St Mary’s Catholic Primary School, Henley-in-Arden Review 2026: Small Catholic primary with elite KS2 outcomes

At drop-off, this is the sort of small primary where routines feel established and expectations are clear. With a published capacity of 132 and a roll in the 90s, most families quickly recognise staff and pupils across year groups, which can make day to day communication simpler than in a larger setting.

Academically, the headline is exceptional. The most recent published Key Stage 2 outcomes place the school among the highest performing primaries in England, and the underlying measures, including scaled scores, point to secure attainment across reading, writing and mathematics. Families weighing up options locally should see this as a high challenge, high expectation offer, delivered in a faith shaped environment where Catholic life is not an add-on but a defining feature.

Leadership is currently in the hands of Mrs Alice Wilson (principal), and the school sits within the Our Lady of the Magnificat Multi-Academy Company.

The tone here is purposeful, but not austere. Expectations for behaviour are explicit, and pupils are described as consistently polite and respectful, with adults responding quickly when worries arise. In practice, that tends to translate into classrooms that can move at pace because teachers are not constantly re-setting standards, and corridors that feel orderly even when the site is busy.

Catholic identity shapes daily life and admissions priorities. The school describes its ethos as Catholic and frames its mission in explicitly faith-based terms, with prioritisation for baptised Catholic children where the school is oversubscribed. For families who want a clearly Catholic setting, this is a strength. For those who prefer a lighter touch, it is important to read the admissions documentation carefully and understand what the school asks of parents in the application process.

As a small school, community responsibilities are made visible through pupil leadership. Roles such as head boy and head girl are part of the culture, and there is also a Mini Vinnies group, which provides a structured route into service and charitable fundraising rather than leaving it as an occasional event. The implication for families is that personal development is organised and expected, not left to chance, which can suit children who respond well to responsibility and recognition.

Early years provision is spoken about as a warm, supportive starting point, with staff focused on fine motor development and outdoor woodland activity as children settle into school routines. That focus on readiness matters, because it helps children access the ambitious curriculum later without gaps in core learning behaviours, such as listening, handling equipment, and sustaining attention.

Leadership context: Mrs Alice Wilson is named as principal in official documentation. A local press report indicates she took up the principal role at the start of the academic year in September 2023.

The 2024 Key Stage 2 results are unusually strong. In reading, writing and mathematics combined, 100% of pupils reached the expected standard, compared to an England average of 62%. At the higher standard, 58.67% achieved the benchmark, compared to the England average of 8%. Those are not marginal gains, they are a different tier of attainment.

Scaled scores reinforce the picture. Reading and mathematics are both reported at 113, against the national scaled score reference point of 100. Grammar, punctuation and spelling is also high at 115. Taken together, that suggests attainment is secure across the basics, rather than spiky performance in one area.

Rankings place the school in rare company. Ranked 10th in England and 1st in Henley-in-Arden for primary outcomes (FindMySchool ranking based on official data), it sits among the highest-performing in England (top 2%).

For parents comparing local options, the best use of this data is to ask how the school achieves consistency. Strong results matter, but so does the mechanism, such as curriculum sequencing, early reading, and intervention. The inspection evidence points to early reading expertise and routine checking for misconceptions, which aligns with the results profile.

The curriculum is described as ambitious, with staff having the expertise to teach it effectively for most pupils. A key operational detail is the emphasis on identifying and addressing misconceptions quickly, which is one of the most reliable ways schools prevent small misunderstandings from turning into long-term gaps. Regular revisiting of important knowledge is also referenced, supporting retention rather than short term performance.

Reading is treated as a core priority, which is consistent with the published outcomes. Early reading is supported by staff expertise in phonics, with children taught phonics as soon as they join the early years. Daily support is used where pupils need help to keep up. The implication for families is that the school is structured and systematic about reading development, which usually benefits both confident readers and those who need tight scaffolding.

The early years environment is presented as warm and caring, with a clear focus on practical readiness, including fine motor skills. Woodland activity is used as part of early years provision. That kind of outdoor learning can be more than enrichment when it is linked to curriculum intent, for example, vocabulary development, physical coordination, and collaborative play.

There is also an important nuance. While provision is strong for most pupils, the inspection evidence highlights that in a small number of subjects some pupils do not retain important knowledge across the full curriculum, and that strategies for some pupils with special educational needs and disabilities are not implemented consistently. Families with children who need reliably adapted teaching should ask how staff training is being embedded across classes and how leaders check consistency term to term.

As a Warwickshire primary, transition is shaped by the county’s coordinated secondary admissions process, with applications for Year 7 typically submitted in the autumn of Year 6.

Locally, the nearest mainstream secondary option in the town is Henley-in-Arden School, which is described as serving ages 11 to 16. For families planning ahead, it is worth reviewing the likely travel pattern, curriculum offer, and the pastoral model at intended secondaries early in Year 5 or early Year 6, so that the Year 6 autumn term is not dominated by last minute decisions.

