English Martyrs' Catholic Primary School

In Litherland, this is a large Catholic primary with Nursery and two-form entry from Reception to Year 6, built around the mission of Through Christ we believe, inspire, achieve. The school day was extended from September 2024 to 8.45am to 3.15pm, meeting the 32.5 hour week expectation and giving families a consistent rhythm to plan around.

Leadership is stable. Mr Lewis Dinsdale is the headteacher, and he was already named as headteacher in the 2015 Ofsted documentation, which suggests continuity over at least a decade.

On performance, the 2025 dataset Key Stage 2 outcomes are mixed: 60% meet the combined expected standard in reading, writing and maths, while 10% reach the higher standard. At the same time, FindMySchool’s overall primary ranking places the school below England average, so it is worth reading the results section carefully to understand what is strongest, and where the picture is more mixed.

The headline impression from published evidence is of a school that runs on clear routines and high expectations, and where pupils are given meaningful responsibilities. The most recent official inspection describes pupils who want the school to improve and who contribute through roles such as subject ambassadors. That matters to parents because it usually correlates with consistent behaviour and a culture where children feel listened to, not simply managed.

A Catholic ethos is not a light touch here. Religious Education content is explicitly framed around Catholic faith and tradition, in partnership with families and the parish, and the mission statement is repeated across key pages. For practising Catholic families, that coherence is often exactly the draw. For families who are unsure about regular faith life, it is a point to probe on a visit, particularly around worship, celebration of key events, and how inclusive the school feels for children of other faiths and none.

The size of the school shapes the social experience. With a published capacity of 420 and two classes per year group, there is usually enough scale for friendship breadth and activity variety, and enough peers for quieter children to find their people. The trade-off can be busier drop-off logistics and a greater need for consistent routines, which the school appears to prioritise.

This section uses the FindMySchool results for rankings and the most recent Key Stage 2 measures provided.

Where the school sits in England and locally

Ranked 8,119th in England for primary academic outcomes and 53rd in Liverpool in the local primary hub, this places English Martyrs below England average overall on the FindMySchool ranking (a proprietary ranking based on official data).

That ranking context is important, but it should be weighed alongside the underlying attainment measures below, which show a school with 60% meeting the combined expected standard in the 2025 dataset. (Rankings can be influenced by multiple indicators and are best treated as a high-level comparator, not a standalone verdict.)

Key Stage 2 combined outcomes

In the 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined.

At the higher standard, 10% achieved the higher standard in reading, writing and mathematics. That is a more modest signal than the previous profile suggested, so families should ask how higher attainers are stretched consistently across a large primary cohort.

Scaled scores and subject indicators

Average scaled scores are 103 for reading, 103 for mathematics, and 105 for grammar, punctuation and spelling (GPS). These sit above the usual national reference point of 100, and they align with the broader message of firm basics.

Subject-by-subject expected standard rates show:

• Reading expected standard: 70%

• Maths expected standard: 80%

• GPS expected standard: 90%

• Science expected standard: 80%

For families, the practical implication is that core numeracy and GPS look like comparative strengths, with reading solid rather than exceptional. That can guide the questions you ask about early reading, intervention, and how the school stretches confident readers.

How to interpret this as a parent

The results profile suggests a school that can secure secure foundations for many pupils and push a notable minority to higher standards, especially in maths and the wider basics. The lower overall ranking implies that outcomes, when rolled up into the ranking model, do not consistently place the school among the stronger performers in England. Parents should therefore look for consistency across cohorts and ask how outcomes vary year to year, particularly because cohort makeup and needs can shift markedly in a large primary.

If you are comparing several local schools, the FindMySchool Local Hub and Comparison Tool can be useful for lining up the same measures and understanding which differences are meaningful versus noise.

Curriculum intent is described as inclusive, challenging and designed to build confident learners who explore and overcome difficulties. In practice, the evidence points to a structured approach: the latest inspection describes a curriculum that is meticulously set out, with leaders clear about what pupils should learn and remember at each stage, and with planned opportunities for retrieval and consolidation.

Reading is positioned as central, with the school explicitly describing a literature-rich approach and the belief that reading unlocks learning and supports wellbeing. For parents, the key question is implementation, particularly in early phonics. The latest inspection notes that pupils learn to read well because staff have a strong understanding of the school’s chosen phonics approach, and that staff identify pupils who fall behind quickly. That kind of operational clarity is often what makes the difference between average and strong reading outcomes over time.

For pupils with additional needs, the published picture is of staff who know needs well and plan detailed support packages, supported by effective work with external agencies and close relationships with parents and carers. The practical implication is that this is likely to suit families who want a mainstream setting but with careful attention to individual barriers to learning, provided the child’s needs can be met within a large primary environment.

As a primary school, the key transition is Year 6 to Year 7. English Martyrs sits within Sefton for admissions purposes, and most families will be considering Sefton secondary options as the default pathway, even if they are also looking at schools beyond the borough. The school does not publish a feeder list, so parents should treat this as a conversation for the school and other local parents rather than something to assume.

What can be said with confidence is that the school aims to develop responsibility and civic-mindedness, and it frames learning as preparation for future challenges. That tends to support transition well, particularly for children who benefit from predictable routines, clear expectations, and opportunities to take on roles.

English Martyrs is a voluntary aided Catholic school and, for Reception entry, applications are made through Sefton’s Citizen Portal, alongside a supplementary form submitted to the school with supporting documents. The school’s published planned admission number for Reception is 60.

