St Thomas More Catholic Primary School, Kidlington Review 2026: Catholic ethos, high expectations, and strong KS2 outcomes

The day starts early here, with the main school timetable running 8:45am to 3:15pm and routines designed to build independence from the gate onwards. A Catholic ethos runs through daily life, supported by regular liturgy and a clear set of shared values that pupils can actually explain and use.

Academically, the published Key Stage 2 picture is strong. In 2024, 79.67% of pupils reached the expected standard in reading, writing and maths combined, well above the England average of 62%. At the higher standard, 30.67% achieved greater depth in reading, writing and maths, compared with the England average of 8%. The school’s scaled scores were 108 for reading, 106 for maths, and 108 for grammar, punctuation and spelling (GPS). Ranked 2,905th in England and 1st in Kidlington for primary outcomes, it sits above England average, placing it comfortably within the top 25% of schools in England. (FindMySchool ranking, based on official data.)

Inspection evidence has also moved sharply upwards. The July 2025 Ofsted inspection graded all key judgement areas as Outstanding, including Early Years provision.

The quickest way to understand the culture is through the language the school expects pupils to live by. Determination, humility, fairness, respect and unity are treated as working values rather than a poster set, and they are reinforced through simple day to day rules such as being kind, ready and safe. That clarity tends to show up in calmer playtimes, smoother transitions between lessons, and older pupils taking responsibility in ways that feel purposeful rather than performative.

As a Catholic school, faith is not a bolt-on. The calendar includes whole school Masses and seasonal liturgies, and there is a visible emphasis on service, charity and community contribution. The wider Catholic dimension also includes sustainability and social justice themes, for example the school’s engagement with the LiveSimply Award, framed around caring for creation and practical action. For families who want a school where faith is part of the rhythm of the week, not just an admissions label, that matters.

Early Years is a significant part of the identity. The school offers Nursery provision for both two and three year olds, and it is organised to feel like a coherent start point rather than a separate add-on. There is a dedicated two year old cohort described as having smaller group sizes and a gentle introduction to nursery routines, while the three year old cohort is framed around a broad Early Years Foundation Stage (EYFS) curriculum with indoor and outdoor learning and a deliberate focus on communication, social interaction and early numeracy.

The outcomes data suggests a school that is doing more than just getting pupils over the line. In 2024, 79.67% reached the expected standard in reading, writing and maths combined, compared with 62% across England. The greater depth figure is also notable, with 30.67% achieving the higher standard in reading, writing and maths compared to an England average of 8%. Reading and GPS scaled scores of 108, alongside maths at 106, point to consistently strong basics rather than a single spike.

Rankings help put that into context. Ranked 2,905th in England and 1st in Kidlington for primary outcomes, performance sits above England average, placing it comfortably within the top 25% of schools in England. (FindMySchool ranking, based on official data.) For parents comparing nearby options, the FindMySchool Local Hub pages and Comparison Tool are useful for viewing KS2 measures side-by-side, using the same definitions across schools.

One caution is that strong results can create a “high floor” effect in classrooms, where pupils who need extra scaffolding can feel behind even when they are making good progress. The best schools counteract this by tight assessment and targeted support, especially in early reading and maths, with intervention that is short, precise, and quickly reviewed.

The July 2025 inspection evidence points to a very deliberate approach to curriculum design. The curriculum is described as ambitious and clearly sequenced, with systematic checking of knowledge over time and staff development that supports consistent delivery across subjects. For families, the practical implication is lessons that build reliably from year to year, rather than relying on individual teacher style.

Early reading is treated as a whole-school priority. The same inspection notes rapid progress for pupils at the early stages of learning to read, with expert delivery of the school’s phonics approach and quick support when pupils need extra help. That kind of “tight loop” between teaching, checking, and catching up tends to be one of the strongest predictors of later KS2 outcomes, because it protects access to the full curriculum.

For pupils with additional needs, the evidence is about inclusion rather than separation. Pupils with SEND are described as learning alongside peers, identified quickly, and supported in ways that still allow them to achieve highly. If you are considering the school for a child with emerging needs, it is worth asking how support is delivered in class, how communication between home and school works, and what the escalation route looks like if progress stalls.

As a primary school, the key transition is into Year 7. In the Kidlington context, one relevant datapoint is that Gosford Hill School’s published admissions information lists St Thomas More Catholic Primary School as a designated feeder school within its partnership. That does not mean every pupil goes there, and it does not guarantee a place, but it does indicate a recognised linkage for local transfer.

