St Patrick's RC High School Review 2026: A Catholic 11-16 with strong inspection outcomes and clear routines

A large, faith-led secondary in Eccles with an established identity and a clear framework for student conduct and participation. St Patrick’s operates as a Catholic Voluntary Aided school and prioritises the Catholic community it serves through its admissions criteria, with defined partner primary schools shaping demand. The most recent inspection (25 November 2025) graded the school at Strong standard across key areas, with safeguarding standards met, which gives parents a high level of reassurance about day-to-day culture and oversight.

The school’s public-facing language is consistent and values-led. The headteacher, Mrs Alison Byrne, places Catholic ethos at the centre of school life, framing expectations around Gospel values and personal responsibility rather than simply compliance.

A defining feature is the way “participation” is treated as part of the school’s culture, not an optional extra. The St Patrick’s Way sets out a structured approach to personal development with staged awards (Bronze through Gold), tying everyday habits such as attendance and effort to service, leadership, and contribution to the wider school community. For many families, this kind of framework is helpful because it makes expectations explicit, and it gives quieter students clear routes into responsibility and recognition.

The most recent inspection also describes a calm, respectful atmosphere with consistent behaviour expectations and close adult attention to changes in attendance and wellbeing. That matters in an 11-16 setting where families want both ambition and predictability, especially for students who benefit from routine and clear boundaries.

For GCSE outcomes, St Patrick’s ranks 1,041st in England and 19th in Manchester (FindMySchool ranking based on official data). This places it above England average overall, sitting comfortably within the top 25% of secondary schools in England for GCSE performance.

The underlying attainment picture is steady and broadly positive. An Attainment 8 score of 49.7 compares favourably with the England average of 45.9, suggesting students achieve slightly stronger outcomes across their best eight GCSE slots than the typical school nationally. Progress 8 is also positive at +0.07, indicating students, on average, make slightly above-average progress from their prior attainment across the GCSE phase.

EBacc outcomes are more mixed, which is useful for parents to understand early. The percentage achieving grade 5 or above in the EBacc is 33.5, and the average EBacc APS is 4.65 (with the England average at 4.08). Interpreting this in plain terms, the school supports a meaningful academic core, but families should still look carefully at subject pathways and how the curriculum is structured for different starting points, especially if a child is likely to be encouraged towards a full EBacc suite.

If you are comparing local options, the FindMySchool Local Hub and Comparison Tool can help you view these GCSE indicators side-by-side with nearby schools, which is often more informative than looking at one set of results in isolation.

The curriculum positioning is broad and ambitious, with a strong focus on sequencing and technical vocabulary. The most recent inspection describes teaching that regularly checks understanding, addresses misconceptions quickly, and builds complexity over time across subjects. The practical implication for families is that students who thrive on clarity and incremental challenge are likely to settle well, because lessons are designed to connect “what came before” with “what comes next” rather than feeling like disconnected topics.

Literacy is treated as a whole-school priority, not just an English department concern. The school’s published literacy information highlights structured reading approaches and student opportunities such as Manga Club, Kids’ Lit Quiz, and student newspaper activity, alongside library-led programmes. This matters because sustained reading practice tends to benefit students across the curriculum, particularly where GCSE demands increase sharply in Years 10 and 11.

For families with students who need additional scaffolding, the school’s inclusion approach is a major theme across its published SEND reporting, including targeted interventions and structured re-engagement pathways.

As an 11-16 school, St Patrick’s focus is on progression to post-16 providers rather than in-house sixth form pathways. The most recent inspection describes students being well prepared for next steps in education, training, or employment, supported by planned careers education, one-to-one guidance, and encounters with colleges and apprenticeship providers.

For parents, the practical next step is to look at which local sixth forms and colleges your child is likely to consider, then ask how the school supports transitions in Year 11. A strong sign is whether careers guidance is personalised rather than generic, and whether students can access meaningful work experience rather than one-off assemblies.

St Patrick’s is a Catholic Voluntary Aided school. The governing body is the admissions authority and the published admissions arrangements set a planned admission number of 180 for entry in September 2026.

The oversubscription criteria are explicit and faith-prioritised. After children with an Education, Health and Care Plan naming the school, priority is given first to baptised Roman Catholic looked-after and previously looked-after children, then to baptised Roman Catholic children linked to the identified catchment areas and partner primary schools, before moving through other Catholic applicants and then non-Catholic applicants. Partner primaries are listed in the admissions arrangements, including schools in Irlam and Eccles.

