St Mary & St Thomas Aquinas Catholic Primary School, Blaydon Review 2026: Outstanding Catholic primary with exceptional KS2 outcomes

A Catholic primary where high aspirations are matched by unusually consistent delivery. The school sits in Stella, Blaydon-on-Tyne, and serves children aged 3 to 11, with nursery as part of the early years offer. The current academy opened on 01 May 2022 following conversion to academy status, and it operates within the Bishop Wilkinson Catholic Education Trust.

Academic outcomes are a headline strength. In 2024, 96.67% of pupils met the expected standard in reading, writing and mathematics combined, far above the England average of 62%. At the higher standard, 41.33% reached greater depth, compared with an England average of 8%. These are results that change what a local state option can look like for families.

Pastorally, the tone is one of clear routines and warm relationships. There is a strongly articulated behaviour culture, framed for children as the back pocket principles of being ready, respectful and responsible. That clarity is one reason the school can run ambitious teaching without the day feeling pressured.

Catholic life is not an add-on here, it is threaded through the week and sits comfortably alongside a strongly academic focus. The school’s vision is expressed as: Together we strive for excellence, inspired by the joy of the Gospel, and that combination of faith and ambition is reflected across policies, communication with families, and the way pupil leadership is positioned.

Relationships are a defining feature, and they are organised rather than incidental. Older pupils are given structured responsibility for younger children, including a buddy style approach described in school life as special friends. That detail matters because it signals a deliberate culture of service rather than a generic “buddy system”.

The wider Stella context supports the school’s identity as a parish rooted setting. The admissions policy explicitly references the parish of St Mary & St Thomas Aquinas, Stella, and this local parish connection shows up in school liturgy and community events. For families who want faith to be part of daily formation, not just occasional celebration, this alignment tends to feel reassuring. For families who prefer a lighter faith footprint, it is important to understand that the Catholic character is genuine and sustained.

Leadership has also been a recent driver of coherence. James Craig is the headteacher, and he was appointed in April 2023, which means much of the current approach has been shaped quickly and with clear direction.

Outcomes at the end of Key Stage 2 are exceptional by any mainstream standard.

• Expected standard (reading, writing, mathematics combined) in 2024: 96.67%, compared with 62% across England.

• Higher standard (greater depth) in 2024: 41.33%, compared with 8% across England.

• Average scaled scores (2024): Reading 110, Mathematics 108, Grammar, punctuation and spelling 110.

• Total combined score (reading, GPS, maths): 328.

Rankings, which are derived from the FindMySchool methodology using official outcomes data, place the school strongly as well. Ranked 702nd in England and 1st in Blaydon-on-Tyne for primary outcomes (FindMySchool ranking), this sits comfortably in the top 10% of schools in England, and closer to the top 5% on the percentile calculation.

The implication for families is twofold. First, teaching is likely to move with pace, because the attainment profile supports ambitious next steps. Second, the school is a realistic choice for families who want a state primary with a genuinely academic feel, without needing selection or fees.

Parents comparing several local options should use the FindMySchool Local Hub comparison tool to put these results side by side, particularly the higher standard figure, which is often the clearest marker of stretch at primary level.

The most convincing indicator of teaching quality is that performance is broad, not narrow. Strong combined results matter, but the higher standard outcome suggests depth, not just threshold coaching. A curriculum that consistently gets pupils to greater depth tends to rely on careful sequencing, high expectations for vocabulary, and regular retrieval of prior knowledge.

Early reading is a specific strength. The latest Ofsted inspection (15 and 16 October 2024) graded every key judgement as Outstanding, including early years provision, and it describes an approach in which early years staff immerse children in rhyme, story and song, model ambitious language, and build phonics systematically through Key Stage 1.

The practical implication is that children who arrive with weaker language and communication often benefit from a structured early years programme that prioritises talk, story, and confident decoding. For families with children who love books, the likelihood is that reading will be treated as central rather than supplementary.

In Key Stage 2, the school’s learning culture also leans towards explanation and application, not just task completion. One reason this can work without becoming overly intense is that routines and expectations are explicit, which reduces wasted time and makes it easier for pupils to stay focused.

As a primary with a strong Catholic identity, many families look for continuity into a Catholic secondary. Evidence in the school’s published calendar and communications shows structured transition activity with St Thomas More Catholic School, including Year 6 transition days.

For pupils, a well managed transition programme matters most for two groups: children who are anxious about change, and children with additional needs. The school’s wellbeing approach includes explicit attention to managing transition to secondary school, which can be an important bridge for families who want emotional preparation to sit alongside academic readiness.

It is also worth understanding a key admissions point if your child attends nursery here. Attendance in the nursery does not automatically guarantee a Reception place, and families still need to apply through the usual local authority route for Reception entry.

Reception admissions sit within the Gateshead coordinated admissions process, with the school’s published admission number set at 30 for Reception intake. Demand is clearly strong. The most recent admissions dataset in your profile shows 74 applications for 30 offers, which is about 2.47 applications per place, and the route is recorded as oversubscribed.

