St Anne's Roman Catholic Primary School Blackburn

A busy town centre Catholic primary where belonging and routine are treated as the foundations for learning. The school serves children from age 3 to 11, with an attached nursery, and places a visible emphasis on welcome, inclusion, and daily reading.

The most recent Ofsted inspection (21 to 22 September 2021) judged the school Good overall, with Good judgements across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

In the current Key Stage 2 dataset, 60% met the expected standard in reading, writing and maths combined, and 0% reached the higher standard.

The school’s own language is clear about what it is trying to build: a Catholic community where each child is valued, and where peace, tolerance, and fairness are part of daily life. That mission statement is repeated across the website and prospectus, and it shapes the way the school talks about behaviour and relationships.

Day-to-day routines appear to be a deliberate strength. The school expects pupils to be ready for doors opening at 08:30, with access up to 08:45, and then a clear late-arrival process via the main entrance. This kind of operational clarity tends to support calm starts, particularly in a school with a mixed intake and a town-centre footprint.

From the most recent inspection evidence, pupils describe the school as welcoming and safe, and staff support new arrivals, including children who are new to the country, to settle quickly and build friendships. Pupils also have structured roles such as the school council and faith council, which is consistent with a Catholic primary where responsibility and service are part of personal development.

Leadership information is consistent across official sources: the headteacher is Mr A Pierce (also listed as Mr Adam Pierce in the school prospectus). The school website also presents Mr A. Pierce as headteacher, and the Department for Education’s official records lists Mr A Pierce as headteacher/principal. A start date is not clearly published in the sources accessed.

This is a primary school, so the most useful indicators for parents are Key Stage 2 outcomes, scaled scores, and the way these sit alongside England averages.

Key Stage 2 outcomes and scaled scores

In the current Key Stage 2 dataset, 60% of pupils met the expected standard in reading, writing and maths combined.

In the current Key Stage 2 dataset, 60% met the expected standard in reading, writing and maths combined, and 0% reached the higher standard.

Scaled scores are 102 for reading, 104 for mathematics, and 104 for grammar, punctuation and spelling (GPS). These figures are best read alongside the higher-standard statistic above, which points to stretch as well as basic security.

Using FindMySchool's ranking based on official outcomes data, St Anne's Roman Catholic Primary School Blackburn is ranked 10,333rd in England for primary outcomes and 36th in Blackburn. Its overall ranking position is 10,388th of 14,978 primaries nationally, so parents should read the headline attainment measures alongside the broader comparative rank.

Using FindMySchool's ranking based on official outcomes data, St Anne's Roman Catholic Primary School Blackburn is ranked 10,333rd in England for primary outcomes and 36th in Blackburn. Its overall ranking position is 10,388th of 14,978 primaries nationally, so parents should read the headline attainment measures alongside the broader comparative rank.

The practical takeaway for families is that results look broadly in line with England on core measures, with a clear signal of stronger attainment for a meaningful proportion at the top end.

Reading is a daily, explicit priority, and the inspection evidence points to a structured early reading and phonics approach, with additional support for pupils who fall behind. The key point for parents is not the programme name, it is the operational detail: daily reading lessons, a carefully sequenced phonics curriculum, and staff training that supports consistent delivery.

Where this tends to show up in classroom experience is predictability. Pupils know what comes next, teachers can check understanding and revisit content that has not stuck, and pupils who need more practice are identified and supported.

The inspection evidence also highlights that, in most subjects, leaders have mapped essential knowledge and sequencing, while a small number of subjects needed tighter definition of what pupils should learn and when. That is a useful “watch point” for parents who care about breadth and consistency beyond English and mathematics, particularly in a Catholic school where subjects such as religious education and personal development are also central.

This is a voluntary aided Roman Catholic primary, and the faith identity is not cosmetic. The prospectus describes religious education as a “golden thread” across school life, and the school follows the Come and See approach recommended by the diocese. Families can withdraw children from religious education and collective worship, but the school is explicit that it hopes families will support the Catholic ethos.

In practical terms, this usually means regular acts of worship, parish links, and sacramental preparation. The prospectus describes preparation for Reconciliation and First Holy Communion in Year 3, and it names Father Jim McCartney as a frequent visitor.

For non-Catholic families, the admissions criteria and the lived culture matter more than labels. The school positions itself as welcoming and values diversity, and the inspection evidence notes pupils learning from one another about different religions and cultures through the personal development curriculum.

As a Blackburn primary, typical progression routes are the local secondary schools, with a significant proportion of Catholic families considering Catholic high schools where available. The school prospectus states that the school is a feeder to local Catholic high schools and that it has developed close links, though it does not publish a destination breakdown by name or numbers.

