Our Lady and St Kenelm RC School

A small, mission-led Catholic primary in Hasbury, Halesowen, with a culture that leans heavily into responsibility and service. The most recent full inspection (November 2021) rated the school Good overall, with Outstanding judgements for Behaviour and Attitudes and for Personal Development.

Academically, the headline story is Key Stage 2. In the 2025 dataset, 90% of pupils met the expected standard in reading, writing and mathematics combined. The higher-standard profile is more modest than the old wording implied, with 10% reaching the higher standard across reading, writing and mathematics.

For parents, the practical trade-off is demand. Reception entry is competitive, and as a voluntary aided Catholic school, families should expect faith-related admissions criteria and, in many cases, an additional supplementary form alongside the Local Authority application.

The identity here is unusually explicit. The school frames itself as a “school of sanctuary”, and its mission language is not decorative, it is used to shape routines, expectations, and pupil roles.

Pupil leadership is a defining feature. The inspection evidence points to a community in which children are trained to look after one another and to actively contribute to how the school runs day-to-day. Named roles include Lunch Bunch, Play-Leaders, and Diana Ambassadors, with older pupils expected to model behaviour, support peers, and promote a calm culture. Bullying is described as rare, and the behaviour standard is one of the school’s clearest strengths.

The Catholic character is similarly woven through ordinary life. Governance reflects this, with the parish priest listed as a foundation governor and a dedicated governor remit for Catholic life, liturgy and prayer. That matters for families because it tends to show up in assemblies, prayer, charitable activity, and how the school talks about dignity, service, and community responsibilities.

There is also a practical, modern strand running alongside the faith ethos. Digital responsibility is formalised through the Digital Leaders programme, positioning older pupils as peer mentors for technology use and online safety.

This is a primary school review, so the key evidence is Key Stage 2 performance.

Overall KS2 attainment (2025 dataset)

• 90% reached the expected standard in reading, writing and mathematics combined.

• At the higher standard, 10% achieved the high standard in reading, writing and mathematics.

Scaled scores and subject indicators (2025 dataset)

• Reading scaled score: 110

• Mathematics scaled score: 110

• Grammar, punctuation and spelling scaled score: 110

• Science expected standard: 100%

• Reading expected standard: 100%

• Mathematics expected standard: 100%

• GPS expected standard: 100%

Those numbers imply a cohort that is not only secure at the expected standard, but also has a meaningful proportion working beyond it. For parents, the implication is that the school is likely to suit children who respond well to clear expectations, consistent routines, and structured academic teaching, rather than a looser, “free-flow” style across the whole school.

Rankings context (primary)

Based on official outcomes data, the school is ranked 387th out of 14,978 primary schools in England for academic outcomes in the FindMySchool ranking. The Halesowen local hub lists it 3rd locally, with an overall England rank of 906th, keeping it comfortably within the stronger end of the current primary dataset.

(If you are comparing several nearby schools, the FindMySchool Local Hub comparison tools are useful for viewing these KS2 measures side-by-side.)

The inspection evidence points to an “ambitious curriculum” with strong sequencing, supported by high expectations from leaders and governors. The most useful way to interpret that as a parent is to ask, “What does that look like for my child, day-to-day?”

Early reading as a priority

Reading is treated as a whole-school driver. There is a consistent approach that begins with phonics in Reception and Year 1, then continues through assessment and intervention so pupils keep up or catch up quickly. A practical detail that matters is the purchase of reading books aligned to taught sounds, which usually indicates tighter consistency between phonics teaching and home reading.

Implication: this typically benefits children who need a predictable structure to build decoding confidence, and it can also accelerate fluent readers because staff can keep progression moving without large gaps in foundational skills.

Mathematics built in logical sequence

Mathematics is described as logically sequenced with regular practice to secure new learning. Most pupils are reported to know and understand what they are learning and can apply it, with a smaller number not yet fully secure in recent content.

Implication: you should expect a deliberate, cumulative approach that rewards steady practice. If your child is the type who needs repeated rehearsal, this is usually supportive. If your child becomes anxious when moving on before content feels mastered, it is worth asking how teachers balance pacing and consolidation.

Enquiry-based learning in some subjects

In some areas there is an enquiry-based approach, which is credited with helping older pupils remember more and make links across the curriculum.

Implication: while core skills are taught with structure, there is still space for curiosity and wider thinking, particularly for juniors.

As a school for ages 4 to 11, the destination question is about transition to secondary. The school places explicit emphasis on preparing pupils for the move, including online safety and readiness for the next stage.

For Catholic families in this part of the West Midlands, a commonly considered pathway is Catholic secondary provision in the wider area, including Hagley Catholic High School. For many other families, transition will be through Dudley and neighbouring authorities’ normal Year 7 coordinated admissions arrangements, depending on home address and parental preference.

If you are trying to plan realistically, ask two practical questions early:

1. Which secondary schools are most common for recent leavers, and why (distance, transport, faith preference, or curriculum)?

