St Mary's Catholic High School Review 2026: Community Education Anchored in Faith

In Astley, where Manchester Road cuts through the Metropolitan Borough of Wigan, sits a school that has anchored itself firmly to Catholic values whilst serving a mixed, comprehensive intake of approximately 1,700 pupils. Founded with Christian teaching at its core, St Mary's occupies its role as a Roman Catholic voluntary aided secondary school with genuine commitment to the Gospel. The school ranks in line with the middle tier of schools nationally for both GCSE and A-level performance, placing it in the middle 45% nationally for secondary results (FindMySchool ranking). An Ofsted inspection in October 2024 noted that pupils benefit from an extensive range of enrichment opportunities and describe themselves as part of a close-knit and friendly community. With a sixth form enrolling over 300 students, St Mary's serves learners from Year 7 through Year 13, offering A-level and vocational qualifications. The school sits at near-capacity with 1,561 pupils on roll across a purpose-built campus including dedicated drama theatre, multiple sports halls, and specialist facilities. This is a comprehensive state secondary rooted in explicit Catholic character and pastoral care.

The Catholic mission suffuses daily life at St Mary's. School leadership, from Headteacher Mrs Denise Brahms onwards, places Christ at the centre of all operations, and this is not merely decorative. Fortnightly Mass at the local parish church of St Ambrose involves whole cohorts. Year 7 pupils experience the Mass of Welcome, to which parents are formally invited. Year groups attend regular liturgies, and the school calendar marks Christmas, Easter, and feast days with formal services. This is a school where collective worship runs twice weekly, where Catholic Social Teaching — focused on justice and care for others — features in assemblies, and where harvest festivals, Advent initiatives, and CAFOD Lent appeals structure the spiritual rhythm.

Beyond worship, the atmosphere is orderly and purposeful. Sixth form students lead younger pupils through an established pupil leadership structure, with Head Pupils drawn from Years 11 and 13 and deputy leaders spread across all year groups. Pupils report feeling genuinely safe, cared for, and included in a learning community that emphasises mutual respect. The school's pastoral structure includes Year Heads, Pastoral Managers, and form tutors who know individual pupils well. Leadership changes in recent years — including a new Headteacher and new chair of governors — signal ongoing commitment to improvement and adaptation.

The physical environment has been carefully designed for a large cohort. The campus includes a drama theatre available for school productions, a main sports hall and smaller hall, fitness studio, dance studios, a full-sized 3G football pitch with floodlights, and outdoor netball courts. A learning zone and activity studios provide flexible spaces. The cookery room enables food technology and practical life skills. For a Catholic school, the spiritual environment is significant: regular access to collective worship spaces and the deliberate integration of Catholic values into curriculum and daily practice create a distinctive atmosphere.

GCSE Performance

Attainment 8 score at GCSE stands at 46.4, marginally above the England average of 45.9. This indicates pupils are achieving grades broadly in line with national expectations across their best eight subjects including English and mathematics. The school ranks 2,118th in England (FindMySchool data), placing it in line with the middle 45% of schools nationally. Locally within Manchester, St Mary's ranks 43rd among secondary schools, reflecting solid middle-tier performance.

Progress 8 stands at -0.2, which indicates that pupils make slightly below the expected progress relative to their prior attainment at Key Stage 2. This metric is important for understanding whether the school is maximising learning gains. An Attainment 8 score marginally above average combined with slightly negative progress suggests intake differences and the school's mixed-ability, non-selective admissions policy. English Baccalaureate participation sits at 12%, significantly below the England average of 41%, indicating fewer students elect the science-heavy pathway favoured by top-performing schools.

A-Level Performance

The sixth form shows broadly mid-range A-level results. Approximately 10% of entries achieve A*, a further 10% achieve A, and 27% achieve B grades. This results in 46% of entries at grades A*-B, marginally below the England average of 47%. The small difference indicates consistent performance but without the concentration of highest grades found in selective schools. The school ranks 1,188th in England for A-level outcomes (FindMySchool data), placing it within the middle tier nationally.

