St Martin de Porres Catholic Primary School

A one-form entry Catholic primary in Moseley where faith is not a bolt-on, it is the organising principle. The school’s mission statement, Through Jesus we achieve our very best, sits behind a clear emphasis on belonging, behaviour, and learning routines that help pupils settle quickly. The latest Ofsted inspection (29 to 30 September 2021) confirmed the school remains Good.

Academically, the current Key Stage 2 results look mixed rather than uniformly strong. 60% of pupils reached the expected standard in reading, writing and maths combined, while 10% achieved the higher standard. The school is oversubscribed on the Reception entry route, with 54 applications for 27 offers so admissions planning matters. (If you are shortlisting locally, FindMySchool’s Map Search is the quickest way to sanity-check realistic travel distances and alternatives.)

This is a school that signals its values early. The stated ambition is to build a happy, enthusiastic and loving community where Christ’s message flourishes, and to provide daily opportunities for prayer and worship. For Catholic families, that clarity is reassuring, especially when combined with practical detail about how the community operates, including the role of parish life and family partnership.

The most distinctive physical detail is the “magical garden” referenced in the most recent inspection report, described as a special learning space created with support from parents and the community, with raised beds where pupils grow fruit and vegetables. That kind of feature matters because it tells you something about the school’s priorities. This is not just a decorative outdoor area, it is used as a learning resource and a shared project that builds community ties.

Leadership is clearly presented on the school website. The headteacher is Mr A Crehan, and the government’s official records records Aaron Crehan as appointed on 1 September 2022. The school’s staff page also gives a helpful sense of structure, including named safeguarding roles and leadership responsibilities.

A Catholic school can sometimes feel exclusive to non-Catholic families, but the admissions arrangements explicitly state that the right to apply is not limited to Catholic families, while also being transparent that Catholic doctrine and practice permeate school life and that families are expected to support the ethos. This combination tends to suit families who want clarity about culture rather than ambiguity.

Because this is a primary school, the most useful numbers for parents are the Key Stage 2 outcomes.

In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and maths combined. At the higher standard, 10% achieved greater depth in reading, writing and maths. Reading and maths scaled scores are 103 for reading and 104 for maths. GPS (grammar, punctuation and spelling) is 106. These figures suggest a cohort where core basics are mixed, with stronger signs in writing, maths, GPS and science than in the combined RWM headline.

The FindMySchool ranking picture is more mixed. The school is ranked 8,494th in England and 131st in Birmingham for primary academic outcomes (FindMySchool ranking based on official data), which places it below the highest national bands. That does not contradict the KS2 subject signals above; it usually means performance is not consistently high across all the measures included in the ranking, or that the overall profile is solid rather than exceptional compared to the full national distribution. For parents, the practical takeaway is to focus on fit and consistency rather than expecting an “elite” results profile.

If you are comparing local options, the FindMySchool Local Hub and Comparison Tool can help you view KS2 indicators side-by-side, which is often more informative than reading individual school pages in isolation.

The most credible insight into teaching comes from the evidence describing how learning is organised and how pupils experience it.

Reading is framed as a strength in the latest inspection report, with daily story time, deliberate vocabulary work, and systematic phonics teaching supported by staff training. For families, the implication is straightforward: pupils who need structure in early reading are likely to benefit from a school that treats phonics as an engineered process rather than a vague aspiration. The same report describes books being “everywhere” and highlights how story time supports vocabulary and writing, which points to a classroom culture where reading is normal and visible.

Mathematics is described as having strong arithmetic foundations, with a “five-a-day” approach that revisits prior learning. The improvement point is also clear: expectations are not always high enough for higher-attaining pupils in maths, including in early years, which can matter for families with children who accelerate quickly. The most helpful way to use this is as a question set for a school visit: ask how stretch in maths is built into day-to-day tasks, how pupils move from fluency to problem-solving, and how staff avoid ceiling effects.

SEND support is described as well integrated, with pupils participating fully in school life and learning adapted carefully. The school’s own staff list also indicates a structured safeguarding team and leadership roles that combine phase leadership with SEND and safeguarding responsibilities, which can be reassuring for parents who want visible accountability.

As a primary school, “destinations” is more about transition and the likely secondary pathways than about published leavers’ data.

The school’s Catholic identity often shapes secondary choices, and in Birmingham that can mean families look at Catholic secondary options as well as local comprehensive schools. The most realistic way to get a clear view is to ask the school how transition is handled and which secondary schools are the most common next steps for recent cohorts, because this will vary year to year based on where families live and what they apply for.

For pupils, the most important question is preparedness rather than a specific named destination. The KS2 profile indicates that many pupils leave Year 6 with secure basics and a proportion achieving at higher standard, which tends to support a confident transition into Key Stage 3 expectations.

This is a voluntary aided Catholic school within the Birmingham Local Authority coordinated admissions scheme, and it is also explicit that a Supplementary Information Form (SIF) is required and must be returned to the school by the same deadline as the main application.

