New College Swindon Review 2026: A broad post-16 offer, from A-levels to apprenticeships

Swindon is unusual in having a large, general further education provider that tries to cover almost every post-16 pathway under one umbrella. New College Swindon positions itself as “one college for Swindon”, with provision spanning academic A-level programmes, technical routes including T Levels, apprenticeships, adult learning, and a University Centre offer. The scale and breadth are the point, it is designed for students who want choice and flexibility at 16, plus adults who want to retrain locally.

Leadership has also been in active transition. Leah Palmer is Principal and CEO, appointed permanently with immediate effect in 2024 after serving as Interim Principal and CEO from August 2023.

For families judging quality, the most recent official inspection matters. The March 2025 Ofsted inspection resulted in Requires Improvement overall, with Behaviour and attitudes graded Good, and Apprenticeships and Adult learning programmes graded Good.

A college of this size has to work hard to avoid feeling anonymous. The clearest differentiator is how explicitly the college talks about employability and progression, and how much of the student experience is framed around “what next”, whether that is university, an apprenticeship, or a first job. That emphasis shows up in the way opportunities are described, from employability pathways co-designed with external partners to structured academic enrichment aimed at competitive university courses.

Pastoral tone, at least on paper, leans towards calm routines and professional expectations. The most recent inspection describes punctual attendance for most learners, staff as positive role models, and learning spaces that are welcoming, calm, and purposeful. The practical implication for students is straightforward, this is likely to suit those who respond well to clear norms and who want staff to treat them as young adults preparing for work or higher study.

The college also tries to balance seriousness with a recognisable “student life” layer. Enrichment Centres are positioned as social hubs with informal games and a space to meet peers, and the annual calendar explicitly includes large student-facing events such as Freshers’ Fair and careers fairs. For a 16 to 18 cohort, that blend can be important, it keeps a large institution from becoming purely transactional.

Because this is a post-16 provider, the headline academic lens is A-level outcomes. Ranked 2,295th in England for A-level outcomes (FindMySchool ranking based on official data), results sit below England average on this measure.

In the most recent dataset, 1.50% of A-level grades were A*, 6.62% were A, and 17.45% were B. Combined, 25.58% of grades were A* to B. By comparison, the England average for A* to A is 23.60%, and the England average for A* to B is 47.20%.

The most helpful way to read that for families is not as a verdict on every subject or every course, but as a cue to be specific when you visit. Ask about subject-level outcomes in the areas your child is considering, and ask how teaching teams monitor progress and intervene when students slip behind. The March 2025 inspection explicitly identifies monitoring progress and intervening swiftly as an improvement priority, which aligns with the performance picture in the data.

For parents comparing options locally, FindMySchool’s Local Hub pages are useful for viewing A-level indicators side-by-side, particularly when a student is choosing between sixth forms with very different sizes and course mixes.

The college’s teaching model necessarily varies because it serves distinct groups. On the academic side, the High Flyers Programme is the clearest example of structured stretch. It is designed to challenge the most able students and includes EPQ support, one-to-one tutor coaching that includes Oxbridge, and input from universities, graduate employers, and former Oxbridge students. The practical implication is that high-attaining students who want an explicit competitive-university track can find one here, rather than having to invent it for themselves.

For students who like independent study, EPQ and HPQ are presented as skills-building routes with tangible payoffs. The EPQ is framed as a substantial research project culminating in either a written report or an artefact, supported by weekly tutor time, with the explicit intention of strengthening a personal statement and broader study habits.

On technical and adult skills provision, the most recent inspection provides more specific texture than many college websites do. It references employability pathways co-designed with Job Centre Plus and the NHS, and highlights apprenticeship training that builds practical competence tied closely to workplace needs. It also flags where quality needs to tighten, including increasing the proportion of young learners who achieve their qualifications and target grades, and improving the consistency of careers information and guidance.

A useful parent question, therefore, is not simply “what course is offered”, but “what the weekly experience looks like”. For example, how much time is workshop-based versus classroom-based, what counts as assessed work, and how often progress is reviewed. Large providers can be excellent at breadth, but consistency can vary by department, so it is sensible to treat the course team as the unit of analysis.

University progression is one strand of the destinations picture rather than the only one. Among the 2023 to 2024 leavers cohort, 22% progressed to university, 9% went into further education, 7% started apprenticeships, and 36% entered employment.

There is also evidence of an Oxbridge pathway, though it is a small pipeline, seven students applied in the measurement period and one secured a place. For the right student, the implication is encouraging, Oxbridge support exists and can work, but it is not the dominant culture in the way it might be in a small, highly academic sixth form.

For families, the practical takeaway is to align route with student profile. Students aiming for university but uncertain on subject can benefit from using EPQ to test interest and build research and writing habits. Those who want a direct employment route should pay close attention to work experience quality, which the March 2025 inspection highlights as an area to strengthen, especially for young learners and learners with high needs.

