Inspection reports and school results data are of course important guides to how well our school is performing.

They do, however, provide only part of the overall picture. In addition to great academic outcomes, we strive hard to provide a rounded education rooted firmly in our Catholic values.

I’d encourage you to consider the information about our values, curriculum and ethos contained on this website along side these results to get a complete view of our performance.

Mrs L. Rinaldi-Oxley, Head Teacher
OFSTED reportDiocesan reportPerformance Data & TablesOur Most Recent Results

Behaviour and safety are excellent. By the end of Year 6, pupils show very high levels of initiative and are very responsible, caring and helpful. They use what they learn in lessons in a very wide range of activities throughout the school, for example, looking after younger children, writing their own forms of, and prayers for, mass and raising money for charity. These examples successfully strengthen pupils’ learning and spiritual, moral, social and cultural development.

All groups of pupils achieve well because of good teaching, high expectations and effective support. Children start at the school with a wide range of knowledge, skills and experience which are broadly typical for their age. All groups progress well and, by the end of Year 6, standards are above the national average.

OFSTED report, May 2013

Read our latest report in full here.

The Catholic Life of the school is good overall with outstanding quality for the provision of this aspect of its mission. Excellent relationships at all levels are a strength of the school.

Pupils are keen to participate in a variety of opportunities provided to contribute to the Catholic Life of the school and benefit from them.

Denominational inspection report, January 2014

Read our latest report in full here.

2015/16 Key Stage Two Results (SATs):

*: For 2015/16, the assessment framework was changed nationally. Children’s raw scores are converted into scaled scores. Children receiving a scaled score of 100 or higher are said to have achieved the national standard. Children with a score of 99 or lower are said to have not achieved that standard.

**: Writing outcomes are not tested but based on Teacher and Whole School judgement, after a rigorous moderation process in line with recommendations from the Local Authority and our Academy Trust partners.

2016 Headline data


School – Good Level of Development (GLD) National GLD
73% 69.3%


School National
83% 81%

End of KS1


School National
55% 74%


School National
62% 65%


School National
59% 73%

End of KS2


Combined expected scores in reading writing and maths for the cohort was 70%.  The national floor standard was 65%


School National
74% 66%

Writing – Teacher Assessment

School National
89% 74%


School National
89% 70%


School National
93% 72%

Progress measures

Using end of KS1 data where 2c pupils (under the last assessment system were below average) through to 2a pupils have to achieve ‘at expected’ to make ‘expected progress.’

A score of 0 means pupils in school, on average, do about as well at Key stage 2 as those with similar prior attainment nationally.

A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally

A negative score means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally.  A negative score does not necessarily mean a school is below the floor standard.

Reading Writing Maths
Score 0.9 0.4 1.5
Percentile Top 40% of schools nationally Middle 20% nationally Top 40% (boarder line to top 25% nationally

Note for Parents:

We recognise that statistics can be confusing. We welcome the opportunity to discuss these results with current, past and prospective parents. Please use any method of contact listed, or speak to Mrs. Rinaldi-Oxley or Mr. Evans in the playground, if you’d like us to explain them in detail.

The previous year’s results can be viewed here, although we are advised by the government that direct comparisons can not be drawn due to the changed nature of the curriculum, the testing process and the scaled outcomes.