For the September 2026 secondary admissions round in Salford, the local authority timetable states applications open on 1 September 2025 and close on 31 October 2025, with offers released on 2 March 2026. The school’s own admissions arrangements also reference 31 October 2025 as the closing date, and set expectations around when supporting faith evidence must be provided for relevant applicants.

Demand is clearly present. The available admissions figures indicate an oversubscribed picture, with around 3.25 applications per offer in the latest published dataset for this school. The implication is straightforward: if St Patrick’s is your first choice, it is worth treating the process as competitive and making sure every part of the application and supplementary evidence is handled carefully and on time.

Pastoral support is one of the school’s most detailed published areas. The SEND Information Report describes a range of in-school supports that go beyond standard classroom differentiation. Examples include Pyramid Club, Circle of Friends, and Friends for Life for students who may be socially isolated or emotionally vulnerable, plus structured approaches to anxiety and anger intervention work.

A specific feature is the school’s EBSA classroom, locally referred to as the Emerald Centre, described as a re-engagement and reintegration space for students who struggle to attend or who need a carefully tailored pathway back into learning. This matters because EBSA is a growing challenge across secondary schools nationally, and a named structure often signals that the school has moved from ad hoc responses to planned provision.

The most recent inspection also points to safeguarding as secure, and describes a culture where staff notice changes early and work closely with families and other professionals to adapt support. That is the type of “quiet competence” many parents prioritise, especially during the transition into Year 7.

The co-curricular offer is presented as varied and intentionally inclusive, with participation tracked and encouraged. In practical terms, that tends to benefit students who do not automatically volunteer themselves for clubs, because it creates prompts and invitations rather than relying on confidence alone.

Several clubs and programmes are named in school materials. Faith in Action is a student-led service and fundraising group rooted in Catholic social teaching, and Girls with Grit is positioned as a confidence, resilience, and leadership programme. The inspection also references this programme as having a positive impact for some students, linking enrichment directly to improved confidence and attendance rather than treating it as a separate “nice to have”.

For students drawn to practical and creative interests, school materials reference a Music Suite with recording studio and private tuition rooms, plus drama and dance provision including a performance theatre. Co-curricular listings also include options such as Science Club, Choir, Chess Club, LEGO Club, Warhammer Club, Cinema Club, and sports activities across age groups. The point for parents is not that a child must do everything, but that there is enough range for most students to find at least one area where they can belong and build confidence outside lessons.

The published school hours identify morning and afternoon sessions running from 08:30 to 15:00, with students expected to be in for registration by 08:25. Families relying on supervised study time should also note that the Learning Resource Centre is advertised as open from 08:00 and runs a homework club after school until 16:00.

Transport information is unusually specific. The school publishes named school bus services and routes, which is helpful for families balancing travel time with an early start. This is worth checking carefully if your child will be travelling from further across Salford, as a dependable route can make a significant difference to punctuality and after-school participation.

• Faith-based admissions criteria. Priority is structured around Catholic evidence, partner primaries, and defined catchment areas, with explicit supporting documentation requirements. This suits families aligned to the Catholic community served by the school; others should read the criteria closely and plan realistically.

• An 11-16 model. There is no sixth form, so every student transitions again at 16. For many students this is positive, offering a fresh start and a wider choice of post-16 pathways, but it does mean families should think ahead about colleges and sixth forms early in Year 10.

• EBacc choices need active discussion. Outcomes indicate an academic core is present, but the balance of subject pathways matters. Parents should ask how option choices work, and how the school supports students aiming for a strong EBacc profile.

• Support structures are strong, but engagement still matters. Named provision such as the Emerald Centre can be a major advantage for students with attendance-related anxiety, but it works best when school and home communication is timely and consistent.

St Patrick’s RC High School presents as a well-organised, values-led Catholic secondary with a strong inspection outcome under the current framework and a clear approach to inclusion and participation. It is best suited to families who want an 11-16 setting with explicit expectations, structured personal development, and a faith-informed culture that runs through admissions and daily life. The main challenge for many applicants will be navigating a competitive, criteria-driven admissions process and planning early for post-16 transition.