Our Lady of Mount Carmel RC Primary School, Ashton-under-Lyne Review 2026

This review uses the most recent published primary performance measures.

Attainment and combined expected standard

In 2024, 64.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. That places the school slightly above England on the combined headline measure.

At the higher standard measure used here, 8% achieved the higher standard in reading, writing and mathematics, which matches the England average of 8%.

Scaled scores and subject measures

Average scaled scores are 103 in reading, 104 in mathematics, and 103 in grammar, punctuation and spelling. On the associated subject expected-standard measures:

• Reading expected standard: 67%

• Mathematics expected standard: 70%

• Grammar, punctuation and spelling expected standard: 67%

• Science expected standard: 53%

FindMySchool ranking context

Ranked 11,043rd in England and 17th in the local area for primary outcomes (FindMySchool ranking based on official data). In plain English, this sits below England average overall, within the bottom 40% of schools in England on this ranking methodology.

What this means for parents is that results, as captured here, are not the school’s strongest headline differentiator. If you are shortlisting primarily on end of Key Stage 2 performance, you would compare this school carefully with other local options using the FindMySchool local comparison tools, then validate the “why” by looking at curriculum design, inclusion, attendance culture, and how the school supports different starting points.

Curriculum intent is described by the school as broad and balanced, built on its mission, with an explicit statement that the curriculum is designed to equip pupils with knowledge for later learning in a changing world.

The latest Ofsted inspection in June 2022 judged the school Good across all areas, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Beyond the headline judgement, the substance is that expectations are clear and pupils are expected to listen, concentrate, and follow routines. Early reading is a consistent strength in the way it is described, with phonics taught in steps and additional support deployed quickly for pupils who need help to keep up. This matters in practical terms because it tends to reduce the number of children who drift in reading early on, and it supports access to the wider curriculum later in Key Stage 2.

Inclusion is a visible part of the school structure. The staff list includes SEND leadership roles and references Forest School as part of support staffing, and the Catholic Schools Inspectorate report references bespoke therapies and targeted support, including mention of the Rainbow Room.

For a primary school, “what next” is mainly about transition confidence and local destination patterns rather than published destination statistics.

Older pupils are described as feeling well prepared for high school, with learning and personal development framed as building blocks for the next stage.

Local context also suggests links with nearby schools and community networks. The school’s news items reference engagement with local schools including St Damian’s RC Science College, which may be relevant for Catholic families thinking ahead to secondary transfer.

If you are evaluating transition, the most useful steps are practical rather than theoretical: ask how the school supports Year 6 pupils with routines, independence, and organisation, and whether there is structured liaison with receiving secondary schools for pupils who need additional support.

Reception entry for September 2026

Reception admissions in Tameside are coordinated through the local authority, with a published timetable for September 2026 entry. Applications opened on 01 November 2025, the closing date was 15 January 2026, and offers were released on 16 April 2026.

Tameside also flags that some voluntary aided schools require additional information to support an application, for example evidence of church attendance or a baptismal certificate, submitted directly to the school where required.

Demand and competitiveness

For the most recent entry-route figures provided here, there were 61 applications and 25 offers, with an oversubscribed status and an applications-to-offers ratio of 2.44.

There is no published “furthest distance at which a place was offered” figure for this school, so distance-based forecasting is not possible supplied. In practice, families should treat this as a school where criteria and evidence matter, and speak to the school about what is required for faith-based priority where applicable.

Visiting and open events

The school invites parents considering an application to tour and arrange appointments via the school office. It also hosted a consultation on proposed Reception admission arrangements for 2027, which signals that admissions arrangements are actively maintained and updated over time.

A strong pastoral culture is one of the clearest consistent themes across official commentary. Pupils are described as appreciating staff care and support, knowing that help is available when learning is difficult, and feeling safe and happy. Anti-bullying understanding is also referenced, alongside staff follow-through when incidents occur.

Safeguarding is addressed explicitly: the inspection confirmed safeguarding arrangements are effective.

The Catholic Schools Inspectorate report adds a values-based framing, describing the school’s commitment to supporting vulnerable families and targeting resources where need is greatest, including practical support around essentials and educational visits.

Extracurricular life is described as active and varied, with sport, music, and performance featuring prominently.

Clubs and enrichment examples published by the school include athletics, cross country running, girls’ and boys’ football, netball, rugby, and choir, plus theatre visits and other cultural and historical trips. Lunch-time and after-school options also include activities such as mindful yoga, choir, and guitar club, and the school highlights end-of-year and seasonal performances, including a Key Stage 1 nativity and a Year 6 leavers’ production.

Outdoor learning is a distinctive strand. Forest School communications state sessions run in all weathers unless unsafe, then move into the outdoor classroom, which indicates this is not occasional “nice weather” provision but a planned part of enrichment and learning routines.

For Catholic-life enrichment, the inspection evidence points to pupil-led initiatives linked to Catholic social teaching, including the Laudato Si’ Ambassadors and other roles such as chaplaincy-linked leadership.

The school day begins at 08:45 for Early Years Foundation Stage and 08:50 for the rest of the school, finishing at 15:10, with gates normally closed at 09:05.

Wraparound care details are not clearly published in the sources accessed for this review. If breakfast or after-school provision is important to your family’s logistics, it is worth confirming availability, hours, and booking arrangements directly with the school.

• Academic outcomes are mixed. The most recent results places the school below England average on its overall England ranking position. Families prioritising Key Stage 2 results should compare locally, then explore what the school is doing to strengthen subject sequencing and sustained progress across all curriculum areas.

• Faith expectations can be meaningful. This is a Roman Catholic voluntary aided school; admissions processes in the area can require additional evidence for faith-based priority, and the school’s wider life includes worship and Catholic social teaching that may not suit every family’s preferences.

• Outdoor learning is prominent. Forest School and outdoor spaces are positioned as part of the school’s identity. For some children this is a major positive; for others, especially those who dislike outdoor conditions, it is worth understanding how sessions are structured and supported.

A mission-led Catholic primary with nursery provision, a strong emphasis on relationships and personal development, and a notable outdoor learning strand through Forest School and outdoor spaces. The headline academic data is not in the top tier on the provided rankings, but official evaluations describe high expectations, calm behaviour, and children feeling safe and supported.

Who it suits: families seeking a Catholic community school where worship, service, and belonging are central, and where outdoor learning and enrichment are part of everyday life. The key decision points are faith fit, admissions evidence requirements, and whether your child thrives in a structured, values-forward environment.