The Olive School, Blackburn Review 2026: High-performing faith primary with exceptional standards

Academic outcomes are the headline here. In 2024, 95.33% of pupils met the expected standard in reading, writing and mathematics, and 50.67% reached the higher standard, both figures that sit well above typical national levels for primary schools. The school’s combined score across reading, grammar, punctuation and spelling (GPS), and maths was 331, with scaled scores of 110 (reading), 109 (GPS) and 112 (maths).

This is a three-form entry Muslim faith primary in Little Harwood, Blackburn, opened in September 2013, and part of Star Academies. The intake is mixed, aged 4 to 11, and the school is consistently oversubscribed; in the most recent application data provided here, there were 290 applications for 90 offers, around 3.22 applications per place.

Families tend to be drawn by three things: calm routines, strong behaviour expectations, and a curriculum that combines academic breadth with a clear Islamic ethos while welcoming pupils of all faiths and none.

Order and purpose define the day-to-day experience. Expectations around conduct, learning habits, and respect for others are positioned as non-negotiables rather than aspirations, which is a large part of why the school appeals to families who value structure. External evaluation describes the school as calm and harmonious at social times, with pupils demonstrating exceptionally positive attitudes to learning and strong respect for the environment.

The faith character is not an add-on. It shapes routines, values education, and community life, while still operating as a mainstream state primary that is open to families beyond the faith. For parents, the practical implication is that children will be educated within a clearly Muslim ethos, and families should be comfortable with that being part of everyday school culture.

Leadership stability is another defining factor. The principal is Mrs Smeena Riaz. Public governance information indicates her appointment as principal from April 2019, which helps explain the consistency of message and standards across the school.

As with many large, high-performing primaries, the atmosphere can feel focused. That will suit pupils who like clear routines and predictable expectations. Children who need a looser structure may still thrive, but families should pay attention to whether their child responds well to high consistency.

The performance picture is unusually strong for a state primary. In 2024:

• 95.33% met the expected standard in reading, writing and mathematics combined.

• 98% met the expected standard in science.

• 93% met the expected standard in GPS; 96% in maths; 95% in reading.

• 50.67% reached the higher standard in reading, writing and mathematics combined.

• Scaled scores were 110 in reading, 112 in maths, and 109 in GPS.

These are the kinds of outcomes that typically reflect well-sequenced teaching, strong behaviour for learning, and effective checks on what pupils remember over time.

In FindMySchool’s primary outcomes ranking (based on official performance data), the school is ranked 318th in England and 1st in Blackburn, placing it well above the England average, within the top 10% of schools in England.

For parents comparing options locally, this is exactly the sort of profile where using the FindMySchool Local Hub and Comparison Tool can be helpful, particularly if you are weighing a high-performing faith school against a nearer community primary.

Teaching is built around strong subject knowledge and frequent checks on understanding. Formal evaluation highlights that learning is designed around pupils’ prior knowledge, with regular assessment used to decide what needs revisiting and what can be extended. The practical implication is that pupils who are secure move on quickly, and pupils who are not secure are identified early rather than allowed to drift.

Reading is treated as a core priority from the start, with early reading taught as soon as children join, and additional support deployed quickly where needed, including the use of subject specialists. For many families, this matters as much as headline figures, because early reading is the gateway to everything else in primary school.

The curriculum is also described as broad, and designed to ignite curiosity across subjects. That breadth is reinforced through structured enrichment, rather than relying on occasional “theme weeks”. This tends to suit pupils who enjoy a clear academic spine to the school week.

As a state primary, transition depends heavily on family preference and the local authority’s secondary admissions process. The most reliable way to plan is to look at the Blackburn with Darwen secondary admissions information each year, then consider travel time, faith preference, and whether you are considering selective routes elsewhere in Lancashire.

What the school itself appears to prioritise is readiness for modern Britain and strong personal development alongside academic attainment, including responsibilities and community participation. For parents, the implication is that the school experience is designed to translate well into a range of secondary settings, not just one type.

