St Mary’s Roman Catholic Primary School, Littleborough Review 2026: Catholic primary with reading and maths strengths

The school’s modern form is described in historical inspection material as dating from 1976. That is an older reference and should be treated as context rather than a definitive founding story, but it indicates an established local presence rather than a new provision.

The headline story is now a more mixed Key Stage 2 attainment profile. In the 2024-25 / 2025 dataset, 60% met the expected standard in reading, writing and mathematics combined. The higher standard figure is weaker, with 0% reaching the higher standard across reading, writing and mathematics. Reading and maths are the brighter spots, with 90% meeting the expected standard in each subject.

On FindMySchool’s England-wide primary outcomes ranking (based on official data), the school ranks 10,898th out of 14,978 schools in England for overall primary performance and 4th locally in the Littleborough area. That places it in the lower half nationally, so families should look past the headline and examine the subject-level strengths and gaps.

The scaled scores reinforce the same message. Reading is 106, mathematics 107, and grammar, punctuation and spelling 109. These are strong outcomes and suggest secure core skill development, particularly in literacy mechanics and number fluency.

There are also a couple of nuances parents should clock. Science at the expected standard is 80%. Writing at greater depth is shown as 0%. These do not negate the stronger reading and maths indicators, but they are useful prompts for questions at an open event: how writing depth is being built over time, and whether science outcomes reflect cohort size, curriculum sequencing, or assessment decisions.

For parents comparing several local options, the FindMySchool Local Hub comparison view is the fastest way to see how these KS2 figures sit next to nearby schools, without getting lost in marketing language.

Curriculum detail is strongest where the school shows its thinking about progression and subject leadership. For example, the science page sets out a clear emphasis on “working scientifically” and enquiry types, and names a subject leader, which usually correlates with more consistent subject development across year groups.

External review evidence also points to coherence in core areas. At the last inspection, curriculum deep dives covered early reading, mathematics and history, which typically means leaders had planned intent, sequencing, and checks in those subjects ready to scrutinise. The practical implication for families is that early reading and maths should feel well structured, with fewer surprises between classes as children move up the school.

In early years, the school’s own materials emphasise a secure start, with a balance of adult-led and child-initiated learning and a stated aim of building independence and confidence early on. This is especially relevant for children entering nursery at age three, because the transition into routines, language-rich play, and early phonics readiness is where some pupils make the biggest long-term gains.

As a Catholic primary, transition is not only about academic readiness but also continuity of ethos for families who want it. The school’s prospectus explicitly references strong links with St Cuthbert’s, described as the local Catholic high school, and highlights transition arrangements as a feature of school life.

That does not mean every child will go to the same secondary, and families in Rochdale will have a range of options. The useful question to ask is how the school supports transition for different routes, including children heading to Catholic secondary provision, local community secondaries, and any selective pathways families may consider. A strong primary usually makes transition planning explicit by Year 6, particularly for pupils who need additional support or structured handover.

Admission is a two-layer process: the Local Authority coordinates the timetable and application route, while the school’s own published admissions policy sets out Catholic criteria and tie-breaks.

Reception entry, September 2026

Rochdale’s published timetable for starting primary school in September 2026 sets clear dates. For Reception entry in September 2027 in Rochdale, applications close on 15 January 2027, with offers issued on 16 April 2027. National offer day is Thursday 16 April 2027.

The school’s determined admissions policy for September 2026 sets out faith and safeguarding expectations and an oversubscription framework. Key points parents should understand:

• Proof of baptism is required for Roman Catholic applicants, with the school requesting baptism certificates after the deadline.

• When oversubscribed, priority is given first to baptised Roman Catholic looked after and previously looked after children, then baptised Roman Catholic children resident in the named parish, then other baptised Catholic children with siblings, then other baptised Catholic children, followed by looked after and previously looked after children, then other children with siblings, then all remaining applicants.

• Where applications fall within the same criterion, ranking uses walking distance calculated via the Local Authority’s GIS method to a defined admissions gate.

