St Paul’s CofE Primary School, Heathside Grove Review 2026: Strong KS2 outcomes with a warm Church of England ethos

A two-form-entry primary in Walkden (Salford) with Nursery provision and a clear emphasis on relationships, inclusion and personal development. Academic outcomes at the end of Year 6 are a standout feature, with 2024 Key Stage 2 results well above England averages for the combined reading, writing and mathematics measure.

Leadership is stable and visible, with Mrs Joanne Rowley named as headteacher. The most recent inspection evidence points to a school where behaviour and personal development are core strengths, and where early years is planned carefully rather than treated as a bolt-on.

For families weighing up local primaries, the key practical takeaway is that this is a Salford local authority admissions school, with published dates and a familiar process for Nursery and Reception entry.

The tone is set by a values-led approach that is used in everyday language, rather than confined to policy documents. The school lists six core values, Friendship, Respect, Honesty, Thankfulness, Forgiveness, and Perseverance, and this gives a simple framework for pupils to understand what good choices look like in class, in the playground, and when representing the school off-site.

The most recent inspection grades align with that picture. The latest Ofsted inspection (carried out on 04 February 2025) graded Behaviour and attitudes as Outstanding and Personal development as Outstanding. That combination usually signals calm routines, consistent expectations, and thoughtful work on inclusion and citizenship, the aspects parents tend to feel day to day.

Early years is clearly designed as a distinct phase, with a concrete focus on learning zones and continuous provision. The school’s own transition information for Nursery sets out specific classroom areas such as a reading area, creative area, snack area, playdough area, home corner, and small world and construction. This level of detail matters because it shows how staff have thought about independence and language development, particularly for three- and four-year-olds who need structure without being over-directed.

Pastoral support is also signposted in practical ways. The school references a Children and Families Officer within its routines and punctuality messaging, positioning family support as part of normal school life rather than something reserved for crisis points. There is also a specific initiative around a school therapy dog, Miss Molly, which indicates a wider wellbeing strategy focused on helping children regulate and communicate.

As a Church of England school, faith is not treated as an occasional assembly theme. The SIAMS evidence available for the school frames the vision around Christian values and a clear spiritual rationale, and the school’s wider website content repeatedly links values, community and inclusion. For families who want an explicitly Christian ethos, that integration is likely to feel reassuring. For families who are less religious, it is still worth reading the school’s stated vision and collective worship approach to check cultural fit.

The headline for 2024 Key Stage 2 is the combined reading, writing and mathematics measure: 87.33% of pupils met the expected standard, compared with an England average of 62%.

Depth matters too. At the higher standard in reading, writing and mathematics combined, 20.67% achieved the higher level, compared with an England average of 8%. That is the kind of figure that suggests not only that most pupils are secure, but also that a meaningful minority are being pushed beyond the expected threshold rather than being parked once they are “safe”.

The scaled score profile supports the same conclusion. In 2024, reading was 107 and mathematics was 106, with grammar, punctuation and spelling at 110. (Scaled scores are standardised nationally, so these sit comfortably above the typical benchmark.) Science is the one area that is closer to the national picture, with 81% meeting the expected standard versus an England average of 82%, which is useful context for parents looking for an evenly balanced profile across subjects.

On the FindMySchool rankings based on official data, the school is ranked 2,375th in England and 42nd in Manchester for primary outcomes, placing it above England average and comfortably within the top 25% of schools in England.

What does that mean in practice for a Year 6 child? It typically looks like strong core teaching in reading and mathematics, effective writing development across the curriculum, and routines that build accuracy in spelling and punctuation rather than leaving it to chance. Where that is done well, pupils often arrive at secondary school able to cope with heavier reading demands and more extended writing tasks across subjects.

Curriculum intent is made explicit, with the school describing an approach designed to be broad and balanced and aligned to inspection expectations around curriculum quality. That is the baseline, but the more informative detail sits in how subjects are described within the school’s curriculum pages.

In computing, for example, pupils are described as learning how to use search engines effectively and to rephrase facts with copyright in mind, and the school also references a robotics workshop where pupils built and coded robots. That combination is stronger than generic “coding club” language, it signals digital literacy, critical thinking, and hands-on problem solving, all of which transfer well into secondary school learning.

Science is framed as a core entitlement from Nursery through to the end of primary, with an emphasis on knowledge-building and curiosity. For pupils, the implication is that practical work and systematic enquiry are expected norms, not occasional treats. For parents, it is a sign that the curriculum is being thought through as a coherent journey rather than a sequence of isolated topics.

For early years, staffing is clearly laid out, including a named Nursery teacher alongside early years teaching assistants. The practical implication here is consistency for the youngest children. Where early years staffing is stable and clearly structured, children tend to settle faster and develop the routines that make Reception a smoother step, particularly for children who need additional reassurance at transition points.

Phonics is also highlighted as a taught programme within the wider inspection-linked content on the school site, reinforcing that early reading is treated as a priority. For families considering the Nursery route, this is a useful indicator of what will follow.

As a primary school, the main destination question is secondary transfer at the end of Year 6. The school references specific transition support for Year 6 through the LEAP project, described as peer-to-peer support aimed at wellbeing during the move from primary to secondary. That focus is important, because transition is not only about academic readiness. Children who can manage anxiety, friendship changes and new routines tend to start Year 7 more positively.

