Holy Cross Catholic High School Review 2026: High expectations, strong progress, and a clear Catholic identity

This is a Catholic secondary that combines a tight behavioural culture with an ambitious curriculum, and it has the outcomes to back that up. The school serves Chorley and the surrounding parishes, with admissions shaped by faith criteria as well as distance. Academic performance sits above England average on multiple measures, including a strong Progress 8 score, and formal inspection evidence points to pupils who feel safe, behave well, and are taught through a carefully sequenced curriculum. Day-to-day life is structured, with a five-period timetable and a wide menu of clubs that runs from sport to STEM to faith groups.

Relationships are central to how the school describes itself, and that is borne out by external evidence. Pupils are expected to meet high standards of conduct in lessons and around the site, with clear rules and routines that make behaviour predictable. That matters in a school of this scale, with capacity around 975, where consistency is the difference between calm corridors and low-level disruption.

The Catholic identity is not presented as an optional extra. The school’s mission statement is expressed as Love God, Work Hard, Be Kind, and it is embedded in the way the school talks about learning, service, and community. Faith is visible in the practical routines of school life, including the chapel as a space for prayer and reflection, and in structured opportunities for pupils to put belief into action through charitable projects.

Leadership has seen a recent handover. Mr Greg Lindley is the current headteacher, taking up the role from 1 September 2024. His professional story is unusually rooted in the school itself, having joined in 2002 and progressed through senior roles before becoming headteacher. That continuity tends to matter to families who value stability, and it also means the headteacher understands the school’s local community and parish relationships at close range.

On academic outcomes, the school compares well to other secondaries in England, and it is especially strong within the Chorley area.

Ranked 908th in England and 2nd in Chorley for GCSE outcomes (FindMySchool ranking based on official data), this places the school above England average and comfortably within the top 25% of schools in England. In practice, that translates into a school where outcomes are not dependent on a small high-attaining subset, but are driven by consistent teaching and strong routines.

The Progress 8 score of 0.75 indicates students make well above average progress from the end of primary school to GCSE. For parents, Progress 8 is often the most useful single statistic because it signals how much value a school adds, not merely the attainment profile of the intake.

On Attainment 8, the school’s score is 56.9, reflecting broadly strong performance across a student’s best eight qualifications. EBacc indicators are more mixed: the school’s average EBacc point score is 5.07, compared with an England average of 4.08, while 25.1% achieved grade 5 or above across the EBacc. That combination suggests that where students do enter the EBacc suite, outcomes are strong, but the overall entry and grade profile may vary by cohort and option choices.

Parents comparing local schools should use the FindMySchool Local Hub and Comparison Tool to view these measures alongside other Chorley secondaries, especially if they are weighing a faith-based admissions route against a purely distance-based community school.

Curriculum thinking is a clear strength. The curriculum is designed with a deliberate sequence, so learning is built in a planned order to help students know more and remember more across subjects. Assessment is used to check what students have learned and to guide what comes next, and there is a clear emphasis on recall, with regular opportunities for students to revisit and strengthen earlier content.

Classroom practice is shaped by the same consistency the school expects in conduct. Teachers use well-designed questioning to check understanding and push students to articulate answers in depth. This is important at key stage 3 because it sets the habits of explanation, precision, and sustained effort that carry through to GCSE.

Reading is taken seriously, but with a targeted approach rather than a one-size-fits-all programme. Students who need extra support to read fluently are identified and offered additional help to catch up. There is also a school library that is actively used by many pupils, particularly in key stage 3. The school recognises, however, that developing reading for pleasure can be harder to sustain for some older students once GCSE choices narrow their reading diet, and this remains an area where families can ask probing questions.

This is an 11 to 16 school, so the key transition point is post-16. The school’s careers programme is designed to ensure pupils are prepared to choose among sixth forms, colleges, and training routes. Careers work is not left to the final term of Year 11; it is treated as a structured strand that includes employer encounters, visiting speakers, and guidance that supports students to connect strengths and interests to realistic pathways.

There is clear evidence of professional careers capacity. The school works with an independent careers adviser who is in school weekly, and whose role includes one-to-one guidance so pupils can explore options such as A-level study, vocational routes, apprenticeships, and traineeships. This matters because the best careers programmes are those that avoid defaulting every student to the same path, and instead treat progression as a personal plan with multiple credible routes.

For families, the practical implication is this: if your child thrives with structured guidance and you want school-led support with next steps, the careers model here is likely to fit well. If you already have a fixed post-16 plan, the value may be in the quality of impartial guidance that stress-tests that plan against real entry requirements and labour market realities.

Admissions are competitive, and the school is explicit about its faith-based identity. The published admissions number for Year 7 entry in September 2026 is 195.

Applications are made through the local authority’s coordinated process. For entry in September 2026, families can apply between 1 September 2025 and 31 October 2025, and the closing time on the deadline day is 23:59. In addition, the school requires a Supplementary Information Form, with the deadline for submission to the school set at 4pm on 31 October 2025, including supporting evidence where relevant. Offers are released on 1 March 2026 (or the next working day).

Oversubscription criteria are detailed and unapologetically faith-led, while still allowing applications from families of other faiths and none. After looked-after and previously looked-after children, priority is given to Catholic children resident in specified local parishes, including St Chad, St Gregory, St Mary, St Oswald, Sacred Heart, and St Joseph, with parish variants listed in the admissions policy. There is also a criterion connected to Catholic partner primary schools in those parishes, including Sacred Heart, St Joseph’s (Chorley, Withnell, and Anderton), St Chad’s, St Gregory’s, St Mary’s, St Oswald’s (Coppull), and others named in the policy.

