St James' Catholic High School, Cheadle Review 2026: Faith-led secondary with strong demand in Stockport

For families seeking a Catholic 11–16 secondary in the Stockport area, St James’ positions itself around three clear ideas, family, faith and excellence. That is not just a slogan, it shows up in how the day is organised and how students describe the culture in formal evaluations.

Leadership is stable. Mr Anthony Pontifex has been headteacher since July 2018, and has also taken an active role in governance, which often signals a head who is closely involved in the school’s strategic direction.

Demand is a defining feature. In the most recent Year 7 admissions data provided, there were 643 applications for 151 offers, which equates to 4.26 applications per place. For many parents, this frames the practical question: fit matters, but so does eligibility under the oversubscription criteria and the likelihood of securing a place.

St James’ is explicit about being a Catholic school, and it uses scripture and worship to anchor daily life. “With God all things are possible” (Matthew 19:26) appears prominently in the school’s public-facing communications, and the calendar includes whole-school Masses and year-group retreat days, which gives a good sense of how faith is integrated beyond Religious Education lessons.

The most useful cultural indicator is how students experience relationships and behaviour. The 2022 inspection evidence points to students feeling secure and describing the school as family-like, alongside consistent expectations for behaviour and respectful conduct between pupils. This matters in a mixed comprehensive intake because it suggests a clear social contract, students are expected to work, to behave calmly, and to treat others well, with staff acting quickly if standards slip.

Pastoral culture is also reinforced through student leadership. A school council and prefect system are referenced in formal documentation as being more than ceremonial, with pupils reporting that their voice leads to tangible changes. In practice, that usually means a school where students can shape parts of daily life, which tends to suit children who gain confidence from structured responsibility.

This school is a secondary without sixth form, so the key published outcomes are GCSE-phase measures.

On the FindMySchool GCSE ranking (based on official outcomes data), St James’ is ranked 1,168th in England and 4th locally in Cheadle. This places performance in line with the middle 35% of schools in England (25th to 60th percentile), which is typically what parents see when a school performs solidly rather than exceptionally high or low.

The attainment and progress indicators suggest a positive trajectory. The school’s Progress 8 figure is 0.23, which indicates students make above-average progress from their starting points across the GCSE suite. Attainment 8 is 52.9, and the average EBacc APS is 4.71. EBacc entry and achievement are also relevant for families who value a more academic subject mix, the percentage achieving grade 5 or above in the EBacc measure is 21.5.

What this means in plain terms is that outcomes are broadly healthy, with particular emphasis on progress. For many families, Progress 8 is the more meaningful indicator because it is closer to “value added” than raw grades.

Parents comparing local schools should use the FindMySchool Local Hub comparison tools to view the same measures side-by-side, since differences that look small on paper can translate into meaningful day-to-day academic expectations.

St James’ presents as curriculum-led. Formal evaluations describe leaders putting in place an ambitious curriculum for all pupils, with more students choosing the English Baccalaureate (EBacc) subject suite in Key Stage 4 than previously. That shift matters because it usually changes what students study at GCSE, often increasing take-up of history or geography and a language.

The strongest teaching signal in the published evidence is consistency around how knowledge is built and checked. Teachers are described as revisiting content regularly and using assessment strategies to spot misconceptions early, then adapting what is taught to close gaps. The practical implication for families is that students who respond well to structured teaching and frequent low-stakes checking often do well in this kind of environment.

There is also a clear improvement point. In a small number of subjects, curriculum sequencing is described as less coherent, with too many ideas introduced too quickly, leading to weaker retention and weaker achievement compared with other subjects. For parents, this is useful to ask about at open events: which departments have tightened sequencing since 2022, and what does support look like when a student falls behind in a specific subject area.

Reading is treated as a priority in the lower school. The published evidence notes that some younger pupils were finding reading more difficult, and a new reading programme was introduced to help them catch up quickly. This is relevant for families whose child is entering Year 7 with weaker reading stamina, because it suggests the school is not assuming all pupils arrive at the same starting point.

Because St James’ finishes at 16, the key transition is Year 11 into sixth form colleges, sixth forms attached to other schools, apprenticeships, and vocational routes. The most useful published indicator is that students report receiving substantial help to make decisions about their next steps, which suggests careers education and guidance is not treated as a last-minute add-on.

