St Gabriel's RC High School, a Voluntary Academy Review 2026: Catholic secondary in Bury with clear routines and broad enrichment

A school can feel purposeful without feeling harsh, and that balance is central here. St Gabriel’s is a Catholic 11 to 16 secondary that opened in 1954 and now sits within the St Teresa of Calcutta Catholic Academy Trust, following its conversion to academy status in November 2020.

Leadership has recently changed. Mr Simon Braithwaite is the current headteacher and took up the role in September 2024, which matters for families weighing momentum and direction.

Official evaluation points to a settled, structured experience. The latest Ofsted inspection (March 2023) judged the school Good overall, with Good in all key areas, and confirmed safeguarding as effective.

Academically, the picture is mixed in a way parents will recognise. Attainment 8 sits at 44.5 and Progress 8 at -0.18, suggesting outcomes that are broadly in line with many mainstream schools, with slightly below-average progress from starting points. The school’s GCSE ranking is 2351st in England and 7th locally (FindMySchool ranking based on official data), placing performance in line with the middle 35% of schools in England (25th to 60th percentile).

Catholic life is visible in the everyday structures rather than kept for special occasions. The St Teresa Chapel is part of the working school space, described as being on the mathematics corridor and used as a place to reflect and pray. Chaplaincy is led by a lay chaplain, and pupils can take part in the Gift Team, which helps plan liturgy and charity initiatives.

That faith identity does not imply a narrow intake. The school describes itself as an inclusive Catholic family that embraces diverse identities, faiths and beliefs, and frames its ethos through the values of strength, service and success.

The strongest impression from formal evidence is that pupils feel secure and relationships are stable. Most pupils report feeling happy and safe, and describe the school as welcoming and easy for making friends. Behaviour expectations are explicitly taught through the same core values, and the day-to-day atmosphere is described as calm, including at breaktimes. Bullying is reported as being handled well, with concerns taken seriously.

Leadership and governance are designed to keep the school anchored in both trust oversight and local identity. The local governing body has responsibilities that include Catholic life, staffing appointments, and developing the school’s unique identity and traditions.

The most helpful way to interpret outcomes here is to separate two questions: how the school performs compared with others, and what that means for an individual child.

On comparative position, St Gabriel’s sits in a typical performance band for England. Ranked 2351st in England and 7th in Bury for GCSE outcomes (FindMySchool ranking based on official data), it aligns with the middle 35% of schools in England (25th to 60th percentile).

On the underlying measures, Attainment 8 is 44.5. Progress 8 is -0.18, which indicates students make slightly less progress than similar pupils nationally from their starting points. EBacc indicators suggest the school’s outcomes in that academic suite are an area families should explore carefully, particularly if a child is aiming for a strongly academic pathway at 16. The school’s average EBacc APS score is 3.88.

The most practical implication is that results are unlikely to be driven by a single headline figure. For many students, especially those who benefit from consistent routines and clear teaching, the school can deliver solid GCSE outcomes, but it is sensible to ask subject leaders how outcomes vary by department, and how support is targeted for students who need a quicker lift in literacy or attendance.

A clear strength is the attention given to curriculum structure. Subjects are organised so that learning builds over time, with key knowledge identified for each topic, and teachers are described as having strong subject expertise and explaining new concepts clearly. Regular checks on what pupils know and remember are used to spot gaps and secure learning across topics.

The school’s approach to curriculum intent is also described in its own materials as knowledge rich, rooted in mission, and designed so pupils progressively know more and develop skills. The most convincing version of this is when it translates into predictable classroom habits, well-chosen texts, and consistent feedback. Families considering St Gabriel’s should ask how this consistency looks across departments, since that is often where a school’s experience feels either coherent or uneven.

Support for pupils with special educational needs and disabilities is described as systematic. Identification processes are in place, staff have ambitious expectations, and teaching assistants are trained and knowledgeable about the curriculum in the subjects they support. For parents, the implication is that support is more likely to be integrated into lessons rather than treated as a separate track, which is usually the most effective model in a mainstream secondary.

Reading is an important development area. Leaders have prioritised reading across the wider curriculum, including structured opportunities to engage with subject-relevant texts. However, the approach to identifying and supporting weaker readers in Key Stage 4 is described as underdeveloped, with a need to ensure older pupils receive timely support so they can access the curriculum fully. This is a useful question to raise directly: what screening is used, what interventions exist for Year 10 and Year 11, and how progress is monitored.

With an 11 to 16 age range and no sixth form, transition at 16 is a key moment. The school’s careers and personal development programme is described as comprehensive and age appropriate, supporting pupils to understand healthy relationships, rights, and next steps, with careers guidance that helps pupils make informed choices.

Practical evidence of that transition planning shows up in the range of local post-16 providers the school engages with. A Year 11 communication highlights planned engagement with Holy Cross College, Bury College, and Bolton sixth form providers, which gives families a clear sense of the typical destination landscape.

For families, the implication is straightforward. If your child is aiming for a particular A-level offer, a technical route, or an apprenticeship, the right question is not just “where do students go”, but “how early are choices mapped, and how personalised is the advice”. Ask how guidance is delivered for different profiles, including high-attaining students, students considering vocational pathways, and students who may need a supported transition.

