Thorneyholme Roman Catholic Primary School, Dunsop Bridge Review 2026: Small rural Catholic primary with Forest School at its core

For a school of this size, published performance data needs careful handling. In 2024, the Year 6 cohort was a single pupil, which means percentages can swing dramatically year to year and should not be read as a stable indicator of typical outcomes. The school’s own published figures show 100% at the expected standard for reading, writing and spelling, punctuation and grammar, with mathematics recorded as 0% at the expected standard for that cohort. With one pupil, the most sensible interpretation is that results are highly individual, so parents should focus on how the school teaches and supports progress, rather than treating headline percentages as a proxy for overall quality.

FindMySchool ranking data is not available for this school in the current results, which is often the case where cohort sizes are extremely small. In practice, that makes the inspection evidence and curriculum detail more useful than comparative league positioning.

One meaningful academic signal is the way reading is prioritised. The inspection narrative describes reading as a high priority, with staff training to improve consistency in phonics delivery after a new programme was introduced. That is a familiar pattern in small primaries: once a new approach is embedded, it tends to be implemented consistently because the team is small and communication is immediate. The key question for parents is how quickly and securely that embedding is happening, and what support looks like for pupils who need extra practice in early reading and handwriting.

Mixed-age teaching sits central to the curriculum model. The school describes two mixed-age classes, with rolling curriculum cycles (a two-year cycle in Key Stage 1 and a four-year cycle in Key Stage 2), and themes used to connect subjects across half terms. Done well, that approach has a clear benefit: younger pupils are continually exposed to richer vocabulary and higher-level thinking, while older pupils strengthen mastery by explaining and modelling. The challenge is differentiation, because teachers must be precise about what each age group needs to learn next, not just what the class as a whole is doing.

English and early reading have been an area of deliberate refinement. The school publishes its use of Monster Phonics for infant reading and describes daily phonics teaching in Key Stage 1, with structured sessions that include revisit, direct teaching and application. The most recent inspection commentary aligns with this, noting that staff were being trained to deliver the new phonics programme more consistently and that fluency was variable for some pupils in the early stages of reading. In practical terms, families should ask how often children read with an adult, how phonics practice is reinforced at home, and what intervention looks like when a pupil falls behind.

The Early Years Foundation Stage includes Nursery from age 3 and Reception, with children sharing a classroom space with Year 1 and Year 2. The school highlights continuous provision indoors and outdoors, including an outdoor classroom linked to themes. In a small rural school, this kind of “family grouping” can be a real advantage for children who gain confidence from seeing older pupils model routines, language and behaviour, especially in the transition into Reception.

As a state primary, the main transition point is Year 6 to Year 7. For families in the Ribble Valley area, Lancashire’s admissions information identifies several secondary schools in the local area, including Bowland High, Ribblesdale School and Clitheroe Royal Grammar School, as well as St Augustine’s Roman Catholic High School. Which is most relevant depends on the child, the family’s faith priorities, and travel logistics in a rural setting.

Catholic families often pay particular attention to the link between parish life and secondary admissions. Lancashire’s secondary admissions documentation lists Thorneyholme among the associated primary schools referenced within Catholic secondary admissions criteria in the area, which can be useful context when thinking ahead beyond Year 6. The school’s own Catholic life pages also emphasise parish connections, which will matter to families seeking continuity of faith formation through secondary years.

At primary level, strong transition typically looks like practical preparation and emotional readiness, rather than formal academic acceleration. In a very small school, the most important question is often social: how well pupils are prepared for joining a much larger Year 7 cohort. Look for evidence of visits, shared events with other schools, and opportunities for pupils to work in larger mixed groups, including through the collaboration arrangements the school describes.

Admissions are shaped by the school’s status as a Catholic voluntary aided primary. That means the governing body is the admissions authority and uses published oversubscription criteria when there are more applicants than places. For September 2026 Reception entry, the published admission number is 10. The oversubscription priorities start with looked-after and previously looked-after children, then baptised Catholic children (with additional priority for siblings and those living in the defined catchment and parish areas), followed by other children with siblings, other baptised Catholic children, and then all remaining applicants. Distance is used as a tie-break within categories, based on straight-line measurement, with random allocation only if distances are identical for the final place.

In the most recently published FindMySchool admissions snapshot for primary entry, the school was oversubscribed, with 6 applications for 4 offers and an applications-to-offers ratio of 1.5. For a tiny school, even a small change in village demographics can shift demand sharply, so it is sensible to treat competitiveness as variable rather than guaranteed either way.

