subject vocabulary, and a focus on reading as a cross-curricular skill. The formal inspection record references structured approaches to reading support and high expectations around vocabulary in lessons, including at sixth form where students are expected to engage with demanding academic texts.

Curriculum breadth is also evident in the published subject coverage for Years 7 to 11. The curriculum outlines separate sciences and a wide set of creative and practical routes, including technology strands such as graphics, textiles, and food and nutrition. The practical implication is that students who learn best through making and applying concepts can find legitimate curriculum space for that style of learning, rather than being pushed into a purely academic track too early.

The sixth form adds a distinct strand through technical qualifications, with T Levels positioned explicitly as a route combining classroom learning and a substantial industry placement requirement of at least 315 hours. For the right student, that is an employability advantage because it forces structured engagement with professional practice rather than only simulated experience.

Painsley’s published destinations data for the 2023/24 leaver cohort shows a genuinely mixed set of next steps. 47% progressed to university, 20% started apprenticeships, 22% moved into employment, and 1% went into further education.

This spread is useful because it suggests the sixth form is not only geared towards the university route, even though university remains the largest single destination. Students who are set on apprenticeships should find that they are not the only ones taking that route, which matters culturally when decisions are made in Year 12 and Year 13.

Within the sixth form itself, enrichment is structured in a way that supports different ambitions. The published sixth form offer includes societies such as Medical and Science Society and Debating Society, alongside Faith in Action Society, plus a work experience strand and Duke of Edinburgh options. The value here is not the club names, it is the habit of turning interests into evidence, whether that is for a UCAS personal statement, an apprenticeship interview, or employment.

Year 7 admissions are coordinated through the Staffordshire local authority scheme, rather than direct application to the college. For September 2026 entry, the application window opens on 01 September 2025 and closes on 31 October 2025.

The college’s published admission number (PAN) for Year 7 entry in September 2026 is 220. As a Catholic school, oversubscription is handled through a clearly defined priority order. In summary, priority begins with baptised Catholic children who are looked-after or previously looked-after, then baptised Catholic children attending named feeder schools, followed by other Catholic categories, before moving to non-Catholic categories.

Two practical implications follow from that. First, families seeking Catholic priority should plan early to supply the required evidence for baptism or reception into the Church. Second, families applying on a non-Catholic basis should approach the process with realistic expectations in an oversubscribed year, because they are placed later in the priority order by design.

National offer day for this cycle is aligned to 01 March 2026 (or the next working day), and Staffordshire’s guidance for September 2026 entry states online applicants should receive the outcome email on 02 March 2026.

Open evenings matter for understanding fit, especially in a faith school. For the September 2026 intake cycle, Staffordshire’s published open evening list shows an event on Wednesday 10 September 2025 at 18:00. If you are reading this after that date, the pattern is still useful because it indicates open evenings typically run in September, but families should check the college website for the current year’s arrangements or request a tour.

Sixth form entry is more direct. The published sixth form application form for 2026 entry states a deadline of Monday 01 December 2025, and the standard A-level entry requirement is at least five GCSEs at grade 5 or above including English and maths (with additional subject requirements in some areas).

If you are unsure how close you are to the practical travel boundary that makes daily life manageable, the FindMySchool Map Search is a sensible way to estimate day-to-day feasibility before you commit to the application strategy.

Pastoral care is structured and visible, starting with the daily routine and clear time blocks. The college day includes a pastoral Emmaus Time before teaching begins, which signals that pastoral support is treated as part of the day rather than an add-on.

Safeguarding is an area where parents often want a straight answer. The May 2022 Ofsted report states that safeguarding arrangements are effective. Beyond the headline, the same evidence base also points to an ongoing need for leaders to keep strengthening student confidence in reporting worries and for the school to keep building trust with families who feel unheard.

For many families, the Catholic ethos, chaplaincy access, and the college’s focus on character education will feel like an advantage because it offers multiple routes into support, not just a single pastoral contact.

This is an area where specificity matters, because “clubs and activities” can mean almost anything. Painsley publishes several concrete examples that point to practical, skills-based enrichment.

In technology, there are lunchtime options such as Rocket Club (Year 9), Nimble Thimbles textiles club running across the week, and a laser-cutting club. These are the kinds of activities that turn classroom learning into tangible outcomes, which is valuable for confidence and for students who thrive on building and creating.

In computing, the department describes a weekly club for Years 7 and 8 exploring programming languages including Python and HTML. For younger students, that kind of early exposure can shape GCSE option choices later because it moves computing from “screen time” into structured problem solving.

Sixth form enrichment is organised differently, with explicit societies tied to post-18 routes. The published list includes Medical and Science Society, Debating Society, Creative Arts Society, Faith in Action Society, and a sports club. This matters because it is a framework that helps students gather evidence for applications, not just an after-school distraction.

Facilities reinforce that sixth form identity. The sixth form site highlights a dedicated Learning Resource Centre, a coffee shop area, gym access, and a Digital Hub designed for T Level students, including specialist spaces for collaborative tasks and technical learning.

Students arrive by 08:35, with Emmaus Time from 08:40 to 08:50 and teaching running to the end of Period 5 at 15:25. The published week totals 33 hours and 45 minutes.

Transport is unusually well documented. The college publishes dedicated bus route information, with named services covering areas such as Uttoxeter, Leek, Stone, and surrounding villages, typically arriving around 08:25 to 08:35 and departing around 15:35. For families outside Cheadle, this can be the difference between a sustainable routine and a daily strain, so it is worth checking the latest route list before shortlisting.

Wraparound care is more variable at secondary level, and the college’s published information focuses more on timetable structure, transport, and enrichment than on before-school or after-school childcare. Families who need supervised care beyond the published day should ask directly about current availability and costs, as these arrangements can change year to year.

• Faith expectations are real. Admissions criteria and the wider culture reflect the school’s Catholic character, and families are expected to support the ethos even when applying from outside the faith. This suits many, but it is not a neutral environment.

• Trust and reporting culture needs active attention. The formal evaluation highlights that some students are reluctant to report issues, and some parents feel concerns are not always acted on. For cautious children, it is worth discussing how they would raise concerns and who they would go to.

• Sixth form outcomes are solid rather than uniformly high-flying. The sixth form is judged strongly in inspection evidence, but the A-level ranking sits in the middle band nationally. Students who want the most competitive courses should look carefully at subject requirements, support structures, and how study habits will be built.

• Transport reliance can shape daily life. The college’s bus network is a genuine asset, but it also means some students will have long days once travel time is included. Plan the routine early, not after a place is offered.

Painsley Catholic College suits families who want a faith-centred secondary with clear routines, a strong Progress 8 profile at GCSE, and a sixth form that supports multiple post-18 routes rather than treating university as the only goal. The best fit is a student who responds well to structure and is comfortable in a setting where Catholic life is part of the daily rhythm.

For families who secure a place, the education is consistent and well organised. The key decisions are whether the Catholic ethos matches your family’s values, and whether the transport and reporting culture feel right for your child.