Holy Name Catholic Voluntary Academy

A Catholic primary with a clear community identity and academic outcomes that stand out. Holy Name Catholic Voluntary Academy, in Cookridge, is a one-form entry school (capacity 210) where expectations start early and carry through to Year 6. It sits within The Bishop Wheeler Catholic Academy Trust, and the current headteacher, Mr Jonathan Gibbons, has been in post since September 2023.

There is also strong demand for places. For Reception entry, recent demand data shows 99 applications for 26 offers, which equates to 3.81 applications per place, so families should plan early and treat admissions as competitive. As a state school, there are no tuition fees, but families should still budget for the usual extras such as uniform and trips.

What makes it distinctive is the combination of faith-led culture and consistently strong Key Stage 2 outcomes. In the 2024-25 / 2025 dataset, 80% of pupils met the expected standard in reading, writing and maths combined, with reading, writing and maths each reported at 80% meeting the expected standard. That strength is not accidental, it is tied to routines, curriculum sequencing, and a school-wide emphasis on reading and fluency in maths.

This is a school that foregrounds belonging. Its own language is explicit about welcome and about faith being central to daily life. The school’s mission statement frames the culture as Loving, Learning, Living, Laughing: Together in Faith, which signals what families should expect, Catholic ethos is present and visible rather than optional.

External evidence aligns with that positioning. The most recent Ofsted inspection, published in December 2023, confirmed the school remains Good and that safeguarding arrangements are effective.

Day-to-day relationships and routines appear to be a strength. Pupils are described as respectful and polite, with calm behaviour at social times and in lessons. Older pupils supporting younger children through a buddy system is a practical detail that tells you something about how leadership and responsibility are built into the primary years, it is not just talked about.

There is also a clear sense of institutional continuity. The main school building was built in 1971 and opened by Bishop Wheeler on 15 June 1971, which matters because it roots the school’s identity in Cookridge across generations of local families.

Holy Name’s performance profile is strong on both attainment and breadth, with current Key Stage 2 outcomes showing 80% at the expected standard in reading, writing and maths combined.

In the 2024-25 / 2025 dataset:

• 80% of pupils reached the expected standard in reading, writing and maths combined.

• At the higher standard, 0% achieved greater depth across reading, writing and maths.

• Scaled scores are high: Reading 109, Maths 105, and GPS 108.

These figures matter because they suggest consistency across core domains rather than a single spike. Reading, writing and maths are each reported at 80% meeting the expected standard, while grammar, punctuation and spelling is especially strong at 90% expected and 50% higher standard.

In FindMySchool’s proprietary rankings based on official data, Holy Name is ranked 4,201st out of 14,978 in England for primary academic outcomes. The overall primary table places it 3,927th nationally and 63rd in Leeds, keeping it in the stronger part of the national table without relying on the previous top-25% framing.

A useful way to interpret this for families is that the school is not simply performing well for its immediate context, it is strong in both local and England-wide comparisons.

Parents comparing local options can use the FindMySchool Local Hub page to view these results side by side using the Comparison Tool, particularly helpful in Leeds where many primaries sit close together and differences can be subtle.

The academic story here is about sequencing, practice, and clear routines.

The curriculum is described as ambitious and well sequenced, and there are specific examples of what that looks like in practice. Mathematics has a strong emphasis on fluency, with pupils building confidence through repeated, structured practice rather than rushing to higher content before basics are secure.

Reading is treated as a daily habit rather than a standalone lesson, with staff reading to pupils every day and phonics starting from Reception. Books are matched to pupils’ reading ability, which is a key operational detail in early reading success.

The main improvement priority is also clear and worth understanding in a practical way. There is a small cohort of pupils who, at the earliest stages, need more consistent phonics support using agreed strategies so that they catch up quickly and build fluency. That is not a whole-school weakness, but for families with a child who may find early reading more difficult, it is a sensible question to explore when visiting or speaking to staff.

SEND inclusion appears well embedded. Pupils with SEND follow the same curriculum as peers, with teaching adapted where needed and staff supported by precise identification of need.

As a primary, the most relevant question is transition to Year 7, and how the school supports that change.

The school provides practical guidance for families on the secondary admissions timeline. For September 2027 entry into Year 7, the national closing date is 31 October 2026, and families in Leeds should expect the application route to be coordinated through the local authority.

For options, Catholic families in this part of Leeds often consider Catholic secondary provision, alongside non-faith local schools, depending on admissions criteria and travel patterns. One local Catholic secondary example is Cardinal Heenan Catholic High School, which is listed by Leeds City Council as a Roman Catholic secondary school.

It is important not to assume a guaranteed pathway from a Catholic primary to a Catholic secondary, secondary admissions have their own oversubscription criteria and can be competitive.

