St Joseph's Roman Catholic Primary School, Hurst Green

St Joseph's Roman Catholic Primary School remains best read through the current KS2 dataset. 70% of pupils reached the expected standard in reading, writing and mathematics combined, while 10% reached the higher standard. Subject expected-standard rates include 100% in reading, 70% in writing, 100% in mathematics and 100% in science.

The latest Ofsted inspection, completed on 1 and 2 May 2024, judged the school Good overall and Outstanding for personal development.

Admissions are coordinated through Lancashire for Reception, with oversubscription reflected in recent demand. In the most recent admissions data available here, there were 23 applications for 14 offers, which is about 1.64 applications per place. For families weighing up chances, it is sensible to treat this as a school where getting a place is not guaranteed.

There is a long view to this school. St Joseph’s has deep roots in Catholic education, and external diocesan material describes it as founded in 1686, with a Jesuit tradition that continues to shape day-to-day language and priorities. This is not simply a label. Pupils are expected to grow in faith and service, and the Jesuit Pupil Profile virtues sit alongside practical leadership roles and routines that normalise contribution, not just participation.

Leadership matters disproportionately in a small setting, because changes are felt quickly. The current headteacher is Mrs Jane McCormack. School communications show her acting as headteacher in early January 2026, and she introduces herself on the school website as the new headteacher, emphasising Cura Personalis and a Jesuit sense of “men and women for others”.

The tone from the most recent inspection is consistent with that picture. Pupils are described as happy, with calm, purposeful conduct around school, and a strong sense that people take good care of each other. Leadership roles are not tokenistic. The 2024 inspection references an eco council, ambassador roles and a chaplaincy team as part of the school’s personal development model.

Nursery provision and early years culture

Nursery provision is a real feature here, not an add-on. The Ofsted report explicitly describes the Nursery year laying foundations for early reading through songs, rhymes and familiar stories, with phonics beginning in Reception. On the school website, early years content points to a child-centred approach with familiar daily routines, and the “stay and play” style transition events suggest an emphasis on parent partnership and gradual settling for younger children.

It is worth noting the nursery fees point early. As a state school, there are no tuition fees for Reception to Year 6. Nursery arrangements are different nationally, and families should rely on the school’s published early years information and the government funding framework for eligible hours, rather than expecting a single standard model.

For a primary school, the headline question is Key Stage 2 outcomes, plus how consistently those outcomes appear across reading, writing, mathematics and core curriculum measures.

St Joseph's Roman Catholic Primary School remains best read through the current KS2 dataset. 70% of pupils reached the expected standard in reading, writing and mathematics combined, while 10% reached the higher standard. Subject expected-standard rates include 100% in reading, 70% in writing, 100% in mathematics and 100% in science.

The most recent published KS2 figures are unusually strong:

St Joseph's Roman Catholic Primary School remains best read through the current KS2 dataset. 70% of pupils reached the expected standard in reading, writing and mathematics combined, while 10% reached the higher standard. Subject expected-standard rates include 100% in reading, 70% in writing, 100% in mathematics and 100% in science.

St Joseph's Roman Catholic Primary School remains best read through the current KS2 dataset. 70% of pupils reached the expected standard in reading, writing and mathematics combined, while 10% reached the higher standard. Subject expected-standard rates include 100% in reading, 70% in writing, 100% in mathematics and 100% in science.

• Average scaled scores were 109 in reading and 108 in mathematics, with 111 in grammar, punctuation and spelling.

• 100% reached the expected standard in reading and in mathematics, 88% in grammar, punctuation and spelling, and 100% in science.

• 52.33% achieved high scores across reading, mathematics and grammar, punctuation and spelling combined.

These figures point to both breadth and depth: not only a very high proportion meeting expected standards, but also a much larger-than-average group working at greater depth.

How this compares in England

In the current FindMySchool primary rankings, the school is ranked 3,554th of 14,978 in England and 5th in Clitheroe, based on official data.

Parents comparing options locally can use the FindMySchool Local Hub page and Comparison Tool to see these results alongside nearby primaries, rather than relying on anecdote.