For September 2026 entry (academic year 2026 to 2027), the published deadline is 15 January 2026, with outcomes advised on 16 April 2026 (or the next working day) by the local authority. The Published Admission Number is set at 30 pupils for Reception.

Oversubscription criteria are clearly faith-weighted, with priority for baptised Catholic children (including parish and sibling distinctions), then looked-after and previously looked-after children, then siblings, then other children. Evidence of Catholic baptism or reception into the Church is required to be treated as Catholic within the criteria. Distance is used as a tie-breaker within categories, using a straight-line measurement from home address to the school gate as calculated by the local authority system.

Demand indicators show the Reception entry route as oversubscribed, with 54 applications and 27 offers recorded, a ratio of 2 applications per place. This does not guarantee the pattern for every year, but it is consistent with a school that families actively seek out.

The practical advice is to treat admissions as a process, not a preference. Get the SIF requirements right, submit evidence on time, and use FindMySchool’s Map Search to compare your likely position against nearby alternatives, especially if you are not applying under a high-priority faith category.

A small one-form entry primary tends to live or die by relationships, because the school cannot hide behind scale. The most recent inspection report emphasises staff knowing pupils and families well, and providing strong support to parents, which is particularly valuable in communities where families want frequent communication and practical guidance.

Safeguarding is treated as a core system rather than a policy document. The inspection report states that pupils feel safe and understand how to keep safe, including online, and that staff follow procedures confidently. The school’s published staff roles also show multiple designated and deputy safeguarding leads, including the headteacher as a deputy.

Catholic life also plays a pastoral role, with worship and religious education framed as daily practices, not occasional events. A Catholic Schools Inspection dated 6 to 7 March 2024 judged the overall quality of Catholic education as good, with Catholic life and mission rated outstanding. For families who value faith-based formation, that external validation matters. For families who do not, it is a signal that the school’s identity is not neutral.

For a primary school, the most convincing extracurricular offer is one that is specific and sustainable, not just a generic list.

The school provides structured wraparound and clubs, with timings that fit working families. The school day runs with gates opening at 8.40am and closing at 8.50am, registration at 8.55am, and the formal end of school at 3.15pm. Extra-curricular clubs run after school, with a stated end time of 4.15pm for clubs and 4.30pm for after-school club.

Two specific clubs stand out from the published information. First, after-school sports clubs run in half-term blocks under Miss Haydon’s programme, with bookings managed via the school platform. Second, there is a Guitar Club with a visiting tutor on Wednesdays, running after school until 4.20pm, with lessons priced per session and requiring pupils to bring their own instrument. These details matter because they show a real timetable and a real mechanism, not a vague promise.

Beyond clubs, the Year 5 and Year 6 residential experience is also visible in school communications, including an Oaker Wood residential blog post dated June 2025. Residentials can be a defining primary memory and a developmental milestone, particularly for confidence and independence, so it is useful to see that this is established rather than occasional.

Start and finish times are clearly published. Breakfast Club opens at 8.00am (booking required), gates open at 8.40am, and the school day ends at 3.15pm. Breakfast Club is £3.50 per day and After School Club runs from 3.30pm to 4.30pm at £6 per child per day, with booking and payment required in advance.

School meals are provided via a kitchen run by Cityserve (Birmingham City Council’s catering service). Reception to Year 2 meals are government funded, and Years 3 to 6 meals are listed at £2.80 per day with half-term booking.

For travel and parking, the school is candid that parking around the site can be difficult due to narrow roads and traffic, and encourages families to plan ahead and walk where possible. This is worth taking seriously if you expect to drive daily.

• Faith expectations are real. Admissions criteria and day-to-day culture are explicitly Catholic, with a requirement for a Supplementary Information Form and evidence for Catholic priority categories. This will suit many families, but not all.

• Maths stretch for high attainers is something to probe. The most recent inspection report highlights that expectations are not always high enough for higher-attaining pupils in maths. Ask how this is addressed now, especially from early years onwards.

• Competition for Reception places exists. The figures indicate an oversubscribed Reception entry route, with 54 applications for 27 offers recorded. If you are applying outside a high-priority category, have realistic alternatives ready.

• Parking can be a daily friction point. The school notes that parking can be difficult locally due to narrow roads and traffic. If your routine depends on driving, consider how you will manage drop-off and pick-up.

St Martin de Porres Catholic Primary School is a clearly Catholic, community-shaped one-form entry primary with a strong feel for routines, pastoral support, and purposeful learning. The current KS2 profile is mixed, with 60% meeting the expected standard in reading, writing and maths combined and 10% reaching the higher standard. Admissions are structured and faith-weighted, and competition on the Reception route is a factor.

Who it suits: families who actively want a Catholic primary culture, value a smaller community where staff know pupils well, and are prepared to engage seriously with Birmingham’s admissions process and supplementary form requirements.