Stuart Bathurst Catholic High School Review 2026: Catholic secondary with sixth form, clear structures and an improving trajectory

A school that talks openly about improvement, and has evidence to support it. The most recent inspection, carried out on 23 and 24 April 2024, judged the school Good in every graded area, including sixth form provision.

Leadership is structured around an Executive Principal model, with Mr R. May as Executive Principal and Mrs H. Duffield as Head of School. The school positions itself as a Catholic community that is “for all”, and it integrates that identity into day to day routines, pastoral systems, and expectations of conduct.

Academically, the data points to outcomes that are below England average at GCSE, with sixth form outcomes closer to the England middle range. At GCSE, the school’s Attainment 8 score is 43.6 and Progress 8 is -0.2, indicating slightly below average progress from prior attainment. At A level, 47.33% of grades were A* to B, broadly in line with England’s overall A* to B average of 47.2%, although the A*/A share is lower than the England benchmark.

For families, the practical headline is this: there is a coherent Catholic culture, a school day that starts with an 08:50 line up, and an admissions route that combines Sandwell’s co-ordinated application process with a Supplementary Information Form for faith evidence.

The ethos is explicitly Catholic, but not framed as exclusive. The school describes itself as a Catholic school “for all”, and the Catholic Life pages emphasise dialogue, reflection, and asking questions about identity and meaning. The chapel is presented as a central point for hospitality and support, rather than only a liturgical space, which signals a pastoral approach that is intended to be accessible to families at different points on the observance spectrum.

A distinctive feature of the culture is the way Catholic values are translated into routines and programmes. Daily prayer language focuses on steadfastness and “do and be of our best”, which is echoed in the wider school messaging about expectations and effort. In Catholic life reporting, there is emphasis on service and community responsibility, including charity activity and sustainability commitments such as aiming for CAFOD’s Live Simply Award.

The school also foregrounds student leadership within Catholic life. The diocesan Section 48 report describes a pupil chaplaincy team with practical responsibilities, including monitoring classroom prayer tables and publishing the “Gazette of Grace”. For parents, the implication is that faith is not treated as a bolt on subject. It is organised as a set of roles, habits, and expectations that students can participate in.

There is also a narrative of physical and cultural renewal. The 2024 inspection report references building refurbishment and higher expectations contributing to pupils having greater pride in the school. While this is not the same as a guarantee of high outcomes, it does suggest a school that is trying to tighten standards and rebuild confidence, both internally and with families.

Leadership is a key part of that story. The school’s leadership page sets out the Executive Principal and Head of School structure clearly, with named responsibility areas for pedagogy, pastoral care, personal development and Catholic life, assessment, and behaviour. For families, this tends to be reassuring when a school is working through improvement, because it reduces the risk of responsibilities falling between roles.

A final cultural point is that the school appears comfortable naming support systems openly. Catholic life reporting mentions welfare officer support around heads of year, and pastoral care is presented as organised and staffed, not left to informal goodwill. That matters in a large secondary, particularly where attendance, behaviour, or safeguarding confidence has historically needed rebuilding.

This section uses the FindMySchool rankings and the provided performance dataset, which should be read as comparative indicators rather than a full account of what happens in every classroom.

GCSE outcomes

For GCSE performance (FindMySchool ranking based on official data), the school is ranked 2914th in England and 2nd locally in Wednesbury. This positioning sits in the lower performance band relative to England, which in plain terms means results are below England average overall (bottom 40% of schools on this measure).

At GCSE level, the school’s Attainment 8 score is 43.6. Progress 8 is -0.2, which indicates that, on average, pupils achieve slightly below the outcomes expected from their prior attainment at the end of primary. The EBacc average point score is 3.51, compared with an England benchmark of 4.08 which suggests the EBacc component is a development area.

What this means for parents is not that pupils cannot do well, but that the school’s overall profile is not yet at the level where outcomes consistently match or exceed England averages. Families should pay attention to how the school is supporting literacy, behaviour, and attendance, because those are the levers that typically move Progress 8 and attainment over time.

A level outcomes

The sixth form is present and is a meaningful part of the offer. For A level outcomes (FindMySchool ranking based on official data), the school is ranked 1572nd in England and 1st locally in Wednesbury. This places performance broadly in line with the middle range across England (25th to 60th percentile).

Grade distribution shows 47.33% of grades at A* to B. England’s A* to B benchmark is 47.2%, which suggests the overall top to mid range outcomes are broadly typical for England on this measure. The share of top grades is lower: A* is 1.53% and A is 10.69%, so A*/A combined is about 12.22%, compared with an England benchmark of 23.6% for A*/A.

In practice, this points to a sixth form where many students achieve solid outcomes, but where the very top grade profile is not yet a defining strength at cohort level. For students aiming for highly competitive courses, the quality of guidance, independent study routines, and subject level outcomes matter at least as much as the headline distribution.

