Saint Peter’s Catholic Primary School, A Voluntary Academy Review 2026: High-attaining Catholic primary with an inclusive feel

Daily story time, clear routines, and a strong Catholic identity shape the tone here. Saint Peter’s Catholic Primary School, A Voluntary Academy combines a family-centred ethos with outcomes that sit well above typical England benchmarks. The most recent Reception entry data also shows demand outstripping places, so admission is often the limiting factor rather than what the school delivers once children are through the door.

Leadership sits with Head Teacher Mrs L. Rinaldi-Oxley, and governance is through the St Thomas Aquinas Catholic Multi-Academy Trust.

The school’s Catholic life is not a bolt-on. Acts of worship and scripture form part of the shared language, and the wider parish link is treated as a live relationship rather than a label. The school describes its aims in explicitly Gospel-led terms, with a focus on trust, respect, and friendship across pupils, staff, parents, governors, and parish clergy.

Externally verified indicators support a settled, inclusive culture. The latest inspection describes pupils as proud to belong, and highlights a calm start to the day with staff greeting pupils on the playground and helping resolve small issues early. A practical behaviour framework is in place, and pupils understand expectations and the consequences when needed.

This is also a school that puts inclusion into operational detail. Support for pupils who are new to English, as well as those with special educational needs and disabilities, is described as promptly identified, regularly reviewed, and strengthened by external expertise when required. Parents are brought into target-setting and communication.

The performance story is unambiguous. In 2024, 88.33% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 42% reached greater depth, compared to the England benchmark of 8%. Reading (109), mathematics (108), and grammar, punctuation and spelling (111) scaled scores are also strongly above typical national reference points.

FindMySchool’s outcomes ranking places the school 773rd in England for primary performance, and 1st locally within Hinckley. This puts the school well above England average overall, outperforming around 90% of schools in England (top 10%).

For parents, the implication is twofold. First, the academic baseline is high across the cohort rather than confined to a small top set. Second, families should expect a school that takes foundational literacy and numeracy seriously, because those strengths show up consistently across multiple measures.

Parents comparing options locally can use the FindMySchool Local Hub page to view these results side-by-side with nearby primaries using the Comparison Tool.

Curriculum design is structured and cumulative. Key knowledge and vocabulary are summarised in “key learning sheets”, and the school uses regular low-stakes retrieval, including “flashback 4s” and quizzes, to revisit prior learning and strengthen long-term recall. That kind of routine matters because it reduces reliance on last-minute revision and helps pupils who need more spaced practice to keep up with the class narrative.

In mathematics, progression is described in concrete steps, moving from early number ordering in Reception through to more advanced number line work with negative numbers by Year 5. Teachers model methods, then guide pupils towards independent application and reasoning. The practical implication for families is that pupils are taught to explain their thinking, not just arrive at answers.

Early reading is a clear priority. Pupils begin learning to read from the start of school, take home books aligned to current sounds, and build fluency over time. Daily story time is presented as part of the fabric of the school day, and cross-year “reading buddies” are referenced as a feature pupils value.

A fair note of balance also emerges. In a small minority of foundation subjects, the curriculum is described as less precisely developed, which can reduce consistency in how securely pupils build knowledge compared with the strongest subjects.

As a Leicestershire primary, Year 6 transition is shaped by the county’s coordinated secondary admissions process, alongside each secondary school’s oversubscription rules. For academy secondaries, catchment and priority criteria can differ, so families should check each school’s published admissions arrangements rather than assuming proximity alone will decide the outcome.

Operationally, transition appears planned rather than left to chance. The school’s published SEND information describes structured handover, including meetings between the Year 6 teacher and the Year 7 tutor to discuss pupils, plus SENCo-to-SENCo liaison and record transfer for pupils with additional needs. The implication is reassuring for families who want continuity, particularly where a child needs adjustments to land well in Year 7.

Demand looks meaningfully above supply. The most recent Reception entry data shows 62 applications for 22 offers, around 2.82 applications per place, with the school recorded as oversubscribed. Where places are limited, the practical reality is that families should plan a sensible spread of preferences, including at least one realistic local option.

Admissions sit within trust governance, with applications coordinated through the relevant local authority during the normal admissions round. For applications made on faith grounds, the school also directs families to complete a Supplementary Information Form as part of the process.

For autumn 2026 entry in Leicestershire, primary applications open from 1 September 2025 and the national closing date is 15 January 2026. National Offer Day for primary places is 16 April 2026.

Parents thinking about a Catholic place should read the trust’s determined admissions arrangements carefully, because parish connection and evidence requirements can matter when the school is oversubscribed.

Parents assessing the realism of a move should use the FindMySchoolMap Search to check their precise distance and travel options, then sense-check against the pattern of oversubscription in recent years.

Pastoral care is visible in day-to-day structures rather than grand statements. Pupils have routes into support at lunchtime, including older pupils taking responsibility for younger children through play leadership and structured games. A separate pastoral lunchtime group is also described as a support for pupils who find playtimes overwhelming, which is often where primary anxieties show first.

Attendance and punctuality are treated as priority behaviours, with follow-up on absence and lateness described as prompt. For families, that usually means the school is proactive about small patterns before they become entrenched, though it can feel firm if you are used to a more hands-off approach.

Safeguarding arrangements are effective.

Clubs and leadership opportunities are used to widen participation, not just to reward the already confident. Year 6 roles include play leaders and sports leaders, with pupils organising games and modelling positive behaviour for younger children. The implication is that confidence-building is treated as part of personal development, particularly for pupils who benefit from structured responsibility.

Music is a concrete example of breadth. The school’s published music development summary references choir across the year, a lunchtime recorder club, and after-school ukulele tuition. Inspection commentary also links ukulele participation to performance opportunities in the local area, suggesting the school expects pupils to share their work beyond the classroom.

Sports participation appears organised and inclusive. Historical newsletters and funding summaries reference KS2 football and KS1 multi-sports clubs, plus competition and festival activity. For parents, this matters because it signals that sport is not limited to the most able, it is structured as a route for many pupils to represent the school and build teamwork.

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

The school day starts with a morning whistle at 8:50am. End of day is 3:15pm for Early Years Foundation Stage, and 3:20pm for Key Stage 1 and Key Stage 2.

Wraparound care is available via a third-party club, Kidspace, which school newsletters describe as open until 5:45pm on weekdays. Families should confirm current booking arrangements directly with the provider.

• Oversubscription pressure. Recent Reception entry data shows demand materially above supply. Families should plan multiple realistic preferences and understand how faith criteria interact with oversubscription.

• Foundation subject consistency. A small minority of foundation subjects are described as less precisely sequenced than the strongest areas, which can affect how consistently pupils secure knowledge across the full curriculum.

• A genuinely Catholic environment. Gospel language, worship, and parish connection are central to the school’s identity. Families who want a lighter-touch faith presence should consider whether this is the right fit.

Saint Peter’s Catholic Primary School, A Voluntary Academy pairs strong academic outcomes with an inclusive culture and a clear Catholic identity. The curriculum approach is structured, early reading is prioritised, and pupils have real opportunities to lead through roles such as play leaders and sports leaders. Best suited to families who want a faith-grounded primary with high expectations and who are prepared to navigate a competitive admissions picture.