Subject breadth extends to arts, sciences, humanities, languages, and vocational qualifications. The sixth form intentionally offers vocational alternatives (Level 2 and Level 3 pathways), ensuring progression routes for learners with diverse aspirations.

The curriculum is deliberately broad and ambitious. Teachers demonstrate considerable subject knowledge, and formal observation and assessment happens regularly. A notable feature is the 'Think First, Think Twice' strategy implemented consistently with disadvantaged pupils, ensuring targeted support. However, inspection feedback notes that whilst assessment is frequent, not all staff consistently use assessment information to address gaps. This is an area flagged for development.

Teaching quality appears to be solid and consistent rather than outstanding. Lessons follow clear structures. Expectations are established. The school employs subject specialists across all Key Stages. Science subjects are taught separately rather than combined. Languages begin at Key Stage 3. Computing and business studies feature. Religious Education is a core subject, integrated throughout with Catholic theological perspectives. One feature of distinctiveness is the Confucius Classroom partnership, bringing Chinese cultural and language enrichment to students.

Pastoral tutoring is embedded. Form tutors track pupils from Year 7, creating continuity of relationship. Head of Year structures organise safeguarding and behaviour support. For sixth formers, dedicated pastoral managers and a Head of Sixth Form provide explicit oversight of academic progress and wellbeing during the demanding post-16 phase.

University Destinations

The 2024 cohort data shows that 44% of leavers progressed to university, 28% entered employment, 13% began apprenticeships, and 1% pursued further education. This pattern indicates a mixed post-sixth form pathway reflecting the school's intake range and vocational offer.

In the measurement period, pupils submitted three applications to Oxbridge collectively, securing one offer and ultimately one place (at Cambridge). This small but non-zero pathway is notable and reflects the academic strength of the sixth form's upper tier. The school's Futures Programme supports sixth formers in planning post-18 destinations, including UCAS applications, apprenticeship exploration, and careers advice.

Alumni testimonials on the school website underscore genuine support. Former pupils cite encouragement from staff in securing university places (including for mental health nursing and social sciences pathways). The Alumni Association now actively connects leavers to current students as mentors and career speakers, evidencing a school that values ongoing relationship with graduates.

Secondary School Progression (from Year 11 to Sixth Form)

Internally, entry to the sixth form requires at least four GCSEs at grade 6 or above, with grade 6 minimum in the chosen A-level subject and grade 4 minimum in either English or mathematics. Students falling short must resit English or maths. This structured progression pathway encourages academic resilience and addresses the persistent gap in English and maths attainment nationally.

Extracurricular life at St Mary's is genuinely extensive and deliberately structured to develop the whole pupil.

Music and Performing Arts

The music curriculum is embedded across Key Stages and extends beyond timetabled lessons. The boys' choir, directed by staff and also led by sixth form students, performs at school productions and external events. A school orchestra brings together string and woodwind players. Jazz ensembles and swing bands operate, with named ensembles including dedicated rehearsal spaces. Drama occupies a substantial role, with whole-school productions directed by sixth formers (a significant responsibility). The drama theatre (dedicated building space) hosts major performances including Christmas and end-of-year shows. Technical theatre students learn lighting, sound, and stage management through genuine production experience.

Sports and Physical Activity

Sport is woven into both curriculum and co-curricular provision. The 3G football pitch with floodlights enables football and rugby league training year-round. A full-sized sports hall accommodates netball, basketball, badminton, and gymnastics. Additional smaller hall provides flexibility. Specialist coaching operates in football, rugby league, and cricket. The outdoor netball court enables girls' fixture play. Dance studios enable choreography and performance. Duke of Edinburgh's Award runs to Gold level, with pupils undertaking expeditions and skill-building activities. Swimming, if available, is coordinated through local facilities.