When a tie-break is needed within a category, distance is used as a straight-line measure to the school. If applicants cannot be separated by the published criteria, a random allocation process is used for the final place(s). The waiting list operates according to the oversubscription criteria rather than application date, and for the September 2026 intake it is held open until 31 December 2026.

Parents deciding whether this is a realistic option should treat it as two separate questions. First, do you meet the faith criteria, and can you evidence it on time. Second, if you are applying under a distance tie-break, use the FindMySchool Map Search to understand your precise proximity before relying on a place here.

Pastoral structures are described as strong, and the safeguarding culture is treated as a school-wide responsibility rather than a specialist function. The most recent Ofsted inspection (14 to 15 September 2022) confirmed the school continues to be Good and that safeguarding arrangements are effective.

Daily behaviour expectations are clear and routinely met. Poor behaviour rarely disrupts learning, and pupils understand that staff expect them to conduct themselves well. Bullying reporting is treated seriously, with multiple routes for pupils to raise concerns and confidence that problems are addressed quickly.

Personal development is given practical shape through leadership roles. Pupils can take on responsibilities such as prefect roles, pupil council involvement, and structured leadership programmes in sport. That breadth can be an important protective factor, because it gives more students a role and status beyond purely academic identity.

One area families should explore is inclusion within enrichment and monitoring. The school has recognised that participation in wider activities can be lower for pupils with special educational needs and disabilities, and that leadership and governance need to scrutinise attendance, behaviour patterns, and extracurricular uptake for this group with greater depth. For parents of children with additional needs, the right questions are not only about support in lessons, but also about how the school ensures full access to the wider life of the school.

Extracurricular life here is broad, but more importantly, it is specific and structured. A termly timetable of clubs shows provision that moves well beyond generic lists.

Sport is a major pillar, supported by facilities that include a sports hall, fitness suite, floodlit all-weather synthetic pitch, tennis and netball courts, and grass pitches for football and rugby. That infrastructure supports regular after-school activity, with options such as netball, boys’ and girls’ football, badminton, gymnastics, and GCSE PE support sessions. The implication for families is practical as well as aspirational: students who enjoy sport can find a routine, not just an occasional fixture.

STEM and problem-solving are visible in named clubs rather than vague claims. The programme includes a STEM Club for younger years, a KS3 Robotics Club, and a Cryptography Club for Years 8 and 9. These are the kinds of activities that build confidence with technical thinking, teamwork, and persistence, particularly for students who may not yet see themselves as “science people” but respond well to making and testing.

Academic support is also built into the club culture. Maths Circle and Maths Doctor sessions create additional spaces for students to strengthen confidence and keep pace, while targeted revision sessions for Year 11 appear as part of the wider programme rather than a bolt-on that starts late.

Catholic life and service are expressed through concrete projects. Faith in Action activity includes community events organised by the school’s Leadership Academy, visits and performances in local care settings, and seasonal giving appeals, alongside structured faith groups such as Bible Group and Lectio Divina sessions in the chapel. The school’s approach is that faith is expressed through action and reflection, with service as a normal expectation rather than a once-a-year fundraiser.

For Year 10 students, the Duke of Edinburgh’s Award is a well-established route into wider personal development. All Year 10 pupils are offered the opportunity to take part at Bronze level, covering volunteering, physical activity, skills development, and expedition. That combination is a strong fit for pupils who grow through challenge and responsibility, and it also creates a shared experience across the year group.

The school day is clearly structured. Registration begins at 8.55am, Period 1 runs 9.15am to 10.15am, and the final lesson ends at 3.05pm. The timetable operates on a two-week cycle (Weeks A and B), so pupils should expect some variation in subject pattern across the fortnight.

The site is positioned on Myles Standish Way, close to major road links, and the school provides detailed guidance on transport, including school bus information and routes. For families travelling from further out, it is sensible to plan journeys early and understand the season ticket process where places are available, because capacity and eligibility rules vary.

The physical environment supports a full secondary curriculum. Facilities include eight science laboratories, an extremely well-appointed music suite, a modern food technology room, design and technology workshops, an art and design area, a drama studio, a glasshouse, a chapel, and a library and resources area with additional computer facilities. Classrooms are being equipped progressively with large monitors to support teaching and visibility.

• Faith-based admissions. Priority is shaped strongly by Catholic criteria and parish connections, alongside the Supplementary Information Form deadline. Families should be confident they can evidence their category and meet deadlines before relying on a place.

• A structured culture. High expectations around conduct and routines suit many students, especially those who do best with clear boundaries. Pupils who struggle with structure may need careful transition planning and strong home-school alignment.

• Inclusion within enrichment. The school has recognised that participation in extracurricular activities can be lower for pupils with special educational needs and disabilities. Parents of children with additional needs should ask how the school monitors and improves participation, not just academic support.

• Reading habits at GCSE. Targeted reading support exists, but older students may need active encouragement to sustain reading for pleasure beyond exam texts. Families who value reading culture may want to discuss how reading is promoted across key stage 4.

A well-organised Catholic secondary with strong progress measures, consistent behaviour standards, and facilities that support both academic and practical learning. It suits families who want a faith-informed education, clear routines, and a school that takes curriculum sequencing and personal development seriously. The main challenge is admissions, because both faith criteria and competitive demand shape who can secure a place.