What the numbers imply for families

At this level, the core question becomes fit. Very high attainment can sit alongside a warm, small-school culture, but it often also implies clear routines, consistent expectations and tight curriculum sequencing. The most recent inspection describes a well-crafted, ambitious curriculum with defined knowledge and an emphasis on pupils building secure understanding over time, which aligns with the results profile.

The caveat is that high outcomes do not remove the need for good support structures. The 2024 inspection flags a specific improvement area around consistent identification of different types of special educational needs and disabilities, and the timeliness and effectiveness of support in some cases. For families whose child may need tailored support, it is sensible to ask detailed questions about the school’s current approach, how needs are assessed, and how support is monitored.

The academic picture here is best understood as “structured and cumulative”. The 2024 inspection describes teachers knowing the intended order of learning and typically delivering the curriculum well, so pupils can recall important facts and use that foundation to learn new content.

Reading and early language

Reading is positioned as central. Ofsted describes high-quality texts being used to strengthen reading and wider knowledge, with pupils reading widely and with enthusiasm. In a small primary, that matters because it usually means reading is not confined to English lessons. It becomes the access route to science, history, geography and faith-based learning, which can help sustain high outcomes across the curriculum.

In early years, the sequencing described in the inspection is clear: Nursery develops sound awareness through songs and rhymes; Reception begins phonics; books are matched carefully to sounds pupils know; and additional support is provided for those finding reading more difficult. For many children, this model is a strong fit because it reduces guesswork and makes early success more likely.

Curriculum breadth and the Jesuit lens

The school’s Jesuit identity is not simply a “religious education slot”. The website structure points to an integrated approach, including Catholic Social Teaching and the Jesuit Pupil Profile virtues as an organising framework. In practice, the implication for families is that personal development, reflection, service and leadership are treated as learnable skills, not optional extras.

For a state primary, “destinations” is usually about the secondary transition pattern, plus how well children are prepared socially and academically.

A Lancashire admissions document for the school notes that children from St Joseph’s normally transfer to St Augustine’s Roman Catholic High School, Billington, or St Cecilia’s Roman Catholic High School, Longridge. That points to a diocesan pathway and a likely Catholic secondary preference among many families.

In practical terms, families considering St Joseph’s should ask two things early:

1. whether they want a Catholic secondary route and how that interacts with their home location and transport; and

2. what the school does in Year 6 to support transition, including pastoral preparation and the handover of learning information to the receiving secondary.

Reception entry and Lancashire’s timetable

Reception applications are coordinated through Lancashire. Families should check the current Lancashire timetable for the latest application window, closing date and offer day.

• Applications open: Monday 1 September 2025

• National closing date: Thursday 15 January 2026

• Offers issued: Thursday 16 April 2026 (or next working day if this falls on a weekend or bank holiday)

These dates matter because the system is not first come, first served, but missing the deadline can reduce chances.

Faith criteria and supplementary information

As a voluntary aided Catholic primary, admissions criteria place baptised Roman Catholic children first in several categories, including looked-after children, children previously looked after, siblings and parish residency, before moving through other criteria groups.

For families, the practical implication is simple: if you are applying under a faith criterion, expect to provide the required church evidence and complete any supplementary form where relevant, alongside the Lancashire application. It is also wise to check how parish boundaries and sibling definitions are applied in the current policy year, since small schools can fill quickly within high-priority categories.

Demand and what it suggests

Recent demand data shows 23 applications for 14 offers, and a first-preference ratio (first preferences versus first-preference offers) of 1.14. This points to an oversubscribed school where preference alone does not guarantee a place, even before faith priority is considered.

If you are trying to understand your realistic prospects, use FindMySchool’s Map Search to check your home position relative to the school and to explore nearby Catholic and non-faith alternatives, then sanity-check those options against your family’s secondary plan.

Nursery entry

Nursery entry is typically managed directly with the school rather than via the coordinated Reception process. The school website’s early years content and transition activities, such as “stay and play” sessions, suggest that the school puts effort into a smooth start for younger children and new families. For nursery fees and session structures, rely on the school’s own early years information and government funding guidance for eligible hours.

A strong Catholic primary should be able to explain pastoral support in concrete terms, not just values language. Here, the most recent inspection points to pupils feeling cared for, calm behaviour, and personal development being a standout area.