STEM and Academic Clubs

Computing clubs operate, reflecting the school's curriculum emphasis. Science extension activities prepare pupils for GCSE and A-level rigour. Mathematics support sessions and competition participation (e.g., mathematical challenges, problem-solving competitions) feature. Technology and engineering design projects encourage hands-on application of learning.

Creative and Citizenship Activities

The Art curriculum extends into clubs enabling pupils to pursue specialisms (painting, sculpture, digital design). The school's engagement with CAFOD (Catholic Aid for Overseas Development) channels charitable action, including Lent fasts and harvest festivals. Harvest collections, Reverse Advent Calendars, and community service projects embed Catholic Social Teaching into practical action.

Leadership and Development

Pupil Leadership roles include Year 11 and Year 13 Head Pupils, with deputies across all year groups. These pupils gain formal responsibility, meet regularly, and lead school initiatives. Student Council representation enables class voices to reach leadership. This tiered structure ensures broader pupil engagement with decision-making than purely top-tier roles.

Duke of Edinburgh's Award

The school runs the Award scheme from Bronze through Gold. Pupils undertake expeditions, develop practical skills, and commit to service, gaining recognised qualification alongside personal development.

Enrichment Beyond Core Offer

The school highlights "extensive enrichment opportunities" in recent inspection feedback. Beyond those listed, pupils access careers sessions, invited speaker panels, and mentoring relationships with alumni. Subject trips and experiences (e.g., geography fieldwork, history sites, languages cultural activities) connect learning to the wider world. Y9 Spanish Tapas Experiences and similar cultural events appear in the school calendar.

The breadth suggests a school committed to developing pupils as whole people, not merely as exam candidates. The involvement of sixth formers in directing, coaching, and leading clubs models leadership and builds their own character alongside younger pupils' experiences.

St Mary's is a non-selective, mixed-gender school admitting pupils at age 11 (Year 7 entry). Admissions are coordinated through the Local Authority (Wigan). The school is oversubscribed at the intake point, with 2.19 applications per place in the most recent data available. This reflects local demand and the school's Catholic character and reputation.

Admission criteria are standard for Catholic voluntary aided schools. Priority is given to baptised Catholic children, particularly those with Catholic siblings already at the school or attending Catholic primary feeder schools. However, places are available to all faiths and backgrounds, with the second major criterion being proximity to school address (distance from Manchester Road, Astley). The last distance offered in prior admissions cycles has been tightly constrained due to oversubscription, typically within one mile of the school, though this varies year to year depending on applications.

Open events typically occur in autumn, with potential applicants and parents invited to tour the campus, meet staff, and experience the school's atmosphere. Families interested in St Mary's should consult the Wigan Council admissions page for specific deadlines and the school website for up-to-date event dates.

Sixth form entry requires at least four GCSEs at grade 6 or above (or equivalent Level 2 qualifications). Minimum grade 6 in the subject most similar to intended A-level is required, and grade 4 minimum in either English or mathematics is mandatory (resit if below this). The school explicitly offers progression to those not achieving these thresholds via Level 2 pathways, ensuring inclusive post-16 access.

School Day

The school operates a standard secondary timetable. Reception opens from 7:45am to 3:30pm during school hours. Before-school supervision and after-school provision may be available; families should contact the school directly for current arrangements.

Transport and Access

St Mary's is located on Manchester Road, Astley, Tyldesley, Manchester M29 7EE. The nearest bus stop is St Mary's RC High School, a short walk from the main entrance. Free parking with approximately 50 spaces is available on site, though capacity may fill during peak arrival and departure times. Families relying on public transport should check local bus routes and journey planning with the school. The school does not provide dedicated minibus transport; most pupils arrive by car or bus.

Uniforms and Equipment

Uniform requirements are published on the school website. Costs are standard for secondary school provision. Stationery and specific subject materials are required; costs are itemised and provided at enrolment.

