Our Lady and St Chad Catholic Academy Review 2026: Catholic secondary with a structured Year 7 start and a clear sixth form pathway

A Catholic identity sits at the centre here, expressed through Gospel values, a prayerful daily rhythm, and practical routines that help students settle quickly in Year 7. The academy is led by Miss Louisa Craig (Principal), and is part of St Gabriel the Archangel Catholic Multi-Academy Trust.

The most recent Ofsted inspection (published 21 June 2023) confirmed the academy continues to be Good.

Parents should read this as a school where systems matter. The school day, curriculum structure, and pastoral routines are clearly set out, and the website signals a consistent emphasis on attendance, mentoring, and early intervention. For families weighing local Catholic options, the headline question is often less about whether the school is organised, and more about fit. Do you want a strongly Catholic ethos, with a clear behavioural and academic structure, and a sixth form that expects students to be ready for independent study?

The academy’s public language is direct and values-led. The Principal’s message frames the mission around Gospel values of Respect, Truth, Justice, Peace, Charity and Forgiveness, alongside a drive to “Demand more… Inspire curiosity… Secure resilience to failure”. Those themes show up again in day-to-day design choices, such as weekly Gospel resources for younger students and structured mentoring that pairs older and younger students.

The Year 7 settling-in plan is unusually specific. The Lower School information sets out a transition sequence that includes staff visiting Year 6 pupils in their primary schools, a House Tutor evening, a parents’ information evening, and a “Day in the Life” taster day. Early break and lunch, a dedicated play area, and an early finish at the start of Year 7 are all presented as part of reducing anxiety and building routine.

Faith is also positioned as community infrastructure, not an add-on. The school highlights parish links across the local area, and runs a Year 7 residential Catholic retreat to Alton Castle (in Staffordshire) with prayer, reflection, and team-based activities.

A house system anchored in saints also shapes pastoral identity. The school’s house page describes six houses associated with saints, and students encounter those narratives as part of wider formation, rather than purely as a competition framework.

This is a secondary school with sixth form, so the most useful lens is how outcomes compare across GCSE and A-level, and what that means for students aiming for university, apprenticeships, or employment.

GCSE picture (latest data)

At GCSE level, the academy’s Attainment 8 score is 40.1 and Progress 8 is -0.34, indicating outcomes below what would typically be expected from students’ starting points. EBacc average point score is 3.16, and the proportion of pupils achieving grades 5 or above in the EBacc measure is 3 (as presented). In FindMySchool’s GCSE ranking (based on official data), the school is ranked 3,299th in England and 21st locally in Wolverhampton. This places it below England average overall, within the bottom 40% band on that measure.

For parents, the implication is straightforward. Students who are self-motivated, who respond well to structure, and who take advantage of support can do well, but the headline outcomes suggest that a meaningful minority will need consistent school-home alignment around attendance, homework habits, and intervention uptake.

A-level picture (latest data)

In FindMySchool’s A-level ranking (based on official data), the school is ranked 2,163rd in England and 16th locally in Wolverhampton, again in a below-England-average band overall. A-level grades are: A* 1.15%, A 6.9%, B 22.99%, and A* to B 31.03%.

The implication for sixth form applicants is that entry requirements and personal readiness matter. Students targeting competitive university routes should look carefully at subject choices, expected independent study, and the sixth form’s progression rules from Year 12 to Year 13.

The academy sets out a school day of 8.45am to 3.15pm, describing a 32.5 hour week. That clarity tends to correlate with a structured approach to learning time, and the website pages lean heavily into routines that build literacy and numeracy as habits.

One distinctive feature is how the school formalises tutor-time learning. The Middle School information describes a timetable pattern that assigns each day a focus, including literacy, numeracy, reading, careers, and spellings, alongside the expectation that each day starts with prayer and the sign of the cross.

At Key Stage 3, the school presents learning as sequential and supported. In the Lower School overview, mentoring is layered: peer mentoring from sixth form students; academic mentoring that targets reading and numeracy; and defined intervention activities, including literacy and numeracy programmes and themed projects.

In sixth form, expectations are explicit. For A-level courses, the published entry requirements include five GCSEs at grade 5 or higher, plus grade 7 in the subject to be studied, and minimum grade 4 in English and Maths. The school also states an attendance expectation above 95%, and that students cannot have exclusions or a study centre placement in Year 11.

For parents, the “so what” is important. The school appears to believe that outcomes improve when students keep tight routines. Families who can reinforce those routines at home often find the structure helpful. Families hoping the school will do all of that work unaided may find the expectations demanding.

Where Students Go Next

For many families, destinations matter because they show whether sixth form pathways are realistic for a student’s profile.

The academy’s dataset destinations for the 2023/24 leavers cohort (cohort size 38) show: 53% progressing to university, 13% going into employment, and 5% starting apprenticeships.