Demand and competitiveness

Reception is oversubscribed. There were 137 applications for 60 offers, which is 2.28 applications per place. First preference demand was also higher than the number of offers, with a 1.2 ratio of first preferences to offers. For families, that means you should assume competition and treat the supplementary evidence requirements as important, not optional.

Faith and priority criteria

Where applications exceed places, the oversubscription criteria prioritise looked after children and previously looked after children, then baptised Catholic children with siblings, then baptised Catholic children in the relevant parish, followed by other baptised Catholic children. Priority then moves through siblings, other Christian denominations (with evidence), children of other faiths (with confirmation), and finally other children. Distance is used as a tie-breaker within a category, measured to the nearest school gates using the local authority system.

This is a clear example of a school where faith practice and parish connection can be decisive. If you are a Catholic family, the admissions criteria should feel familiar and navigable, provided you prepare documentation early. If you are not Catholic, it is still possible to gain a place, but you should be realistic about the probability in oversubscribed years.

For Reception entry in September 2027 in Sefton, applications close on 15 January 2027, with offers issued on 16 April 2027.

For Sefton Reception entry for September 2027, the national closing date is 15 January 2027 and National Offer Day for primary places is 16 April 2027. Sefton’s scheme also sets out late application handling dates, including a 19 February 2027 late/change cutoff for first allocation.

If you are reading this outside the normal round, use the same Sefton guidance for late applications and in-year moves.

As a practical step, families can use FindMySchool’s Map Search to understand how location could interact with distance tie-breaks, even though faith criteria usually dominate earlier in the priority order.

Safeguarding structures are clearly signposted on the school website, including named safeguarding roles and how concerns are handled. The school also maintains a wellbeing hub for families, suggesting an intent to support pupils and parents with signposting rather than leaving families to figure it out alone.

The most recent Ofsted inspection took place on 22 and 23 October 2024 as an ungraded inspection; it reported safeguarding as effective and indicated that the school’s work may have improved significantly across all areas since the previous inspection.

For parents, the implication is that this is a school that takes systems seriously and tries to make support visible. The right next question is practical: how quickly concerns are picked up, how communication works day-to-day, and how the school supports children with anxiety or attendance challenges, especially in a large setting.

Clubs are positioned as part of the school’s wider learning model, not just optional add-ons. A distinctive feature is the link to Sefton Children’s University, which credits learning outside the classroom with hour-based targets by the end of Year 2 and Year 6. That structure can be motivating for some children, particularly those who respond well to clear goals and recognition.

The website and blog give examples of the mix. There is explicit mention of a Year 2 Lego club, and the school’s blog tagging shows ongoing emphasis on pupil voice and responsibility through roles and groups such as Digital Leaders and Eco Council. For families, that hints at a practical, hands-on culture, where technology and leadership are treated as normal parts of primary life rather than occasional treats.

Sport appears to include both participation and competitive experiences. A published example is a Year 4 rugby session led by a named player, which is the kind of external link that often broadens pupils’ sense of what sport can be. Trips and residential-style experiences also feature, with blog coverage of an activities trip including outdoor challenges such as a zip line and woodland obstacles. These experiences can be particularly valuable for confidence, resilience and teamwork, especially for children who learn best through doing.

The school day for the main school runs from 8.45am to 3.15pm (from 01 September 2024). Nursery session timings are published separately on the school contact information.

Wraparound care is clearly set out. Breakfast club runs 8.00am to 8.45am for ages 3 to 11. After-school childcare operates on site 3.15pm to 6.00pm, which will matter to working families looking for a single-site solution across siblings and year groups.

For public transport, the school advises that the nearest rail station is Seaforth and Litherland, with regular services between Liverpool Central and Southport. That is a useful anchor for families planning older siblings’ independent travel later on, or parents commuting after drop-off.

Uniform expectations are detailed and specific, which usually reflects a school that values consistency. Parents should check the latest uniform guidance for seasonal details and PE kit requirements.

• Competition for Reception places. Demand is high, with 137 applications for 60 offers. Families should treat this as a competitive school and submit paperwork early, especially where supplementary faith evidence is required.

• Faith commitment is meaningful. Oversubscription criteria strongly prioritise baptised Catholic children, then other Christian denominations, then other faiths, with distance used as a tie-breaker. If your family is not aligned with Catholic life, the likelihood of a place in oversubscribed years may be lower.

• A large primary can feel busy. Two-form entry and a large roll can be excellent for opportunity and friendship breadth, but children who are easily overwhelmed may need careful transition planning, particularly if they are starting in Nursery or Reception.

• Performance signals are mixed. Current outcomes show 60% meeting the combined expected standard and 10% reaching the higher standard, while the FindMySchool overall primary ranking sits below England average. Parents should ask how leaders interpret this, and what they are doing to sustain strengths and reduce variability across cohorts.

English Martyrs’ Catholic Primary School is an ambitious, structured Catholic primary with clear routines, visible pupil responsibility, and a well-signposted approach to wellbeing and safeguarding. Results in the 2025 dataset suggest a mixed academic picture, with 60% meeting the combined expected standard and the overall ranking indicating it is not among the stronger performers in England on the composite measure.

Best suited to Catholic families who value a consistent faith ethos, clear expectations, and a large-school breadth of activities, and who are prepared for a competitive admissions process.