Music Lessons and Additional Costs

Music tuition (instrumental or voice) is available and charged separately. School trip costs (residential visits, subject experiences) vary and are costed per trip. Lunch is provided through a cashless system (WisePay), and free school meals are available to eligible pupils. The school encourages parents to provide packed lunch alternatives, and the dining hall accommodates this.

Pastoral provision is deliberately structured and central to the school's identity. Form tutors form the primary pastoral touchpoint, maintaining continuous relationship with pupils across their years. Year Heads coordinate pastoral care and behaviour within year groups. Pastoral Managers support more vulnerable pupils. A Safeguarding Officer is designated and accessible. The school emphasises that wellbeing is inseparable from academic progress.

Mental health support is available via school counselling, provided by an external counsellor visiting weekly. Peer support networks, including Year 11 and sixth form mentors, create accessible first points of contact for younger pupils navigating friendships and challenges. The school works closely with parents, encouraging partnership and early communication when concerns arise.

Behaviour is generally calm and purposeful. The school's behaviour policy references the core Catholic values of the community and emphasises respect and responsibility. Sanctions are restorative where possible, focusing on learning from mistakes rather than purely punitive response.

The school's commitment to pupils with SEN is explicit. The SENCO coordinates support for approximately 45 pupils on the school's SEN register. Specialist support includes speech and language therapy access (if named in EHCP), specialist teaching for dyslexia and dyscalculia, and reasonable adjustments to curriculum and assessment. The school is not a specialist SEN provider but works inclusively within a mainstream framework.

Catholic character is genuine and pervasive. Daily practice includes collective worship, liturgical celebration, and explicit Catholic theological content across curriculum subjects (especially Religious Education but also integrating across humanities and pastoral time). The school identifies as Catholic first, with non-Catholic families welcome but aware they are part of a distinctly faith-rooted community. Families uncomfortable with daily prayer, regular Masses, and religious teaching throughout the school week should factor this carefully into their choice.

Progress 8 is slightly negative. Whilst Attainment 8 sits above England average, the Progress 8 figure of -0.2 indicates pupils are making marginally less progress than expected given their starting points. This is not a deep concern but reflects that the school's intake includes a proportion of higher-prior-attainers who may have come from top primary schools, and some who arrive at Year 7 with gaps. The school is working on this and has flagged assessment-to-intervention pathways as an area for development.

Competition for entry at Year 7 is significant. With 2.19 applications per place, securing entry requires living within a tight catchment or being Catholic with a sibling already at the school. Families hoping to secure a place should verify current distance thresholds and understand that proximity does not guarantee admission, particularly as sibling links and faith criteria take precedence.

The sixth form is separate in philosophy and sometimes space from Key Stage 4. A separate Head of Sixth Form leads post-16 provision with distinct pastoral structures. Transitions from Year 11 to Year 12 are supported, but the sixth form is intentionally distinct. Pupils considering staying into sixth form should understand this involves a genuine transition to more independent, university-like study habits and increased responsibility.

St Mary's Catholic High School is a solidly performing, genuinely supportive secondary school rooted in explicit Catholic faith and values. Results sit in line with England averages, with pupils progressing to a range of universities, apprenticeships, and employment pathways. The school's true strength lies not in league table ranking but in its pastoral commitment, its deliberate enrichment offer, and its creation of a close-knit community in which pupils report feeling genuinely cared for. For Catholic families seeking a school where faith informs education and behaviour, or for any families comfortable with a Catholic learning environment, St Mary's merits close consideration. Teaching quality is consistent, facilities are purposeful, and leadership is engaged. The main caveats concern entry difficulty (oversubscription) and the requirement that non-Catholic families embrace the school's explicit religious character. Best suited to families within the tight catchment who wish to be part of an explicitly faith-rooted school community where pastoral care is prioritised alongside academic progress.