This is a broad, mixed picture rather than a single-track university pipeline. The implication is that the sixth form should suit students who want structured support towards different post-18 routes, including employment and apprenticeships as well as university. It also makes it sensible for families to ask very specific questions at open events, such as how the school supports UCAS personal statements, how it prepares students for apprenticeship applications, and how it monitors independent study and attendance.

Oxbridge application and offer figures are not available for this school, so it is not possible to make a reliable statement about Oxford and Cambridge outcomes.

Year 7 entry for September 2026 (Wolverhampton coordinated admissions)

For Wolverhampton’s 2026 Year 7 intake, the local authority timetable states that the application window runs from September 2025 to 31 October 2025, with offers made on 02 March 2026.

Because the school is Catholic, the admissions process also typically involves a Supplementary Information Form (SIF) for applicants seeking priority under faith-based criteria. Wolverhampton’s secondary admissions booklet includes a specific note that applicants should submit the SIF to the academy by the same deadline of 31 October 2025.

Open events pattern

The Wolverhampton secondary admissions booklet lists two open evening dates for this school for the 2026 admissions cycle: Thursday 11 September 2025 (6pm to 8pm) and Thursday 02 October 2025 (6pm to 8pm). Those dates are now in the past, but they give a strong indication that open events typically run in September and early October each year.

Demand and competition

The latest admissions data shows an oversubscribed picture, with 514 applications and 205 offers, and an oversubscription status of Oversubscribed. While this is not explicitly labelled by year group it supports the broader message that families should take the admissions process seriously and avoid assuming places will be available. If you are planning a move, FindMySchool’s Map Search can help you understand local options and shortlist realistically, before you commit to a single preferred outcome.

Sixth form entry

The sixth form sets clear academic and attendance thresholds, so internal progression is not automatic for all Year 11 students. For external applicants, the sensible approach is to request subject-by-subject guidance and discuss whether your GCSE profile aligns with A-level entry requirements.

Pastoral design here is tightly connected to routine. The school’s lower years framework describes a daily point of contact through House Tutors, plus a weekly pattern of mentoring that links younger students with sixth form mentors. “Hot Chocolate Wednesdays” is presented as an incentive within that mentoring structure, rather than a standalone treat.

Support also appears layered rather than reactive. The Lower School page references access to counselling for more targeted support, alongside other mentoring approaches for day-to-day needs.

For families, the key question is whether your child benefits from clear routines and predictable adult support. Students who prefer high autonomy without frequent check-ins may find the structure a mixed fit. Students who like knowing exactly what is expected, and who respond well to mentoring relationships, may find the approach stabilising.

The extra-curricular picture in official material includes both enrichment and identity-building activities. Ofsted’s school report mentions clubs including chess club and drone club, indicating opportunities beyond standard sports and arts.

The school’s faith and formation programme adds another layer of “beyond the classroom”. The Year 7 Alton Castle retreat is described as combining adventurous activities, including mountain biking, archery, and team tasks such as low ropes and crate stacking, alongside prayer and reflection.

You also see a range of structured internal programmes that sit between intervention and enrichment. The Lower School page lists initiatives such as Spelling Bee, Poetry Slam, Lower School University Challenge, and Sports Leadership, as well as reading and numeracy mentoring formats. These are best read as a school trying to make academic habits visible and communal, rather than leaving them to individual motivation.

The published school day runs from 8.45am to 3.15pm. For sixth form students, the attendance expectations include remaining on site during the working day, with private study expectations between lessons.

Breakfast support is offered through the National School Breakfast Programme, which the school describes as providing breakfast items such as bagels and cereals.

Term dates for Autumn 2025 and Spring 2026 are published on the school website, which is useful for planning holidays and avoiding fines for unauthorised term-time absence.

Transport details such as specific bus routes are not consistently published in the sources reviewed, so families should confirm the safest route and travel time directly, particularly for students travelling independently in Year 7.

• Outcomes are below England average on the available measures. Progress 8 is negative, and the FindMySchool GCSE and A-level rankings sit in a below-average band. Families should ask what targeted support looks like for students who need to catch up quickly in Year 7 and Year 10.

• Catholic ethos is central, not occasional. Parish links, prayer, and Catholic formation are core elements. This will suit many families well, but it is not a neutral faith setting.

• Sixth form entry and continuation have explicit thresholds. Attendance expectations and subject grade requirements are clear, so students need to be ready for consistent independent study and strong punctuality.

• Admissions deadlines are non-negotiable. Wolverhampton’s Year 7 deadline for September 2026 entry is 31 October 2025, and the Catholic process may require an additional form by the same date.

This is a Catholic secondary with sixth form that prioritises routine, mentoring, and explicit expectations, especially through the Year 7 settling-in design and the structured sixth form thresholds. It suits families who want a faith-centred school culture and who value predictable systems around attendance, homework, and behaviour. Students who respond well to structure, mentoring, and a clear daily pattern are likely to benefit most. Admission is the obstacle; families should align early to Wolverhampton’s deadlines and make sure any Catholic documentation is completed correctly.