St Teresa's Catholic Primary School

Current Key Stage 2 outcomes are still a positive part of the profile, but the emphasis is now broad expected-standard attainment rather than high-depth results. In the 2024-25 / 2025 dataset, 70% of pupils met the expected standard in reading, writing and maths combined, while the combined higher-standard measure is recorded as 0%.

Leadership sits within a multi-academy trust structure. Mrs Samantha Land is the school’s Principal, with the school operating as part of the Cardinal Newman Catholic Educational Trust (the school joined the trust on 01 March 2022).

The June 2024 Ofsted inspection rated the school Good overall, with Outstanding for early years provision.

A “school family” idea runs through the school’s public messaging, and the Catholic identity is clearly positioned as part of daily life rather than an add-on. The mission emphasises inspiring pupils “to excellence” and foregrounds faith as a practical guide for the way pupils treat each other.

External review material aligns with a culture built around courtesy, relationships, and emotional literacy. The June 2024 inspection report describes a respectful climate where pupils understand values such as kindness, thankfulness and forgiveness, and where pupils use emotional “toolkits” to recognise and regulate feelings.

Pupil leadership is also visible in the way responsibility is structured. The school highlights roles including the Chaplaincy team and School Council, and the inspection report references house captains and pupil leadership posts as meaningful rather than symbolic.

St Teresa’s current performance data shows solid expected-standard attainment for a state primary. In the 2024-25 / 2025 dataset, 70% met the expected standard in reading, writing and maths combined. The combined higher-standard measure is 0%, so families should read the academic picture as stronger for broad security than for higher-depth outcomes.

Scaled scores reinforce the same picture, with averages of 109 in reading, 109 in maths, and 111 in grammar, punctuation and spelling (a total combined score of 329). These figures sit well above typical benchmarks, and suggest consistent teaching sequences and strong foundations in core knowledge.

On FindMySchool’s primary outcomes ranking (based on official data), the school is ranked 4,580th out of 14,978 primary schools in England for academic outcomes. The Bristol local hub lists it 50th locally, with an overall England rank of 4,220th out of 14,978.

Parents comparing local options can use the FindMySchool local hub comparison tool to view these outcomes side-by-side across nearby primaries, using the same methodology and year of data.

Reading is positioned as a priority, both in the inspection narrative and in curriculum documentation. The inspection report describes pupils developing fluency and expression as they move through the school, with structured early reading starting in Reception.

Phonics teaching is explicitly tied to the Essential Letters and Sound (ELS) programme, which helps parents understand what “learning to read” looks like in practice, and supports continuity between school and home practice.

Beyond English and maths, the school’s curriculum materials show a clear intent to use the local area for applied learning, for example map work and observational fieldwork. For many pupils, that kind of approach makes subjects such as geography feel concrete rather than abstract, especially in Key Stage 1 and lower Key Stage 2.

As a primary school (ages 4 to 11), the transition focus is on readiness for secondary school learning habits rather than published destination patterns. The inspection report’s emphasis on reading fluency, behaviour expectations, and emotional regulation suggests pupils leave with the academic and personal routines that support a smooth Year 7 transition.

For families specifically seeking a Catholic secondary pathway, the most practical step is to review Bristol’s coordinated admissions guidance early and understand how faith evidence interacts with oversubscription criteria across schools.

Admissions are competitive. For the most recent entry-route, there were 93 applications for 30 offers, which equates to about 3.1 applications per place. The school is recorded as oversubscribed, with 1.41 first preferences per first-preference offer, which typically signals that demand is not only high, but also strongly intentional.

Reception applications for September 2027 entry are made via Bristol City Council. The current 2027-2028 route gives an application deadline of 15 January 2027, offer day on 16 April 2027, and an acceptance deadline of 30 April 2027.

The admissions policy indicates that where applications exceed places, allocation follows oversubscription criteria, and that tie-breaks can include random allocation under independent supervision. It also references a Supplementary Information Form for faith-based applications or staff-child priority categories.

Families shortlisting based on proximity should still treat travel practicality as part of the decision, even when distance cut-offs are not published for a given year. Using FindMySchool Map Search can help you understand your door-to-gate distance precisely, then sense-check it against historic patterns across nearby schools.

Safeguarding roles are clearly defined in published information, including a named Designated Safeguarding Lead (Head of School) and Deputy DSL (Executive Principal). Clear accountability matters in a primary setting, because it influences how quickly concerns are triaged and how consistently staff apply safeguarding routines.

More broadly, the school’s emphasis on emotional “toolkits” and strong adult-pupil relationships signals a pastoral model that aims to prevent issues escalating rather than only responding once a problem has become entrenched.

The most distinctive enrichment thread is faith-linked leadership and service. The Chaplaincy team is presented as a structured pupil responsibility with defined aims around prayer, communion, and mission, and it is also tied into assemblies and Catholic social teaching activity.

Sport is not described as an optional extra for a small subset. The PE curriculum information states that Year 6 pupils take part in competitive activity against another school, and the school participates in the North Bristol School Games competitions. The inspection report also references clubs such as netball and basketball.

Music opportunities are concrete rather than generic, with published information naming keyboard, guitar, drum, and singing lessons, with pupils able to work towards grades from Year 2.

Parents looking for a community contribution angle may also notice practical PTFA investment priorities, including funding for an infants playtower and playground markings, plus basketball posts and kit, and support for music resources.

The school day runs 8:50am to 3:20pm, with Reception finishing at 3:15pm. Gates open from 8:40am.

Wraparound care is published and priced. Breakfast Club runs from 7:35am to 8:40am at £6.50 per child, and After School Club runs from the end of the school day until 4:45pm at £8.00 per child.

Parking expectations are explicitly addressed. The school notes that morning drop-off can be easier because parking on single yellow lines on surrounding roads is permitted before 9:00am, and it distinguishes this from afternoon pick-up conditions.

• Competition for Reception places. With 93 applications for 30 offers in the most recent admissions results, entry is the limiting factor for many families, even before faith criteria and supporting documentation are considered.

• Faith evidence matters when applying on religious grounds. The admissions guidance is clear that supporting documentation, including baptism evidence where relevant, needs to be submitted on time for first-round consideration.

• Trust-led leadership structure. Leadership roles are split across Principal, Executive Principal, and Head of School responsibilities, which can be a strength in consistency, but families who prefer a single on-site “headteacher” model may want to understand day-to-day decision-making lines.

This is a high-performing Catholic primary with results that compare strongly across England, plus published wraparound provision that supports working families. It suits parents who want a faith-led education with clear routines, strong reading foundations, and a culture that blends pupil responsibility with pastoral structure. The greatest barrier is securing admission in an oversubscribed year.