Our Lady of Lincoln Catholic Primary School A Voluntary Academy

A Catholic primary serving Birchwood families, Our Lady of Lincoln combines a structured school day with a distinctly Catholic cadence, prayer and liturgy are woven into the week, and collective worship is planned day by day. The leadership picture is stable, with Mrs Ann Desforges as headteacher.

Academically, the current 2025 dataset suggests a mixed Key Stage 2 picture rather than a uniformly weak or strong one. Sixty per cent of pupils reached the expected standard in reading, writing and mathematics combined, with scaled scores of 107 in reading, 104 in maths and 107 in grammar, punctuation and spelling. It is best read alongside what matters to your child: confidence in reading, enjoyment of maths, and how well they respond to a clearly organised routine.

Admissions are competitive for Reception. In the most recent entry-route results, 64 applications sat behind 30 offers, and first preferences exceeded offers. That demand shapes the day-to-day experience for families, planning early matters, and in-year movement can be limited.

The school’s Catholic identity is not a badge stuck on the front gate, it is expressed through a regular pattern of prayer, worship and shared language. Weekly worship themes and practices are published, including a Monday Gospel focus, midweek singing worship, and a Thursday Rosary rhythm. For Catholic families who want a primary education where faith is visible and consistent, that matters. For families of other faiths or none, the school explicitly positions itself as welcoming, while still being clear that Catholic life shapes the culture.

Leadership is presented straightforwardly on the school’s website, with Mrs Ann Desforges named as headteacher. The senior team structure is also set out publicly, including safeguarding leadership roles, which is useful for parents who want clarity on who holds key responsibilities.

The trust context is relevant. Formal Ofsted documentation notes the school became part of Our Lady of Lourdes Catholic Multi-Academy Trust with effect from 1 September 2022. For parents, trust membership can affect policies, school improvement support, and how staff training is coordinated across schools, even when the day-to-day feel remains local.

Key Stage 2 data in the current 2025 dataset shows that 60% of pupils met the expected standard in reading, writing and mathematics combined. Reading reached 80%, writing 70%, mathematics 70%, and science 70% at the expected standard.

The scaled score picture is steadier. Reading averaged 107 and grammar, punctuation and spelling averaged 107, with mathematics at 104. Taken together, this points to a cohort profile where attainment in test components can hold up better than combined expected-standard thresholds, something that often relates to the distribution of pupils around the pass boundary rather than a simple “good or bad” story.

At the higher standard, 10% reached the higher standard in reading, writing and mathematics combined. High scores were stronger in individual test components, with 50% in reading, 30% in maths and 40% in grammar, punctuation and spelling, while 10% reached greater depth in writing.

In the FindMySchool performance tables for primary outcomes (based on official data), the school is ranked 8,152nd in England overall and 7,681st for academic performance, out of 14,978 ranked primary schools. Within Lincoln, it ranks 31st. These rankings are a directional indicator for shortlisting rather than a full account of quality, especially for a faith school where pastoral fit and community context can carry significant weight.

Ofsted evidence from the most recent graded inspection report available publicly highlights a structured approach in key areas. In early reading, the report describes staff checking how well pupils learn sounds, matching books carefully to the sounds pupils have learned, and stepping in quickly when pupils fall behind. For parents of early readers, that practical detail matters more than generic claims, it suggests a school that is trying to keep decoding tight and prevent gaps from widening.

In mathematics, the same inspection report describes a planned curriculum with regular opportunities for pupils to recap knowledge, alongside questioning intended to prompt explanation. The implication is a lesson style that values retrieval and reasoning, which can suit pupils who do well with repetition plus challenge, and it can be especially supportive for pupils who need concepts revisited before moving on.

A Catholic curriculum layer is also visible in published religious education materials, with year-group content structured and explained for parents. This is useful for families who care about how faith learning is taught, not only that it exists.

As a primary school, the “next step” question is less about exam pipelines and more about transition readiness and local secondary options. For many families, the practical reality will be moving on to local Lincoln secondary schools through Lincolnshire’s coordinated admissions, influenced by home address, oversubscription criteria, and parental preference.