For September 2026 entry, Lancashire’s coordinated primary admissions open on 1 September 2025 and close on 15 January 2026. Offers are issued on 16 April 2026. Because this is a Catholic voluntary aided school, families seeking priority under the Catholic criteria are also asked to submit the school’s Supplementary Information Form by 15 January 2026.

Nursery provision is available from age 3, but attendance in Nursery does not automatically guarantee a Reception place. Reception entry still requires an application through the normal admissions route.

In a school of this size, pastoral care is often inseparable from daily teaching because staff see every child frequently across lessons, breaks and clubs. The inspection narrative describes strong relationships across the school, with pupils happy and confident, and staff attentive to individual needs, including pupils with special educational needs and disabilities. That matters for families who value quick intervention when a child is struggling, because concerns are harder to miss in a small setting.

Wellbeing is also tied to the outdoor learning culture. Pupils are described as using the outdoor forest area to build habitats for minibeasts and solve practical problems safely, which develops confidence and resilience. Outdoor learning is not just a “nice extra” here, it is positioned as a key route to personal development.

Faith structures also provide pastoral scaffolding for many families. The school’s GIFT Team and Friday worship routines give children structured opportunities to reflect, lead and take responsibility, which can be especially grounding in a very small community where pupils often take on leadership roles earlier than they might in a larger primary.

Extracurricular life is unusually specific for such a small school, and it strongly reflects the school’s rural context.

Forest School is the headline. The school describes a whole-school day in the woods once a month, whatever the weather, focused on practical woodland skills such as den building, shelter making, safe tool use, knot work and cooking. That is a powerful example of learning that suits a wide range of pupils, including children who learn best through hands-on tasks and collaborative problem solving.

Wildlife and place-based learning runs through pupil leadership too. The Curlew Ambassadors programme links pupils to local conservation work, including tracking migration patterns of curlews that nest near the school. This is learning with a clear local anchor and a real audience, which can raise motivation and improve the quality of writing and presentation because pupils are communicating beyond the classroom.

Sport is supported by external coaching. The school states that coaches from Burnley Football Club deliver some physical education lessons alongside teachers and provide after-school clubs. In addition, the school reports that all pupils have access to swimming sessions through the year, which is a significant offer for a small rural primary.

Wraparound and clubs are also clearly set out. Breakfast Club runs daily from 8.00am, with a per-session cost of £3.50. After school, the current weekly pattern includes Sports Club on Monday and Thursday (3.30pm to 5.00pm), an After School Club with games and activities on Tuesday (3.30pm to 5.00pm), and Lego Club on Wednesday (3.30pm to 4.30pm). These are listed as free sessions on the school’s published timings page, which will appeal to families who need predictable childcare coverage without additional costs.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform, trips and any optional activities.

The official school day runs from 8.45am to 3.30pm. Breakfast Club operates from 8.00am, and after-school provision is offered on weekdays through a mix of clubs and activities, with finish times varying by day between 4.30pm and 5.00pm. Government-funded early education hours are available for eligible children.

Travel will be a practical consideration for most families because the school serves a small rural area. For catchment checks, parents should use FindMySchool’s Map Search to understand their exact distance and how admissions tie-breaks operate when demand rises.

• Very small cohorts. Published results and headline percentages can be based on very small numbers, including a single pupil at Year 6 in 2024. That makes trends hard to interpret, so it is worth focusing on teaching quality, reading support and how progress is tracked for individual pupils.

• Mixed-age classes require the right fit. Many children thrive in a family-style setting, but some pupils prefer the simplicity of single-year classes and larger peer groups. Ask how differentiation works day to day, especially for early reading and handwriting.

• Catholic admissions criteria are real. The school is inclusive, but priority categories for Reception places put baptised Catholic children first in several tiers, and a supplementary form is requested for some criteria. Families should be comfortable with the faith expectations and the paperwork involved.

• Curriculum changes still bedding in. The latest inspection notes that recent curriculum changes, including phonics and handwriting, were not yet fully embedded at the time of inspection, with some inconsistency affecting learning pace. Families should ask what has changed since then and how staff training is being supported.

A distinctive option for families who want a small, faith-grounded primary where outdoor learning is a core part of the curriculum rather than an occasional treat. The school suits children who enjoy mixed-age social life, hands-on learning and a strong sense of community, and it can be especially appealing for families looking for Catholic formation within a rural setting. The key decision is fit, because the same features that make this school special, tiny cohorts and mixed-age teaching, are exactly what some children and parents may find limiting.