Demand is high. With 290 applications for 90 places in the most recent data here, the school is oversubscribed, at around 3.22 applications per place, and first-preference demand also outstrips offers.

Applications for Reception are made through the local authority’s coordinated system, and the school’s published admission arrangements sit within that wider timetable. For September 2026 entry, Blackburn with Darwen’s published coordinated primary admissions timetable indicates that outcome letters are issued on 16 April 2026.

A key practical point is that the school also requires a supplementary information form for its admissions process, with the form and supporting documentation due by 15 January 2026 for the 2026 cycle.

Because this is a school with a designated religious character, the oversubscription criteria include faith-related elements within the published policy, alongside standard criteria such as siblings, staff children, and distance. A recent Schools Adjudicator determination document discusses aspects of how faith-related criteria have been framed and the need for clarity, which underlines why families should read the determined arrangements carefully rather than relying on informal summaries.

If you are shortlisting, it is worth using the FindMySchool Map Search to understand your practical position, and to sanity-check travel time and logistics, even where distance is not the only criterion.

Pastoral support is positioned as a strength alongside academic ambition. External evaluation highlights strong pastoral support, and a school culture where pupils are well supported while still being held to high expectations for effort and conduct.

Support for pupils with special educational needs and disabilities is described as carefully managed, with staff knowing pupils’ needs in detail and checking that support is having the intended impact. For families, this matters because strong results can sometimes mask uneven experiences for pupils who learn differently. Here, the evidence points towards close tracking and adaptation.

Safeguarding is a baseline consideration for any primary. The March 2025 inspection confirms safeguarding arrangements are effective, which is the minimum standard families should expect, and an important reassurance in a high-demand setting.

Enrichment is structured and purposeful rather than generic. The school publishes enrichment “academies” that include named activities such as Nasheed Choir, Computer Science, Art and Drama, Sports, and Eco-Club. It also references sewing and cooking clubs offered as after-school opportunities during the year.

The value of this sort of programme is not simply variety. A named Computer Science strand in primary can translate into stronger digital confidence and problem-solving habits, while performance-based groups like a nasheed choir can develop discipline, teamwork, and confidence in front of others. Eco-Club is often a vehicle for responsibility and practical citizenship, which aligns with the school’s stated emphasis on personal development.

The other implication is logistical. Enrichment running routinely can affect end-of-day timings for some year groups, so parents should check the current pattern for the year their child will enter. The school’s published information indicates enrichment is delivered on specific weekdays and extends later on those days.

The school’s published information indicates a structured week, including enrichment delivered on set days, and states a total of 32.5 school hours per week.

Details of wraparound care can change year to year, and the most reliable approach is to confirm directly with the school what is currently offered for breakfast and after-school provision, including days, times, and any eligibility criteria. Where a school offers enrichment on particular afternoons, it can interact with after-school care arrangements, so it is worth checking both together.

For travel, the location in Little Harwood means many families will be coming on foot or by car from nearby neighbourhoods. If you are coming from further afield, prioritise a realistic plan for drop-off and pick-up, because consistency in routines tends to matter more in a school with high expectations and a tightly run day.

• Competition for places. With around 3.22 applications per place in the most recent admissions figures provided here, entry remains a key hurdle, and families should plan for realistic alternatives.

• Faith character is central. This is a Muslim faith school. The ethos is part of daily life, so families should be comfortable with that, even though the school welcomes pupils of all faiths and none.

• Structured culture. A calm, highly organised environment suits many children. Pupils who struggle with tight routines may need careful consideration, and it is worth discussing support strategies early if your child needs more flexibility.

• Admissions paperwork. The supplementary information form deadline and documentation requirements add complexity versus most community primaries, so families should be organised well ahead of the closing date.

For families seeking a state-funded primary with consistently exceptional outcomes and a clearly articulated Islamic ethos, this is a compelling option. The evidence supports a school that combines high attainment with calm conduct and a deliberate approach to personal development.

Best suited to families who actively want a structured school culture and are comfortable with faith being part of the day-to-day experience. The limiting factor is admission, not the quality of education once a place is secured.