For parents, the practical question to explore is how guidance is delivered, for example through structured PSHE, employer encounters, local college engagement, and personal guidance interviews. The school calendar also signals a programme of options and information events (for example, options evenings and apprenticeship-focused sessions), which typically aligns with a more deliberate approach to post-16 planning.

St James’ is oversubscribed in the latest admissions data provided, with 643 applications for 151 offers, and a subscription proportion of 4.26 applications per place. In plain terms, competition for places is a defining feature of the school.

Year 7 places are coordinated by Stockport Council. For September 2026 entry, applications opened on 15 August 2025, with a closing date of 31 October 2025; National Offer Day was 02 March 2026. Late applications remain possible, but they are processed after on-time applications and can reduce the likelihood of securing a preferred school.

As a Catholic voluntary aided school, admissions are governed by oversubscription criteria that include faith-related priorities and may require supporting evidence such as proof of baptism, depending on the category under which a family is applying. The school’s published admissions arrangements for the September 2026 intake set a Published Admission Number of 165 for Year 7.

Open evenings appear to be a regular feature in September. For example, an Open Evening took place on Thursday 18 September 2025, with the school publishing timed headteacher talks, which suggests a structured admissions engagement approach. For current dates, families should check the school calendar each year because event scheduling changes.

The clearest safeguarding signal is that safeguarding arrangements are described as effective in the latest inspection evidence.

Beyond safeguarding compliance, the pastoral model appears grounded in high expectations and responsive support. Published evidence indicates staff act quickly when concerns are raised, work with families and external agencies, and have increased capacity to support pupils, including those needing help with mental health. For parents, this points to a school that treats wellbeing support as part of mainstream school life, rather than a separate service reserved for a small minority.

SEND identification is also described as systematic, with procedures for identifying and assessing needs and adaptations intended to help pupils access the curriculum effectively. A practical question for families is how this feels in day-to-day lessons, for example the balance between in-class scaffolding, targeted interventions, and communication with parents when needs change.

Extracurricular life is one of the more concrete strengths evidenced in published material because it includes specific named activities rather than generic claims. The inspection evidence references lunchtime and after-school opportunities such as film club, STEM club, an equalities group, playing in the band, and involvement in school productions. The implication is a school that offers several distinct “routes in” for different types of student, including those whose confidence is built through performance, belonging, or shared interests.

The school’s own extracurricular listings also include Duolingo club, Music for worship (based in the chapel), and IT Club for all years. These are useful signals of the school’s character: language learning is encouraged informally, worship has a practical student contribution through music, and computing is supported outside timetabled lessons.

For parents weighing fit, this is where the school can feel most distinctive. A child who wants a strong peer group, structured routines, and clear co-curricular identity points, music, tech, equality work, productions, will often settle quickly.

The published school day runs from 8.40am (registration and assembly) to 3.10pm, with five one-hour lesson periods and scheduled break and lunch.

Transport options are clearly signposted. The school highlights general bus services that link to stops within a short walk, including routes such as the 42B and the 313, with stops referenced at Gillbent Road and Grove Lane.

As a secondary school, wraparound care is not typically structured in the same way as primary breakfast and after-school clubs. Families who require supervised early drop-off or late collection arrangements should check directly what is currently offered, as these details can change year to year.

• Competition for places. With 643 applications for 151 offers in the provided admissions data, demand is high. Families should approach admissions strategically, understand the oversubscription criteria, and use all available preferences rather than relying on a single option.

• Faith-related admissions evidence. As a Catholic school, eligibility categories and supporting evidence can materially affect admission prospects. Families who are supportive of the ethos but do not meet higher-priority faith criteria should plan with realistic expectations and consider alternatives as part of a broader shortlist.

• Curriculum sequencing varies by subject. Published evidence highlights that a small number of subjects had weaker curriculum structuring at the time of the 2022 inspection. Parents of children who need careful pacing may want to ask what has changed since then, and what support looks like when learning is not sticking.

• No on-site sixth form. Students move on at 16, so post-16 planning matters earlier. Families should explore how the school supports applications to local colleges and sixth forms, and what typical pathways look like for different attainment profiles.

St James’ Catholic High School is a well-established 11–16 option with stable leadership, a clearly lived Catholic identity, and evidence of orderly behaviour and strong pastoral systems. Academic performance sits within the middle band of England schools, with a positive Progress 8 figure indicating above-average progress.

It best suits families who want a faith-led community school, value a structured day and clear behavioural expectations, and are prepared to engage seriously with admissions criteria in a competitive local market.