Beyond that, Oxfordshire secondary transfer is shaped by a mix of distance, admission criteria, and family preference, so pupils can move to a range of schools across Kidlington, Oxford, and nearby villages. Families who are considering selective routes, faith-based secondaries, or a particular subject specialism at secondary level should start mapping options early, because transport and oversubscription patterns can matter as much as the headline reputation.

Reception entry is coordinated by Oxfordshire County Council rather than handled directly by the school. For September 2026 entry, applications opened on 04 November 2025 and the on-time deadline was 15 January 2026. National Offer Day is 16 April 2026, with the deadline to respond to offers and join the waiting list on 30 April 2026. Since today is 27 January 2026, the on-time deadline has already passed for September 2026, so late applications will be processed later.

Demand is meaningful in the most recent admissions snapshot: 60 applications were recorded against 22 offers, which is 2.73 applications per place, and the entry route is marked oversubscribed. That competitiveness tends to show up most sharply for families relying on proximity or hoping to “waitlist their way in”.

In-year applications are handled directly, with a separate in-year route described by the school. In practice, in-year availability can change quickly, so families should treat it as a live question rather than a one-off enquiry.

Nursery admissions are separate again. The school states that applications are open for April and September 2026 Nursery admission, and it sets out cohort dates and sessions for the Nursery timetable. Families considering Nursery should also ask about progression into Reception, and whether attendance influences priority for Reception places, as policies vary by local authority and school type.

The pastoral picture is built on two pillars: clear conduct expectations and a culture where pupils know who to go to when something feels wrong. Pupils are described as feeling safe, and there is an emphasis on the bond between home and school as a stabilising factor. Safeguarding is judged effective, which is the baseline families should insist on.

Anti-bullying work is spelled out in policy terms rather than left as an aspiration. The school describes a child-friendly anti-bullying approach, Anti-Bullying Ambassadors representing each class, and the use of Zones of Regulation to support emotional understanding and behaviour choices. The practical test, when you visit, is whether pupils can explain how they report concerns and what happens next, and whether staff describe a consistent response route.

Extra-curricular life is strongest when it links to real routines, real staff expertise, and local partnerships. Sport is one obvious strand. The school works with Play Anywhere Coaching for physical education and clubs, and it also references external provision and holiday courses.

Specific examples show up in PE and sport funding documentation, which mentions All Stars Cricket delivering a termly cricket club and Oxford Hawks Hockey Club involvement, alongside competitive festivals with local cluster schools. The implication for pupils is breadth, not just “school team” sport. More children can try activities in a lower-stakes setting, then move into fixtures as confidence grows.

Music also matters here. The 2025 inspection evidence states that all pupils learn musical instruments and take pride in performing together, and it also points to choir and performance opportunities as a distinctive feature. That kind of universal participation is often a confidence builder for pupils who are not naturally sporty, because performance becomes normalised rather than reserved for a small subset.

Trips and residential experiences are treated as developmental, not just celebratory. The inspection report references a trip to the Devon coast as a highlight, and school news items show that residential and community-facing experiences are part of the broader offer.

The main school day runs from 8:45am to 3:15pm, with pupils asked not to arrive before 8:40am due to supervision limits. Nursery sessions are also set out clearly on the school’s own timetable, again starting at 8:45am and ending at 3:15pm for a full day option.

Wraparound care is available through breakfast and after-school provision. After-school club runs until 5:15pm during term time and is booked in advance through Arbor, and the school notes that children can still attend on-site clubs and then move into after-school care afterwards.

For travel, families typically plan around walkable routes in Kidlington and short car drop-offs. If you are balancing multiple school runs, it is worth checking how pick-up points are organised across Nursery and main school, because end-of-day logistics can matter as much as the timetable.

• Competition for Reception places. With 60 applications for 22 offers in the latest snapshot, admission pressure is real. Families should plan early and keep backup choices that work logistically.

• Catholic life is an active feature. Masses, liturgy, and faith-based service are part of the weekly rhythm. Families looking for a lighter-touch faith label may prefer a school where religion plays a smaller role day-to-day.

• Busy routines for working families. Breakfast and after-school provision helps, but after-school club currently finishes at 5:15pm, so some households may still need additional childcare coverage.

• Strong results can raise the pace. Many pupils will thrive on the high expectations; pupils who need a gentler ramp may need well-structured support, especially in early reading and maths.

St Thomas More Catholic Primary School, Kidlington combines a clear Catholic identity with structured routines and outcomes that look strong against England benchmarks. It suits families who want faith to be part of everyday school life, and who value a disciplined approach to early reading, curriculum sequencing, and behaviour expectations. The main hurdle is securing a place at the point of entry, so it rewards early planning and realistic shortlisting.