For families thinking longer-term, the practical step is to review Blackburn with Darwen’s secondary admissions options early, then use FindMySchool’s comparison tools to line up likely secondaries alongside your priorities, whether that is academic profile, pastoral approach, SEND support, or travel time.

Admissions are coordinated through the local authority for Reception entry, with the school’s governing body setting oversubscription criteria consistent with a voluntary aided Catholic primary.

Demand and competitiveness

In the admissions, there were 51 applications and 17 offers, with the school marked as oversubscribed. That implies a competitive picture, even allowing for the fact that admissions results can reflect particular cohorts or data capture points. The ratio of applications to places is 3, which indicates multiple applications per place in that snapshot.

Oversubscription criteria and what matters

Reception applications are coordinated through Blackburn with Darwen. If you want faith-based criteria considered, check the current local authority timetable and the school's admissions arrangements early, including whether a supplementary form or supporting evidence is required.

Tie-breakers are based on distance measured “as the crow flies” from the home front door to the school’s main entrance, with random allocation if distance cannot separate applicants.

How do I apply for Reception entry?

Reception applications are coordinated by Blackburn with Darwen. Check the current local authority admissions timetable and the school's admissions page for the live application window, deadline and offer-day arrangements before applying.

If you are applying under Catholic criteria, plan ahead for documentary evidence (such as baptismal certificates) so you are not chasing paperwork close to the January deadline.

The inspection evidence emphasises that pupils feel safe and that bullying and name-calling are dealt with, with pupils confident that issues will be resolved and not repeated. It also notes that classrooms are calm and well ordered, and that pupils’ learning is rarely interrupted by others’ behaviour, with support for pupils who struggle to manage behaviour.

Safeguarding is treated as a core operational responsibility, with staff training and clear reporting routes; the school also teaches pupils about online safety and risks linked to social media.

For parents, the most useful implication is that the school’s approach appears consistent: clear rules, high expectations, and pastoral messages reinforced through personal, social, health and economic education and the Catholic ethos.

This is one of the areas where St Anne’s publishes unusually concrete detail.

The prospectus lists after-school clubs that run at different points through the year, including football, netball, multi-sports, dodgeball, cricket, athletics, gymnastics, computers, art, choir, and dance. The school also names its sports coach, Coach Rob Svarc, who delivers PE sessions across the week and supports after-school sessions.

That specificity matters because it tells you how enrichment is resourced. A named sports coach delivering both curriculum PE and extra sessions often means greater consistency in skill development and wider participation opportunities, especially for pupils who thrive through sport rather than desk-based learning.

There are also structured pupil leadership roles, including school council and faith council, which fits with the school’s stated emphasis on community and service.

School day and nursery sessions

The school day runs with doors opening at 08:30, and morning teaching starting at 08:45. Reception and Key Stage 1 have a morning session to 12:00, Key Stage 2 to 12:15, and the afternoon session for all classes is 13:15 to 15:15. Nursery sessions are 08:45 to 11:45 (morning) and 12:15 to 15:15 (afternoon).

Wraparound care

Breakfast club is provided daily from 08:00, and the after-school club runs daily, with published end times of 16:30 Monday to Thursday and 16:15 on Friday. The prospectus describes breakfast club taking place in the hall, and after-school club in the ICT suite.

Travel and access

The school is in Blackburn town centre, and the prospectus notes that parking spaces are limited. It asks parents not to park on yellow lines and describes an arrangement allowing short parking around drop-off and collection times in nearby pay-and-display areas when a school slip is displayed.

• Catholic admissions criteria are real. The school’s oversubscription order prioritises baptised Roman Catholic children in specific categories, and evidence is required. This is supportive for committed Catholic families, but it can reduce likelihood of entry for families applying outside those criteria in oversubscribed years.

• Town centre logistics. Limited parking and the realities of a central location can make drop-off more pressured than in suburban schools. If you rely on driving, you will want a clear plan for parking and timing.

• Curriculum consistency beyond the core. The inspection evidence is positive about curriculum ambition overall, but it flags that a small number of subjects needed clearer sequencing of essential knowledge. Parents who care deeply about foundation subjects should ask how this has been tightened since the last inspection.

• Oversubscription pressure. The admissions indicates the school is oversubscribed, which can mean limited flexibility for late applications and greater reliance on the published criteria. If you are moving area, check in-year availability early.

St Anne’s Roman Catholic Primary School Blackburn suits families who want a clearly Catholic primary with strong routines, visible inclusion, and a practical commitment to reading and structured learning. The daily rhythm, wraparound care, and named enrichment offer will appeal to working families, and the higher-standard outcome suggests genuine stretch for a meaningful proportion of pupils.

Who it suits: Catholic families seeking a voluntary aided primary where faith identity and community expectations are central, and families who value predictable routines, daily reading, and regular clubs. The main challenge is admissions competitiveness, particularly for applicants outside the higher-priority criteria.