Where this school can add value is in forming routines, confidence in reading, and a stable approach to behaviour and expectations, these are the foundations that make secondary transition smoother. The best way to gauge this is to ask how Year 6 transition is handled, whether there are links with common destination secondaries, and how the school supports pupils who feel anxious about the move.

Reception applications in Lincolnshire follow the local authority’s coordinated process. For Reception entry in September 2027 in Lincolnshire, applications close on 15 January 2027, with offers issued on 16 April 2027. Offers are issued in April, consistent with the national timetable.

Demand indicators suggest the school is oversubscribed for the primary entry route, with 64 applications for 30 offers (2.13 applications per place). First preferences also exceeded available places. This does not tell you the full story of who gets in, but it does confirm that “apply and see” is not a strategy, timing and realistic preferences matter.

Because the school is Catholic, families should also expect faith-related oversubscription criteria to matter when the school is full. The Lincolnshire school directory signposts oversubscription criteria for 2026 and notes sibling priority within criteria. If faith evidence is required in the published policy for the relevant year, it is worth reading carefully before applying, especially for non-Catholic families who are considering the school primarily for location.

A useful practical step for shortlisting is to use the FindMySchool Map Search to check your home-to-school distance against local patterns, even when the school does not publish a single cut-off distance figure for a given year.

Catholic primaries often lean on a shared moral vocabulary. Here, that is reinforced through prayer, liturgy, and planned worship themes across the week. For many pupils, that shared structure can support calm behaviour and a sense of belonging, particularly for children who respond well to predictable routines.

SEND information published by the school describes how support is overseen by the SENCo and senior leaders, and notes that classes have at least one additional member of staff for English and maths sessions. For parents of children with additional needs, this kind of staffing statement is a starting point, the next step is always to ask how support is deployed in your child’s year group and what interventions look like in practice.

What matters in extracurricular at primary is not the sheer number of clubs, but whether there are consistent opportunities across the year and whether provision is accessible for pupils whose families cannot always stay late.

The school publishes wraparound options, including breakfast and after-school provision. The breakfast club document describes a community-room base with kitchen facilities and space for activities. That kind of dedicated space often makes wraparound feel less like “parking” and more like a calm extension of the day.

Sport enrichment is evidenced through named activities in historic sports-premium documentation, including fencing and archery alongside broader participation aims. While the specific menu changes year to year, named activities like these are a useful signal that enrichment has, at least at points, gone beyond the standard football-and-netball pattern.

The published school-day structure is clear. Gates open at 8:50 am, morning lessons run 9:00 am to 12:30 pm, lunchtime is 12:30 pm to 1:30 pm, and afternoon lessons are 1:30 pm to 3:30 pm.

For wraparound care, breakfast club and after-school club information is available via the school’s published clubs pages and documents. Transport-wise, the school sits in the Birchwood area of Lincoln, so most families will be looking at walkability, cycle routes, or short car journeys at peak times rather than rail commuting.

• Mixed headline outcomes in the 2025 dataset. The combined expected standard in reading, writing and maths is 60%, while individual expected-standard measures are stronger in reading, maths and grammar, punctuation and spelling. Families with a child who needs extra support to reach expected standards should ask what catch-up looks like in practice and how progress is checked through the year.

• A split attainment profile. The higher standard in reading, writing and maths is 10%, but individual subject data shows stronger high-score results in reading, maths and grammar, punctuation and spelling. This can indicate a wider spread of attainment in the cohort, which can affect how classes feel academically, especially in upper key stage 2.

• Competition for Reception places. The school is oversubscribed in the entry-route results, with more than two applications per offer. If you are set on this option, plan the application early and read the oversubscription criteria for the relevant year carefully.

• Catholic life is central. Prayer and liturgy are part of the weekly rhythm. This will suit some families strongly, while others may prefer a more neutral ethos.

Our Lady of Lincoln Catholic Primary School A Voluntary Academy is best understood as a faith-led primary with a clear Catholic rhythm and a structured day, plus the practical advantage of published wraparound options. Recent results data is mixed, with 60% reaching the combined expected standard in the current 2025 dataset, while scaled scores and individual subject measures are stronger in places. The school suits families who actively want a Catholic ethos, value predictable routines, and are prepared for competitive admissions.