St Matthew's RC High School Review 2026: Catholic secondary in Moston, with clear routines and a rising culture

For families seeking a Catholic 11 to 16 secondary in north Manchester, this school’s recent story matters. Following a period of serious challenge, the direction of travel is now clearer, with tightened routines, a stronger curriculum plan, and a calmer day-to-day culture. The school is part of the Emmaus Catholic Academy Trust (joined June 2021), which has been central to rebuilding staffing, expectations, and consistency.

The current headteacher is Mr Andrew Nightingale. He was in post by April 2023, during the improvement phase that led to the school coming out of special measures in 2024.

Parents should read the results and admissions picture with the right lens. This is a state school with no tuition fees, and admissions are coordinated through the local authority, with faith-based criteria playing a role in the event of oversubscription.

The school sets out its identity in a simple, memorable mission statement: We Pray, We Care, We Achieve. It is not presented as a slogan for display only, but as a framework that shapes daily prayer, pastoral priorities, and how pupils are asked to conduct themselves.

Daily routines are explicit and tightly timed. The day begins at 8.30am, with pupils expected on site by 8.25am, and the core day ends at 3.00pm. Form time is used for structured literacy, numeracy, assemblies, and year-group systems that reinforce expectations. For some pupils, there is also a sixth period for interventions or detentions, which can extend the day by up to 90 minutes when directed.

The most recent official evaluation describes a noticeably changed culture compared with the previous inspection cycle, with pupils reporting that they feel safe and proud of the school. That kind of shift usually comes from consistent adult behaviour, clear consequences, and a curriculum that pupils can access without constant disruption.

Catholic life sits alongside a diverse pupil body and practical pastoral systems. The school describes daily acts of prayer, Gospel themes, and chaplaincy-led rhythms through the year. At the same time, the wider personal development programme includes structured careers work and leadership opportunities, which can be especially important in an 11 to 16 setting where post-16 choices are made elsewhere.

This is an 11 to 16 school with GCSE outcomes as the main published benchmark.

On the FindMySchool ranking for GCSE outcomes (based on official data), the school is ranked 3,398th in England and 75th in Manchester. That places it below England average overall, within the bottom 40% of schools in England by this measure (60th to 100th percentile).

The current metrics indicate:

• Attainment 8: 36.9

• Progress 8: -0.59

• EBacc average point score: 3.08

• Percentage achieving grade 5 or above across the EBacc: 6.5

Taken together, this profile suggests that outcomes have been under pressure, and progress from Key Stage 2 starting points has been below average. At the same time, the school’s recent inspection narrative points to improvement work that may not yet be fully reflected in the older published outcomes, which is a common pattern in turnaround phases.

For parents comparing nearby schools, the most useful approach is to look at the local FindMySchool hub and use the Comparison Tool. It helps to separate long-term attainment patterns from short-term improvement signals such as curriculum coherence, attendance trajectory, and behaviour systems.

Curriculum intent is described in a structured way, with a three-year Key Stage 3 model and a clear commitment to covering the breadth of the National Curriculum plus Religious Education and Drama. Key Stage 4 is delivered on a fortnightly timetable, with five one-hour lessons per day and an explicit published overview of time allocations.

A practical feature parents often value is predictability: the timetable is consistent, the daily lesson structure is straightforward, and pupils know what each period is for. The school also runs occasional “Super Learning Days”, where the timetable is collapsed so that a subject or theme becomes the sole focus for the day. This can suit pupils who learn well through immersion and project-style work, provided follow-up is strong in normal lessons.

Reading is treated as a whole-school priority rather than a subject-only concern. The school describes targeted support for pupils who are not fluent readers, and the inspection evidence highlights tailored extra reading sessions designed to build confidence and access across subjects.

For pupils with special educational needs and disabilities, the emphasis is on accurate identification and practical classroom adaptations. The inspection evidence points to staff having the information they need to adjust delivery, with pupils with SEND generally achieving well relative to their starting points.

With education ending at 16, progression planning is a core part of Year 10 and Year 11. The inspection evidence describes a well-considered personal, social and health education programme, alongside a comprehensive careers programme designed to help pupils make informed decisions about post-16 routes, including education, training, and technical pathways.

For families, the practical implication is that the “next step” conversation should start early, ideally in Year 9 when pupils begin to form preferences for GCSE choices, and again in Year 10 when college open events begin. If your child is aiming for a particular pathway, for example a technical qualification, an apprenticeship, or sixth form entry elsewhere, ask how the school supports applications, interviews, and provider access opportunities.

Admissions for Year 7 follow the coordinated local authority process. Families apply through their home authority using the common application route, rather than applying directly to the school.