Demand and realism

The published demand snapshot available shows 62 applications for 15 offers and a 4.13 applications-to-offers ratio. That level of demand means families should think early and keep a realistic set of alternative preferences. If you are trying to understand practical chances, use FindMySchool’s Map Search to check proximity and to identify the nearest schools with historically wider offer distances.

Open events

The school advertised Reception and Nursery open evenings for Thursday 9 October 2025 (4pm to 5.30pm) and Thursday 13 November 2025 (4.30pm to 5.30pm), with no booking required. If you are looking ahead to the next cycle, the pattern suggests autumn open sessions, and the school site is the most reliable place to confirm updated dates.

Pastoral strength in primaries is often shown by clear roles, consistent routines, and confidence around safeguarding. Ofsted confirmed safeguarding arrangements are effective, with leaders trained and systems in place for staff reporting and external agency work.

Beyond safeguarding, the staffing structure includes a named family worker and a defined SEN leadership arrangement, with SEND coordinators listed as part of senior leadership. That usually makes a difference for families who need quick coordination between class staff, home, and external professionals.

For children with physical or medical needs, the local offer information is unusually specific for a mainstream primary, listing accessibility equipment and facilities rather than general statements. The practical implication is that families can go into discussions about provision with concrete questions, for example around how the sensory space is used, how moving and handling training is maintained, and what day-to-day support looks like at playtimes and lunchtimes.

Extracurricular life is more modest than in very large primaries, but it is clearly structured and tied to participation. The after-school offer listed includes football, cross country, arts and crafts, dance, multi-skills and netball. For many children, the key benefit is routine and belonging, especially if they are not naturally drawn to competitive sport, as clubs like arts and crafts and dance provide an accessible alternative.

There is also a strong “home learning infrastructure” feel, which increasingly matters for primary pupils. The school’s remote education plan describes use of Office 365 and SharePoint as a virtual classroom, with communication through Arbor, and it explicitly references TT Rockstars for timetable practice. The school also curates a “Learning Zone” that signposts specific platforms such as Numbots, Phonics Play, Oxford Owl and Reading Planet.

The implication for families is practical: homework and catch-up work are likely to feel more consistent, and children who respond well to short, frequent practice (especially in phonics and number facts) can benefit from a clear, named toolkit rather than a generic “practise at home” message.

The published school day runs from 8.45am to 3.15pm, totalling 32.5 hours per week. Term dates for 2025 to 2026 are posted, including a start date of 3 September 2025 and an end date of 17 July 2026.

Wraparound care is not clearly set out in the public pages reviewed. Parents who need breakfast club or after-school care should ask directly what is available, whether places are limited, and how booking works.

For travel, Littleborough railway station is the obvious rail link for the town, and it is a sensible reference point for families commuting from nearby stops on the Calder Valley line. For driving, schools on residential roads often have drop-off pressure at peak times, so it is worth checking expected parking arrangements and any requests about walking routes.

• Catholic commitment is central. Faith is framed as the most important feature of school life, and families should be comfortable with prayer, worship, and sacramental links as part of the routine.

• Admission is competitive. The available demand snapshot suggests more than four applications per offer, so families should prepare a realistic set of preferences and keep deadlines front of mind.

• A couple of attainment nuances. Science at the expected standard is shown at 80%, and writing at greater depth is shown as 0%. Ask how curriculum and assessment plans address depth and breadth over time.

• Wraparound clarity. School-day timings are clear, but extended care arrangements are not prominently published, so parents who need wraparound should verify details early.

A faith-led primary where Catholic identity is not an add-on but the organising principle, combined with a KS2 profile that has clear reading and maths strengths but a more mixed overall picture. It suits families who want a Roman Catholic community setting, value structured learning in the core subjects, and are organised enough to manage a competitive admissions process. The main hurdle is securing a place on the criteria and distance tie-breaks, so families should plan early and keep alternative options ready.