Transition support within the school is also relevant. Pastoral structures that build confidence, such as pupil leadership roles and targeted mentoring, can help Year 6 pupils develop independence before the secondary move. Holy Name’s Learning Mentor role is explicitly framed around removing barriers to learning and supporting pupils socially and emotionally, which can be particularly valuable in the transition year.

This is a popular school and families should treat admissions as a process that rewards organisation and early preparation.

Demand and competitiveness

Recent primary entry-route demand data indicates 99 applications for 26 offers, which is 3.81 applications per place. That scale of oversubscription usually means the finer details of criteria matter.

Route and deadlines for September 2027 Reception entry

Leeds uses a coordinated admissions process. For the normal admissions round for Reception entry in September 2027, the application window opens on 1 November 2026 and the national closing date is 15 January 2027. Offer day for primary places in Leeds is Friday 16 April 2027.

Holy Name also repeats the same opening and closing dates on its own admissions information, which is a helpful cross-check for families.

Faith criteria and supplementary forms

Holy Name is a Catholic school and its admissions policy sets out prioritisation for baptised Catholic children when oversubscribed, with a structured oversubscription order and a distance tie-break within categories. Families seeking a Catholic priority category are expected to complete a Supplementary Information Form and provide evidence by the stated deadline (the policy explains that missing evidence can affect the category an application is placed in).

Tests and selection

This is not an academically selective school. The Leeds coordinated admissions scheme notes that there are no maintained primary schools in Leeds that require a child to pass a test to gain admission.

Families who want to sense-check their chances should use the FindMySchoolMap Search to calculate their precise home-to-school distance and then keep watching how admissions patterns shift year by year, especially important where demand is high and local housing moves can change the distance picture quickly.

Pastoral provision looks practical and embedded rather than purely policy-led.

Behaviour and relationships are described as consistently positive, with pupils feeling safe and bullying reported as rare, with swift staff action when issues arise.

The Learning Mentor role is a useful indicator of how the school supports pupils who need additional help with confidence, behaviour regulation, friendships, and emotional pressures. It is framed as barrier removal and day-to-day problem solving rather than clinical provision, which tends to suit primary-age needs well.

In a Catholic context, families should also expect pastoral and moral education to be shaped by Gospel values and virtues. That will suit many families well, but it is also something non-Catholic families should actively consider, as the admissions policy is explicit that Catholic doctrine and practice permeate school activity and families are expected to support the ethos.

The extracurricular offer is clearly oriented around participation, variety, and linking to wider community life.

From a clubs perspective, the school lists a set of named activities that are specific enough to help families picture the week. Examples include Allotment Club, Kin Ball, Futsal, Multi-skills, Girls Football, Tennis, Netball, Basketball, and Art Club.

That mix matters because it covers both skill-based sport and creative outlets, with Allotment Club also signalling that outdoor learning and practical responsibility are part of the culture.

Sport is supported through external partners, with the school noting clubs organised with sports partners including Leeds Rhinos and Leeds United. The implication for pupils is exposure to structured coaching and different sports pathways beyond standard lunchtime games.

There is also a broader “character and community” thread. Pupils are involved in charity and community support, including food bank related activity, which aligns with the school’s Catholic social action emphasis.

School day

Doors open at 8.45am and close at 8.55am, with the school day ending at 3.20pm.

Wraparound care

Breakfast and after-school care is available via an external provider. Breakfast runs from 7.30am until the start of the school day; after school provision runs from 3.15pm to 6.00pm (and to 5.00pm on Fridays).

Open events and visits

Rather than fixed open day dates, the school directs families to contact the school to arrange a visit.

Costs

This is a state school with no tuition fees. Families should still expect normal costs such as uniform and trips, and where children attend wraparound care that will be an additional paid service.

• Oversubscription is real. Recent data shows 99 applications for 26 offers for the Reception entry route, which indicates that many families will not secure a place even if they apply on time.

• Faith criteria can be decisive. The admissions policy is explicit about prioritising baptised Catholic children when oversubscribed, and it also requires timely submission of supplementary evidence for faith-based criteria. Families should be realistic about how this affects ranking.

• Early reading consistency is a live improvement area. While outcomes are strong, the latest inspection highlights the need for more consistent phonics support for the weakest early readers. This is worth discussing if your child has emerging literacy needs.

• Wraparound is external. Provision exists and the hours are broad, but it is delivered by a third-party provider. Families who rely heavily on wraparound care may want to clarify booking, staffing, and day-to-day arrangements early.

Holy Name Catholic Voluntary Academy combines a faith-led culture with academic outcomes that are clearly above England averages, especially in reading and the combined reading, writing and maths measure. It suits families who want a Catholic primary with high expectations, a structured curriculum, and a school culture shaped by respect, responsibility, and service. The main challenge is securing a place, so admissions planning is as important as school fit.