2. What transition support is offered for pupils who are anxious about the jump to Year 7?

Reception admissions are coordinated through the Local Authority process for state schools, but as a voluntary aided Catholic school, this school’s own admissions policy and criteria matter. The school states that priority is given to baptised Catholic children, followed by other children in line with the published criteria.

September 2027 Reception intake timeline (Dudley residents)

• Applications open: 1 October 2025

• On-time deadline: 15 January 2027

• Applications open: 01 October 2026

• Offer notifications: 16 April 2027

• Appeals heard: June to July 2026

Because it is oversubscribed, families should treat admissions as a process, not a last-minute form. Recently, 54 applications were recorded against 28 offers, which indicates demand meaningfully above capacity. (This is not a guarantee of future ratios, but it is a clear signal that you should use all preferences wisely.)

For faith-based criteria schools, also check whether you need a supplementary information form alongside the Local Authority application, and what evidence is required to support Catholic priority.

Practical tip: if you are comparing multiple oversubscribed local primaries, FindMySchoolMap Search can help you check your home-to-gate proximity accurately before you rely on any distance-related criterion.

The wellbeing model here is closely linked to responsibility and belonging. The inspection evidence describes pupils as polite, kind, respectful, and proud of their school, with a strong “school family” identity. That is reinforced through the number of structured roles children can hold, including service beyond the school itself through Mini Vinnies, a Catholic pupil group associated with charitable action.

There is also a clear safeguarding and online safety strand, reflected both in the inspection evidence and in the school’s pupil leadership approach around digital responsibility (Digital Leaders).

For pupils with additional needs, the inspection notes that pupils with special educational needs and or disabilities are fully included, with staff stepping in quickly with extra help and resources, and the school working with external agencies as needs change. The school also names its SENCO and notes formal SENCO qualification training, which is a useful indicator of system maturity.

This is not a school where enrichment is described as optional. The inspection evidence points to many opportunities outside the classroom, with named examples that give a sense of the texture of school life: forest school, trips, theatre productions, and visits from external experts, including the use of virtual reality headsets to support learning about ancient civilisations.

Clubs and leadership

The school formalises extracurricular participation through both clubs and leadership teams. The website lists a wide pupil offer, including:

• Digital Leaders

• Eco Warriors

• Reading Rangers

• Dog Mentor Monitors

• Liturgy Leaders

• School Council

• Junior Police Officers

• OLSK Choir

That breadth matters for parents because it often correlates with confidence-building opportunities for quieter children, not only the most extroverted. A “Reading Rangers” role, for example, typically works well for pupils who like purposeful responsibility without the pressure of being centre-stage, while liturgy leadership tends to suit children who enjoy reflective routines and service.

STEM and science enrichment

The school positions science as a strength through its participation in the Ogden Trust partnership, with school-led activity such as competitions, science fairs and events referenced as part of that involvement.

Implication: if your child is curious about practical science, you can reasonably expect more than just textbook work, even within a small primary setting.

After-school clubs practicalities

The school states that after-school clubs run 3:15 to 4:15, are pre-booked for the term, and are priced at £5 per week.

(Those costs are separate from the fact this is a state school with no tuition fees.)

The published primary day timings for younger year groups indicate a day running from 8:40am to 3:15pm. After-school clubs, where offered, typically run immediately after dismissal (3:15 to 4:15).

Wraparound care beyond clubs is not consistently set out in one clear, current page. If you need breakfast provision, late pick-up beyond 4:15, or regular holiday care, it is worth checking current arrangements directly, as these can change year to year.

For travel planning, the school sits in the Hasbury area of Halesowen. Most families will drive, walk, or use local buses, and the practical question is less “catchment” (Dudley does not operate catchment areas in the same way some authorities do) and more about how the admissions criteria apply to your family circumstances.

• Demand is real. Recent application and offer numbers indicate oversubscription, so families should use multiple preferences and treat admissions as competitive rather than routine.

• Faith criteria can be decisive. Priority is explicitly linked to baptised Catholic children, and families may need to complete a supplementary information form alongside the Local Authority application. This will matter if you are not practising Catholic or if documentation is incomplete.

• Communication expectations. The 2021 inspection notes that a number of parents did not feel leaders listened to them when concerns were raised, and the school was asked to build more effective communication channels. It is sensible to explore how parent concerns are handled now, and what the escalation route looks like if you are not satisfied.

• Enrichment often comes with small costs. Clubs are priced weekly, and schools commonly have additional costs for trips and activities. Budgeting for these avoids surprise even in a state school.

For families who want a faith-centred primary with clear expectations, strong KS2 outcomes, and a strikingly structured pupil leadership culture, this is a compelling option. Behaviour and personal development are headline strengths, and the academic picture at the end of Year 6 is comfortably above England average.

It suits children who respond well to responsibility, routine, and belonging, and it also suits parents who value Catholic life as a meaningful part of the school week. The main challenge is entry, particularly if you do not meet the higher-priority admissions categories.