How the school talks about learning

The 2024 inspection report describes curriculum restructuring to ensure it is broad and ambitious, with careful sequencing in subjects. It also references consistent approaches such as teacher modelling using visualisers and structured recall at the start of lessons. The implication is that teaching is being standardised around clearer routines and explanations, which is often part of an improvement strategy in a school that wants consistency across classrooms.

Literacy is a stated priority, framed as a whole school responsibility rather than only an English department issue. For parents, a clear literacy strategy is a positive sign when GCSE outcomes are still catching up, because reading fluency underpins performance across almost every subject.

Teaching is presented as structured and explicit. The school messaging focuses on subject specialist teaching and clear delivery, and the inspection evidence highlights modelling, recall, and unit level assessment checks. For pupils who benefit from predictable routines, this kind of approach can reduce anxiety and help build confidence, particularly after the transition into Year 7.

A second emphasis is on sequencing and knowledge retention. The 2024 inspection report links curriculum change to pupils feeling confident they are learning what they need for future success, and it describes pupils being able to explain key knowledge they are acquiring. Parents deciding between local options should see this as a sign that curriculum intent and planning are being taken seriously, even if outcomes are still developing.

Support for weaker readers is singled out as a strength in the 2024 inspection evidence, with expert provision helping the weakest readers make strong progress. That matters because reading gaps often widen fast in secondary school. A school that can identify and close those gaps early tends to improve outcomes across the board, especially for disadvantaged pupils.

At sixth form, the published material highlights a broad mix of academic and vocational routes, and it describes structured support for UCAS, CVs, and applications. The 16 to 19 compliance information positions students within a full study programme model, and the sixth form handbook reinforces the expectation of punctuality, attendance, and independent study within designated study areas.

A realistic note, based on the 2024 inspection content, is that independent study habits in the sixth form are still developing as a whole school strength. For a student considering sixth form here, it is worth asking how supervised study, extension, and support for high attainers is organised subject by subject, not just in general terms.

The sixth form destination picture covers a cohort of 78 leavers in 2023 to 2024. 50% progressed to university, 4% to further education, 8% to apprenticeships, and 17% to employment. This mix suggests a broad range of routes rather than a single dominant pathway.

The school’s published sixth form narrative also stresses careers guidance and widening access to professional routes, including partnerships and support programmes with universities such as Aston Medical School and the University of Birmingham for pathways and professional routes initiatives. The implication is that the sixth form aims to be aspirational while remaining inclusive, which can suit students who want structured support with progression planning, not only those already set on one destination.

For families, it is helpful to treat destinations as a two part conversation. The first is the overall profile above. The second is the student’s specific pathway, subjects, predicted grades, and the support that will sit around applications. Students considering competitive routes should ask about subject requirements, extension opportunities, and how the sixth form builds independent learning habits over Year 12, because that is the area the 2024 inspection indicated needs strengthening.

Year 7 admissions sit within Sandwell’s co-ordinated application process. The school’s admission arrangements for 2026 to 2027 state a Published Admission Number of 150 for Year 7 entry starting September 2026.

The important practical point is that there are two connected steps for families applying on denominational grounds. You apply via the local authority process, and you also complete the school’s Supplementary Information Form by the same deadline, with supporting documentation where required. The 2026 to 2027 arrangements specify that applications need to be made by 31 October 2025, and outcomes are communicated on 1 March 2026, or the next working day.

As a Catholic school, priority is given in line with the published oversubscription criteria. The admissions arrangements set out how Catholic baptism or reception evidence is used for category placement, and they also explain that the school expects families to support its Catholic character, even though non Catholic families can apply. For parents, the implication is that this is not a lightly Catholic school. Families who do not want a faith integrated model should take the time to read the oversubscription criteria and visit during open events to confirm fit.

Open days are a useful part of that decision. The school published open day opportunities in October 2025, which indicates an autumn pattern for families considering the following September intake. Dates change each year, so it is sensible to treat October as the typical timing, then confirm specific dates on the school calendar.

For sixth form entry, applications are made directly to the school rather than through the local authority, with minimum entry requirements stated in the admissions arrangements. The admissions documentation indicates a minimum requirement of five GCSE passes at grade 5 to 9, with higher grades for particular courses, and it describes both internal and external applicants being held to the same threshold. Deadlines vary by year, so students should check the current sixth form application materials early in Year 11.

Pastoral systems have clear Catholic framing, but the practical delivery looks like a standard, modern secondary model: heads of year supported by welfare roles, clear behaviour expectations, and a strong focus on pupils feeling secure. The diocesan Section 48 reporting describes welfare officer support and a co-ordinated approach to wellbeing, which it links to pupils feeling secure in relationships and learning.

Safeguarding is a core reassurance point for families assessing any school on an improvement journey. The 2024 inspection confirmed that safeguarding arrangements are effective.

Behaviour is framed as taught and reinforced. The 2024 inspection material refers to a “behaviour curriculum” that helps pupils understand the impact of choices, alongside assemblies and wider curriculum work emphasising respect. This kind of approach tends to suit pupils who benefit from clear rules and consistency, and it can also support a calmer learning environment when implemented reliably across the school.