Local families in Walkden commonly look at nearby Salford secondaries for Year 7. One example is Co-op Academy Walkden, which explicitly describes serving Walkden and surrounding areas. The best approach for parents is to shortlist a small number of realistic options and then check admissions arrangements early, especially if siblings, medical factors or distance are likely to be relevant.

For pupils, the school’s strong reading, writing and mathematics outcomes in 2024 suggest they should arrive at secondary school with secure core skills. For parents, that often translates into confidence that the child will not spend Year 7 catching up on basics, freeing them to engage more quickly with the wider subject mix.

Admissions are coordinated through Salford City Council, rather than handled through a bespoke school testing route. For Reception entry (September 2026), the local authority published dates are clear: applications open on 01 September 2025 and close on 15 January 2026, with offers available on 16 April 2026. Nursery places for September 2026 follow the same closing date of 15 January 2026.

Demand, based on the most recent application cycle looks manageable rather than overheated. For the primary entry route, there were 43 applications and 46 offers, and the school is described as undersubscribed. That usually means families have a realistic chance of a place, though this can change year to year as local cohorts rise and fall.

Because the last distance offered is not available here, parents should avoid assuming that proximity will or will not matter. If you are comparing multiple schools, the FindMySchool Map Search is a practical way to sense-check your home location against likely travel routes and to plan realistically for drop-off and pick-up, even when distance cut-offs are not published.

Pastoral support is most convincing when it is built into routines, and there are several clues that this is the approach taken here. The school’s punctuality guidance references consistent monitoring and makes clear that late arrival is handled through the office with a stated reason, which tends to support safeguarding and consistency for pupils.

The wider wellbeing offer is also visible. The school maintains a dedicated wellbeing area on its site and publishes resources aimed at supporting children to develop emotional literacy, which signals an approach that expects parents and school to work together rather than in parallel.

The second major strand is inclusion and respect. The school’s mission content references protected characteristics and a commitment to fairness and respect across cultures, backgrounds and beliefs, which is particularly relevant for mixed communities where children need a clear, shared language for belonging.

Safeguarding is the non-negotiable foundation of all of this. Inspectors confirmed that safeguarding arrangements are effective.

The best extracurricular programmes do two things at once: they broaden experience for every child, and they create “hooks” that help children feel they belong. Here, there are several specific examples that make the offer feel tangible.

A clear example is the robotics workshop described within the computing content. Building and coding robots gives pupils a concrete reason to persist through debugging and iteration. For children who do not always see themselves as “academic”, practical STEM experiences can be the pathway into confidence, especially when linked to teamwork and problem solving rather than solitary screen time.

Another example is the Archbishop’s Young Leaders Award participation for Year 4. This is a structured programme with a community-facing element, and it reinforces that leadership is taught through action, not simply awarded as a badge. The implication for pupils is that service, responsibility and confidence are part of normal school expectations, which often shows up later in how children handle secondary school responsibility systems.

Trips and residential experiences are also explicitly referenced. The school describes organising a three-day Year 6 residential to the Maes-Y-Nant Robinwood Activity Centre, framed as a chance to build resilience, teamwork and independence ahead of high school transition. Residentials can be a turning point for some children, particularly those who have not spent much time away from home.

For families with younger children, the Nursery classroom structure itself can be seen as part of the broader offer. Clearly defined areas for reading, creative work, small world play and construction suggest a daily rhythm where children learn through purposeful play rather than only adult-led tasks.

The published school day timings are specific. Gates open from 8.45am and the school day starts at 8.50am, with class doors closing at 9.00am.

Wraparound care is relevant for many families because it determines whether school is logistically workable. The school site includes an After School Club section, but detailed operational information is not currently set out there; families should ask the office directly about current session times, costs and availability.

On location and travel, a practical local cue is that the school is positioned as being near Walkden town centre in its recruitment information, which usually means day-to-day access is straightforward for local families.

• Early years logistics. Nursery provision is a strength, but early years hours, sessions and any wraparound details need checking directly, particularly if you rely on childcare around working hours.

• Science is closer to the England average. The Year 6 science expected standard figure sits slightly below the England average in the latest dataset, even while reading and mathematics are clearly above it. Families with children who are especially science-motivated may want to ask how science enquiry and practical work are structured across Years 3 to 6.

• Admission patterns can change. Recent data suggests the school was not oversubscribed in the primary entry cycle shown here, but local demand can move quickly as cohorts change. Keep an eye on Salford admissions updates if you are planning for a future year.

• Faith character is real. The Church of England ethos is part of daily life rather than a label. That will suit many families, but it is worth reading the school’s vision and worship approach to make sure it aligns with your expectations.

This is a strong option for families who want a values-led Church of England primary with Nursery provision and academic results that compare well against England benchmarks. The recent inspection profile highlights exceptional strengths in behaviour and personal development, which tends to be what makes a school feel “right” on an ordinary Tuesday, not just on sports day.

Who it suits: families in and around Walkden who want a calm, structured primary with strong Key Stage 2 outcomes, and who value an ethos shaped by Christian values and community links. The main practical task is simply to stay on top of Salford’s published admissions dates, especially for September 2026 entry.