Because the school is Catholic, evidence of faith practice may be relevant when places are allocated. The school’s admissions information notes that, for baptised Roman Catholic children, parents may need to provide a copy of the child’s baptism certificate in advance of the governing body’s review of applications.

For September 2026 entry in Manchester, the local authority process opened on 1 July 2025, with an on-time application deadline of 31 October 2025. Offers are issued on 2 March 2026.

Open events are often scheduled in early autumn. Manchester’s school directory listing for this school shows an open evening on Thursday 2 October, from 4.30pm, for the September 2026 intake.

Given how much can change year to year, families should use the FindMySchoolMap Search to understand travel practicality and to sense-check what “realistic daily travel” looks like from your address before you commit your preferences.

Pastoral systems are built around clear expectations and consistent follow-through. Punctuality and attendance are treated as part of safeguarding culture and learning habits, not merely compliance. The published school-day guidance sets out what happens when pupils arrive late, and it is explicit that late arrival can trigger same-day consequences.

Safeguarding is described as effective in the most recent inspection evidence, and the school’s own published materials emphasise encouraging students to raise concerns and ensuring that pupils know how to seek help, including for online safety.

Mental health and wellbeing support is framed as a shared responsibility across staff, with multiple routes for pupils who do not want to approach a form tutor directly, including year-team systems. While parents should always ask what support looks like in practice for a particular child, the documented approach indicates a school trying to make help-seeking normal and accessible.

Extracurricular provision is positioned as a core part of personal development, with opportunities before school, at lunchtime, and after school. The practical benefit is straightforward: pupils who join a club usually form friendships faster, find an adult mentor outside lessons, and develop a sense of belonging that supports attendance and behaviour.

What stands out is the specificity and the mix of enrichment and study support. The published timetable includes, for example:

• Computer and Coding Club

• Eco Club

• Media and Photography

• Chess Club

• Bible Club (Key Stage 3)

• Science Club and Science Homework Club

• Library Study sessions

• Sport options including netball, football, table tennis, handball, basketball, and Just Dance

A timetable like this tends to suit pupils who benefit from structure and routine after the bell. If your child needs a quieter space, library study and subject homework clubs can offer a calmer end to the day. If they are motivated by activity and team identity, the sports fixtures and training groups provide that outlet.

Facilities development is also relevant here. The school reports major campus changes from September 2017, including a new building providing 12 additional classrooms, new science laboratories, changes to art rooms, and a dining room extension designed to increase social space. These are not cosmetic upgrades, they usually have a direct effect on timetable flexibility, specialist teaching, and how the day feels at break and lunch.

The core day runs from 8.30am to 3.00pm, with form time from 8.30am to 9.00am and five one-hour lessons across the day. Lunch runs from 1.20pm to 2.00pm, and pupils are not permitted to leave the site at lunchtime. A directed sixth period can extend the day for interventions or detentions by up to 90 minutes.

For transport planning, families should check real-world journey times at the start and end of the day, especially if relying on bus connections. If your child is likely to be directed to intervention sessions after 3.00pm, build that into travel expectations early so that it does not become a friction point.

Wraparound care is generally not a feature of most secondary schools in the way it is for primaries. If you need structured before-school provision beyond normal start times, confirm what is available directly with the school.

• Outcomes still have ground to make up. The current GCSE measures indicate below-average attainment and a negative Progress 8 score. Families should weigh the trajectory of improvement alongside the headline numbers, especially if your child needs strong academic momentum at Key Stage 4.

• Consistency across subjects is a live priority. The improvement focus includes ensuring that curriculum delivery and assessment checks are applied consistently in all subjects, not only most. For some pupils, uneven classroom practice can feel frustrating, particularly if they are very academically driven.

• Punctuality expectations are strict. The published routines set out clear consequences for late arrival and late movement to lessons. This can help pupils who need boundaries, but it may feel intense for families managing complex morning logistics.

• Faith-based admissions evidence may be needed. If you are applying under Catholic criteria, be ready to supply supporting documentation such as a baptism certificate in line with the school’s guidance.

This is a Catholic secondary that has had to rebuild trust the hard way, and the evidence now points to a more settled culture, clearer routines, and a stronger curriculum platform than in the recent past. It will suit families who want a faith-informed school community, value structure and consistent expectations, and are prepared to engage actively with homework, punctuality, and post-16 planning.

The main question to resolve is fit. If your child needs a calm, organised environment with predictable systems, the current direction is encouraging. If you need consistently high academic outcomes right now, you should compare alternatives carefully and ask detailed questions about subject-by-subject improvement and support.