Admissions operate within the local authority co-ordinated process, with additional steps where faith criteria apply. For September 2026 entry into Year 7 in Bury, applications open on 1 September 2025 and close on 31 October 2025. Allocation emails and letters are issued on 2 March 2026, and the appeal deadline is 31 March 2026, with appeal hearings typically running May to July 2026.

Bury’s guidance is explicit that some schools require supplementary information. For St Gabriel’s, families applying under faith criteria should expect to supply evidence such as a Roman Catholic baptismal certificate, and to complete any required supplementary form alongside the local authority application.

Open evenings are usually part of the autumn rhythm. The local authority notes that open evenings typically run September to October, and the school calendar has previously scheduled open evening activity in September, so families considering 2026 entry should expect the main event to fall in that window and check the school’s latest communications for the current year’s date.

One operational detail that matters in practice is admissions number. The trust set a planned admissions number of 210 for the September 2025 intake. Families applying for later intakes should confirm whether that number remains the same for their year of entry.

If you are trying to understand how realistic admission is from your address, the best approach is to use FindMySchool’s Map Search to check your home-to-school distance precisely, then compare it with any published local authority allocation information for the relevant year. Even where faith criteria apply, distance often becomes important within categories.

Pastoral support is described as a school-wide priority that links directly to the core values. Pupils take on responsibility roles such as mental health representatives, and older pupils act as peer mentors to younger pupils. This is a practical indicator that student voice is not limited to a council, and that peer support has an organised structure.

Attendance is a stated focus, and the school day routines support that message. The school opens for students from 8:00am, with Breakfast Club available until the official start at 8:40am. The school day ends at 3:10pm. The attendance message is also reinforced through communications that link high attendance to stronger attainment.

Safeguarding culture is set out clearly in formal evidence: systems have been strengthened, staff training is in place, recording and referral processes are used diligently, and pupils learn about staying safe, including online safety, through the curriculum.

For families, the key implication is that pastoral support is not separate from the school’s academic and behavioural routines. If your child thrives with clarity and consistency, that alignment can be reassuring. If your child needs more flexible support, ask how adjustments are made without weakening expectations.

A useful test of extracurricular quality is whether activities connect to identity and priorities, rather than being a generic list. Here, enrichment appears to do that in two ways: structured academic support, and clubs that reflect both skills and service.

From the academic side, the enrichment timetable includes subject-linked opportunities such as Year 10 and Year 11 study support, a Year 8 book club, and a coding club. A Year 7 STEM club is also referenced, alongside homework club provision. The implication is that enrichment is used to strengthen curriculum access, not only to add variety.

From the wider development side, British Sign Language has been offered as an extracurricular opportunity, and pupils can take part in roles that contribute to community life, including peer mentoring and mental health representation. Those are particularly valuable for pupils who gain confidence through responsibility and structured contribution.

Music and liturgy intersect in a way that is specific to a Catholic school. Planning documentation references performances across the year that include an Advent Carol Service, and music involvement in school Masses and religious observances. If your child enjoys performance but does not want the intensity of a specialist music school, this kind of embedded, purpose-led music provision can be a strong fit.

Sport provision includes both lunchtime and after-school clubs, with options across year groups such as girls’ football, athletics, basketball, and multi-sport activity. The best question to ask is how sport is balanced between competitive teams and participation, since that determines whether provision feels inclusive for the less confident as well as stretching for the highly committed.

The published school day runs from an 8:40am start to a 3:10pm finish, with Breakfast Club available from 8:00am. After-school time is used heavily for clubs, interventions, and enrichment rather than formal wraparound childcare, which is typical for secondary schools.

For travel, St Gabriel’s is well served by public transport links in Bury. Transport for Greater Manchester lists a wide range of bus services that stop near the school, which is helpful for families balancing commute times and after-school clubs. The school also publishes information about schoolday-only travel services for some routes, which can be relevant for pupils travelling from further afield within the area.

Parking can be a constraint at peak events, and communications about open evening preparation reference steps taken to maximise available parking, which is a practical detail that hints at high attendance for key events.

• Key Stage 4 reading support. The approach to identifying and supporting weaker readers is described as less developed in Key Stage 4, meaning some older pupils may not receive support quickly enough. Families should ask what screening and intervention now exist for Year 10 and Year 11.

• Attendance remains a live priority. Leaders have strategies in place and early signs of impact, but some groups still do not attend as consistently as they should, which can affect progress. For a child with fragile attendance, discuss what early support looks like.

• EBacc pathway suitability. Indicators suggest the EBacc side of outcomes warrants careful discussion, particularly for students aiming for a strongly academic GCSE profile. Ask how the curriculum supports languages and humanities success, and how option guidance is delivered.

• Catholic identity is central. Faith is integrated into school life, chaplaincy, and service. Families of other faiths, or none, should confirm they are comfortable with the role of worship, liturgy, and Catholic social teaching in the school’s day-to-day culture.

St Gabriel’s offers a structured, values-led secondary experience, with a calm atmosphere, clear behavioural expectations, and enrichment that supports both learning and service. The most recent formal evaluation places the school securely at Good, and safeguarding systems are confirmed as effective, which will matter to many families.

Best suited to families who want a Catholic school ethos with consistent routines, steady teaching, and clear pastoral structures through to Year 11, and who are ready to engage early with post-16 planning at local colleges and sixth forms. The main areas to explore in depth are Key Stage 4 reading support and how attendance is supported for pupils who need a stronger lift.