The school’s Jesuit framing also tends to create a shared vocabulary around reflection and decision-making, which can be helpful for pupils learning to articulate emotions and take responsibility. The existence of structured pupil roles, including chaplaincy and ambassador responsibilities, implies that older pupils are expected to model behaviour for younger ones, which often supports a consistent climate across mixed-age friendships.

For families who need clarity around additional needs, there is one issue to probe carefully. The 2024 inspection identifies inconsistency in how different types of special educational needs and disabilities are accurately identified, and how quickly underlying causes of learning struggle are understood in some cases. This does not mean support is absent, but it does mean families should ask precise questions: what screening is used, who leads assessment, how interventions are chosen, how impact is measured, and how quickly plans are adjusted.

This is one area where the school’s size can be a genuine advantage, because opportunities can be made accessible to a large proportion of pupils rather than reserved for a handful of specialists.

Leadership roles with real responsibility

The 2024 inspection explicitly mentions the eco council, ambassador roles and the chaplaincy team. In a Jesuit context, these roles are not just about badges. They are typically linked to service, environmental stewardship and leading prayer or reflection, which helps personal development feel purposeful rather than performative.

Sport, clubs, and competitive opportunities

The school website offers unusually specific examples of clubs and events. A good illustration is the Gymnastics Club write-up: before-school sessions on Wednesday mornings, substantial pupil uptake in Years 3 and 4, additional lunchtime practice, and participation in the Ribble Valley gymnastics competition, with two teams representing the school. That is a helpful signal for parents, because it shows that sport is not only recreational. Pupils can also access coached, goal-based activity with a clear pathway to events.

The site also references a Monday after-school gymnastics club cycle, again emphasising progress and consistent practice over time.

Trips, retreats, and the rhythm of the year

For many families, the “texture” of a school year matters as much as the weekly timetable. The school’s calendar and gallery content suggest a rhythm built around faith and community events, including Founders’ Day retreats, Christmas and Advent activities, and end-of-year moments such as Mass for Year 6 leavers.

From an educational standpoint, these events also support oracy and confidence: class-led celebrations, assemblies, performances and shared rituals all require pupils to speak, read, sing, or present in front of others, which can feed back into classroom confidence.

School hours are clearly stated: the school day starts at 8.55am and finishes at 3.30pm, with children arriving from 8.45am and going straight to classrooms.

Wraparound care matters for many working families. The 2024 Ofsted report states that the school provides a before-and-after-school club. The school website does not prominently publish the operational details in the material reviewed here, so families should ask directly about days offered, booking, costs, and whether provision is run by school staff or an external provider.

For travel, the school is in Hurst Green, near Clitheroe, so driving and school-run patterns are likely to dominate. If you are relying on public transport, check the realism of bus timings for an 8.55am start, particularly in winter months.

• Faith commitment is real. Admissions criteria prioritise baptised Roman Catholic children and refer to parish residency and faith practice. This is a good fit for families seeking a Catholic and Jesuit formation; it will feel less natural for families who want a lightly faith-flavoured community school.

• A small school can feel wonderfully known, but it is also visible. In tight-knit settings, pupils are noticed quickly, for better and for worse. Shy children often benefit from that attention; children who crave anonymity may find it harder.

• Support for additional needs is worth probing. The most recent inspection highlights inconsistency in identifying different types of special educational needs and disabilities, and in quickly getting to the underlying reasons why some pupils struggle. Families should explore how assessment and support work in practice.

• Oversubscription is a practical hurdle. Recent demand shows more applications than offers. Do not assume a place, even if you live nearby, and make sure your Lancashire application includes realistic alternatives.

St Joseph’s Roman Catholic Primary School, Hurst Green is a small, values-led Catholic primary with a Jesuit identity that shows up in everyday expectations, pupil leadership and community rhythms. Results data for 2024 indicates outcomes well above England averages, and the most recent inspection confirms strong personal development alongside a calm, purposeful climate.

St Joseph's Roman Catholic Primary School remains best read through the current KS2 dataset. 70% of pupils reached the expected standard in reading, writing and mathematics combined, while 10% reached the higher standard. Subject expected-standard rates include 100% in reading, 70% in writing, 100% in mathematics and 100% in science.