Admissions at a further education college are not the same as secondary transfer. The process is designed to be accessible and course-led. Applications are made directly to the college, and applicants are then contacted to arrange an interview or to provide further information.

Open events matter because they are where students can sense the fit across very different pathways. The published calendar shows open evenings and taster evenings running into January 2026, including events for A-level routes and campus open evenings. Treat that as a pattern rather than a promise of identical dates every year, and check the current schedule before planning.

The High Flyers Programme provides a window into how selection works for the most academic enrichment routes. Entry to that programme is linked to predicted GCSE grades and is discussed at interview, and the published criteria for scholarship application has previously included students predicted at least six GCSE grades at 7 to 9. For highly academic students, that means the interview process can be more than a formality, it is where the college assesses readiness for more demanding extension work.

A large post-16 provider needs scalable support structures. The most recent inspection describes staff focusing carefully on wellbeing and support to build confidence and resilience, with examples drawn from entry level and level 1 programmes where praise and constructive feedback are used to develop independent learning skills.

Safeguarding is a baseline requirement in any setting, and Ofsted confirmed safeguarding arrangements were effective at the time of the March 2025 inspection.

For students who have found school difficult, the shift to a college environment can be positive, particularly when expectations are clear and learners are treated as young adults. For students who need tight structure to stay on track, it is sensible to ask how attendance, punctuality, progress monitoring, and rapid intervention work in the specific department they are joining, because the inspection also makes clear that monitoring and timely intervention need strengthening.

Financial support is also part of wellbeing in practice. The college publishes a student financial support policy describing discretionary bursaries for 16 to 18 students and support for essentials such as travel and equipment, with eligibility linked to household income thresholds.

The extracurricular offer is more detailed than many colleges publish. Enrichment is framed as employability and personal-statement building rather than just recreation, and the college describes Enrichment Centres on both campuses with informal activities, plus a Student Enrichment Gym at North Star. That matters for a 16 to 18 cohort because students often build friendship groups around shared “in between lessons” spaces as much as around classes.

Clubs and activities listed include Duke of Edinburgh at Bronze, Silver and Gold, drama productions, dance, TV and film media production, sewing machine skills, Dungeons and Dragons, and an LGBTQIA+ group. The practical implication is choice for different personalities, from students who want performance opportunities to those who want low-pressure social clubs anchored in a shared interest.

Facilities are also part of the story, particularly where they mirror industry settings. The college runs public-facing training environments such as a Training Restaurant, and a hair and beauty offer at The Salon and The Academy, positioned as professional-standard training spaces. These are not just add-ons, they are part of how vocational programmes translate learning into a workplace-like standard of service and presentation.

Sport is credible rather than tokenistic. Queens Drive Sports Centre is described as including a fitness suite, exercise studio, sports hall with a sprung floor, and a floodlit FA-registered 3G pitch that can be booked in different pitch sizes. For students who need sport to stay balanced through a heavy workload, those facilities can make regular training realistic rather than aspirational.

New College Swindon operates across multiple sites in Swindon, so daily routines depend on where a student’s programme is based. The transport information published by the college focuses on bus routes serving campuses, with route options listed for Queens Drive.

Term dates are published, which is useful for families aligning childcare, part-time work, and travel. Daily start and finish times can vary by course timetable, so it is sensible to confirm those details during the interview stage.

• Academic outcomes vary by route. The overall A-level outcomes sit below England average, so families should ask for subject-level outcomes and how progress is monitored within the specific department their child will join.

• A big provider can feel very different by campus and course. Use open events and taster evenings to judge fit, and ask how students are supported to build a peer group when classes are spread across different sites and specialisms.

• Work experience quality matters. The March 2025 inspection highlights improving access to high-quality work experience placements as a priority for young learners and learners with high needs, so students aiming for employment routes should probe how placements are sourced and checked.

• Plan transport early. With multiple sites and bus-route planning involved, travel time can shape punctuality and day-to-day stress more than families expect, especially for students combining college with part-time work.

New College Swindon is best understood as a broad post-16 platform rather than a single, narrow sixth form identity. It offers academic stretch through initiatives such as the High Flyers Programme, and it also provides substantial technical, apprenticeship, adult learning, and local higher education routes. The latest inspection and the A-level outcomes data point to a college in active improvement mode, with clear strengths in behaviour, adult learning, and apprenticeships, alongside a need for sharper progress monitoring and more consistent achievement for young learners.

Who it suits, students who want choice at 16, who benefit from a college environment, and who will take ownership of their route, whether that is competitive university applications, a technical pathway, or a job-focused programme. Families considering this option should use Saved Schools to short-list alternatives too, and compare course-level fit rather than relying on a single headline impression.