In small primaries with high attainment, some families also explore selective or faith-based routes where available. The most practical approach is to treat Year 5 as the planning year, confirm admissions criteria directly with relevant schools and the local authority, and avoid assumptions based on informal word of mouth.

Demand is strong relative to size. In the most recent data provided, 32 applications competed for 12 offers, which equates to 2.67 applications per place. That degree of demand is significant for a small primary and helps explain why process details, deadlines and documentation matter.

Admissions are coordinated through the local authority’s normal round. For September 2026 Reception entry, Warwickshire’s published closing date was 15 January 2026, with offers issued on 16 April 2026.

For this school specifically, the admissions arrangements for 2026 to 2027 state that families applying in the normal round must apply through their home local authority and also complete a Supplementary Information Form (SIF), returned to the school by the same deadline. This is a key operational point for Catholic schools, because without the supplementary form families may not be correctly placed in the oversubscription categories that reflect baptism, parish connection, or other criteria used by the school.

Oversubscription priorities are explicitly faith-led. The published criteria place baptised Catholic children first, including looked after and previously looked after children, then Catholic children with siblings and parish links, before moving through other Catholic children and then non-Catholic children. When places are tight, the practical implication is that families who are not Catholic should treat admission as uncertain unless there is a sibling connection or other priority that applies, and families who are Catholic should ensure documentation is complete and submitted on time.

Parents considering this school should also use FindMySchool’s Map Search to understand practical travel time and the geography of their shortlist. Even where a strict distance cut-off is not published for a given year, the tool helps families compare realistic morning journeys and contingency routes.

Pastoral practice appears closely tied to behaviour routines and trusted adult relationships. Pupils are described as happy and safe, and there is an expectation that adults help pupils resolve worries quickly. In a small school, that can be particularly effective because the number of relationships a child needs to manage is smaller, and key staff typically know family contexts well.

Safeguarding is recorded as effective, which is a baseline requirement but still an important reassurance for families.

Support for pupils with special educational needs and disabilities is described as early identification with some additional support and work with external agencies. The improvement point is consistency, namely ensuring that agreed strategies are implemented reliably across classes. Parents of children with additional needs should ask how support plans are monitored, how staff are coached, and how progress is reviewed beyond formal meetings.

A final pastoral feature is the way the school frames citizenship and participation. Pupils learn about democracy through voting for roles such as head boy and head girl, and are described as accepting of other faiths and beliefs. That blend of clear identity with respectful engagement can suit families who want faith education without social insularity.

The co-curricular offer is described as inclusive and varied, with examples including community club, hockey and choir. In a small school, that matters because the range of opportunities can easily narrow if staffing is stretched, so named provision is a useful indicator that enrichment is embedded.

Educational visits are used to give curriculum topics more substance. A living museum visit is referenced as part of a history unit, which suggests trips are planned to strengthen learning rather than simply provide a day out.

There is also a notable residential element. Pupils take part in an annual residential visit to London to watch a theatre show. The value here is twofold: cultural capital for pupils who may not otherwise access theatre, and the independence and group skills that come from residential experiences.

Service and leadership are woven in through roles and charitable activity. Mini Vinnies provide an organised route into fundraising and practical action for others, while head boy and head girl roles give older pupils visible responsibility. In a faith school, this is often where Catholic social teaching becomes real, through action, reflection, and a shared language of service rather than slogans.

This is a state school with no tuition fees. Families should still expect the usual associated costs such as uniform, educational visits and optional clubs.

A before and after-school club is in place, which is important for working families, although the published timings and booking details should be confirmed directly with the school.

For transport, Henley-in-Arden has a local rail station with services towards Stratford-upon-Avon and Birmingham, which can help some families with commuting patterns, especially where childcare is shared across households.

• Faith-based admissions process. A Supplementary Information Form is required alongside the local authority application in the normal round. Families should treat the paperwork and deadlines as mission critical.

• Competition for places. With 2.67 applications per offer in the latest data, entry pressure is real for a small school. Have realistic back-up preferences in your application.

• Consistency for pupils with SEND. Support is in place, but the inspection evidence highlights that strategies are not implemented consistently for some pupils. Parents should explore how leaders are tightening practice across classes.

• Small-school scale. Capacity is 132 and the roll is around the mid-90s. Some children thrive in a close-knit setting; others may prefer a larger peer group and broader in-house offer.

For families seeking a clearly Catholic primary with exceptionally strong Key Stage 2 outcomes, St Mary’s Catholic Primary School in Henley-in-Arden stands out as a high performing, well-organised small school. Teaching places particular weight on early reading and knowledge retention, and personal development is supported through leadership roles and service-led groups. Best suited to families who value faith as part of daily school life, want strong academic expectations, and are prepared to manage a competitive admissions process with careful attention to deadlines and forms.