Because this is a Catholic school, faith related priority is formal, and families should read the oversubscription criteria carefully. The admissions policy sets out the order of priority, starting with Catholic looked after and previously looked after children, then Catholic children resident in the parish of St Mary & St Thomas Aquinas, Stella, followed by other Catholic children. Other groups, including children of other Christian denominations and other faiths (with evidence), are included in the ranked criteria, and all families can apply. When categories are tied, distance is used as the tie breaker, measured in a straight line.

For September 2026 entry, Gateshead’s published coordinated admissions timetable uses a closing date of 15 January 2026 for primary applications, with offers issued on 16 April 2026 (or the next working day, if applicable).

Practical advice: if you are relying on a faith priority category, gather evidence early, because the policy expects supporting evidence, such as a baptismal certificate where relevant, to be provided with the application or confirmed promptly after the closing date.

Families can also use the FindMySchool Map Search to sanity check day to day practicality. Even without a published “last distance offered” figure for the most recent round, travel time, walking routes, and realistic drop-off logistics often decide whether a school is sustainable for the whole family.

Wellbeing is presented as a whole school priority, and the school is explicit about the mechanisms, not just the intent. It references mindfulness practices, prayer writing, and structured opportunities for children to talk, alongside practical tools such as worry boxes. It also references specific targeted support, including Rainbows and a nurture group, which suggests capacity for small group intervention when a child needs help with friendship, bereavement, anxiety, or wider emotional strain.

The pastoral approach also links closely to behaviour expectations. The back pocket principles, ready, respectful, responsible, translate behaviour into child friendly language that can be used consistently by staff and pupils. This matters because consistency is one of the strongest predictors of calmer classrooms, particularly in mixed intake schools.

Faith also shapes pastoral work in a specific way. Celebration of the Word, liturgy, and charity activity are positioned as part of formation, not just events. The implication is that moral development is framed through Catholic social teaching and community service, which can suit families who want a clear values structure during primary years.

Extracurricular life has a clear flavour: sport, practical creativity, and faith in action.

Sport and physical development

After school sport includes athletics club for Key Stage 2, where pupils practise long jump, javelin, sprints, relay, and longer distance running. There is also evidence of wider competitive sport activity through trust and local events, such as the Bishop Wilkinson Celebration of Sport at Gateshead Stadium, involving athletics and multi-sport competition. The implication is that children who enjoy structured sport, not just casual play, will find regular outlets.

Creative and hands-on enrichment

Taskmasters Club appears as a named after-school offering for Key Stage 2, positioned as challenge based activity rather than a generic homework session. There is also a clear thread of cooking and practical making across school life, supported by pupil voice requests for more opportunities to cook. That combination often suits children who learn best through doing, as it connects problem solving to real tasks.

Nature and community

Gardening club is an example of low stakes, high value enrichment. A harvest hunt gathering apples and pears from the school grounds is a specific, child friendly way to build observation skills and responsibility, and it connects naturally to science and seasonal learning. Similarly, participation in the RSPB Big Garden Birdwatch shows the school using national initiatives to build curiosity and shared experience.

Catholic life with pupil leadership

Stella FM, the school’s radio station, is a distinctive feature. Children broadcast into every classroom, and it is also used for prayerful time that supports spirituality as a community. This is not just a novelty, it is an example of pupils being trusted with real responsibility and public speaking, which can be particularly confidence building by the end of Key Stage 2.

The school day is clearly set out. Gates open at 8:30am, with all children expected to be in school by 8:45am, and the school day ends at 3:15pm. Break and lunch timings are also published, and nursery sessions are organised as 15 hour patterns across either Monday to Wednesday or Wednesday to Friday.

Wraparound care is referenced through a linked provider arrangement. Breakfast provision on site is stated as running from 7:45am to 8:30am on weekdays during term time.

If you need after-school care, confirm the current finish time and pick-up arrangements directly with the school, as wraparound models can change year to year.

Cost wise, this is a state school with no tuition fees. Families should still plan for the normal extras that come with primary education, such as uniform, trips, and optional clubs.

• Oversubscription is real. With 74 applications for 30 offers in the most recent admissions profile, competition is a practical constraint, not a theoretical one. Have a realistic Plan B and keep an eye on how the criteria apply to your family.

• Faith commitment should be understood, not assumed. Catholic doctrine and practice are described in the admissions policy as permeating school life. This will suit many families, but it can feel like too much for those seeking a lighter touch.

• Nursery is not a guaranteed route into Reception. Children in the nursery still need to apply through the usual process for Reception, and places are not automatic. Plan early if you are counting on staying through to Year 6.

• High outcomes can bring higher expectations. Results at this level typically reflect a culture that values effort and consistency. Most children thrive in that structure, but families should be ready to support good homework habits and strong attendance from the early years onwards.

This is a high performing Catholic primary that combines exceptionally strong KS2 outcomes with a clear culture of relationships, responsibility, and faith shaped community life. It suits families who want a state primary where academic ambition is visible in results, and where Catholic life is lived as part of the everyday.

Best suited to children who respond well to clear expectations and structured learning, and to families who are comfortable with a strongly Catholic ethos. Securing a place is the main barrier, so admissions planning needs to start early.