Attendance is also treated as a priority area. Inspectors highlighted that, despite work with pupils and families, absence and persistent absence remained too high at the time of the April 2024 inspection. For parents, that means it is worth asking how attendance support operates day to day, especially for pupils with anxiety, SEND needs, or complex home circumstances.

In Catholic life, wellbeing is also linked to service and belonging. Charity activity, chaplaincy participation, and community events such as fundraising are part of the cultural model. This can be a strength for students who want a sense of purpose and a structured community, provided they are comfortable with the explicitly faith based framing.

Extracurricular life is positioned as part of character formation rather than an optional extra. The 2024 inspection report references clubs and trips alongside careers guidance, and it links participation to students contributing to the wider community through leadership roles and charity fundraising.

Music and performance

The school has concrete music club provision listed in its music development planning. Current extracurricular options include Music Production Club, Keyboard Club, Choir, Guitar Club, and School Band, all described as free to join and open to pupils across the school. For families, the implication is that music is not restricted to students taking formal instrumental tuition, and that there are accessible routes into performance and production.

Performance spaces also appear in practical school life. Exam results days are organised through the theatre space, which suggests that performance facilities are used as a functioning part of the school’s internal events calendar, not only for occasional productions.

Leadership, service, and Catholic life

The chaplaincy team is a distinctive strand. It is described as welcoming to all pupils and active in monitoring and shaping Catholic life across the school. In sixth form materials, chaplaincy involvement sits alongside voluntary work, classroom support, and peer mentoring, reinforcing that service is treated as part of personal development, not only as charity fundraising.

Wider enrichment and awards

For students who want structured personal development beyond GCSEs, the school offers Bronze Duke of Edinburgh’s Award beginning in Year 9. That is a meaningful commitment, because it requires staffing, training, and ongoing programme administration rather than a one off trip.

Within sixth form, the handbook lists enrichment opportunities including Young Enterprise SVP, Amnesty International, peer mentoring, voluntary work, and theatre trips, which supports a broader profile for applications and employability.

Sustainability and pupil led initiatives

A further distinctive element is sustainability activity linked to Catholic social teaching. The Section 48 reporting references initiatives such as a peace garden installation, a CAFOD Live Simply Award aim, and practical changes such as meat free Tuesdays. For pupils who are motivated by social justice and environmental themes, this can provide a consistent framework for action, rather than isolated events.

Overall, extracurricular provision here looks most compelling where it links to identity and development: music, service and chaplaincy, DofE, and sixth form enrichment that builds evidence for future applications.

The school day begins with an 08:50 to 09:00 line up, followed by registration, and the final taught period runs to 15:20. Term dates for 2025 to 2026 are published on the school site, including inset days and holiday breaks, which helps families plan in advance.

Lunch information is published separately, including pricing and menus, which is useful for families budgeting for day to day costs beyond the state funded place.

For transport, the location on Wood Green Road makes the school accessible for families across Wednesbury and wider Sandwell. In practical terms, families should consider peak time traffic around drop off and pick up, and confirm the most suitable bus routes or walking routes during a visit, since transport patterns can differ sharply by neighbourhood and year group.

• GCSE outcomes are still developing. Attainment 8 of 43.6 and Progress 8 of -0.2 indicate that the overall GCSE profile is below England average on these measures. This will not reflect every pupil’s experience, but it is a relevant consideration for families deciding between local options.

• Attendance remains a pressure point. Inspectors noted that absence and persistent absence levels were still too high at the time of the April 2024 inspection. If your child has struggled with attendance, ask specifically how the school works with families and what early intervention looks like.

• Faith criteria can be administratively demanding. For families applying on denominational grounds, the Supplementary Information Form and supporting evidence need to be submitted by the same deadline as the local authority application. Missing paperwork can affect priority category placement.

• Sixth form independence needs checking for high attainers. The overall A* to B profile is broadly typical for England, but the top grade share is lower than the England benchmark, and independent study habits were identified as a development area. Students targeting highly competitive pathways should ask what extension and supervised study structures look like in their specific subjects.

Stuart Bathurst Catholic High School is best understood as a faith led, community minded secondary that has put consistent structures in place and is rebuilding momentum. The culture is clearly Catholic and integrated into routines, chaplaincy, service, and expectations, which will suit families who want that framework rather than a lightly faith tagged school.

Academically, GCSE outcomes are below England average on the measures provided, while sixth form outcomes are closer to the England middle range. The offer is likely to suit students who respond well to clear expectations, benefit from strong literacy support, and value enrichment that links to service, music, and personal development. Securing the right fit is less about marketing and more about whether the school’s Catholic character, behavioural routines, and improvement focused direction align with what your child needs next.

Families shortlisting this option can use the FindMySchool Local Hub comparison tool to benchmark the GCSE and sixth form indicators against nearby alternatives, then visit during the autumn open events cycle to test cultural fit in person.