This is a Catholic 11 to 16 school that places relationships and routine at the centre of daily life. The rhythm is distinctive, the school day runs from 8:45 to 14:45, with staggered breaks and lunches by year group.
Leadership has been stable for several years. Mr Huw Brophy has been headteacher since September 2018, and the school’s public governance information confirms that start date.
The latest Ofsted report confirms the overall judgement of Good (inspection 29 to 30 June 2022).
Academically, outcomes sit in line with the middle 35% of schools in England (25th to 60th percentile) for GCSE performance on the FindMySchool ranking, but progress is a key strength, with a notably positive Progress 8 score. That combination often appeals to families who want an orderly, values-led school where students are expected to improve strongly from their starting points.
The tone here is calm and purposeful. Students describe feeling safe and supported, and the culture is built around mutual respect and clear expectations for learning and conduct. That matters in a mixed comprehensive setting, because it reduces friction and gives teachers the conditions to teach well.
The Catholic identity is not treated as a bolt-on. The school uses a four-part mission framework, referenced across its published materials, and the Section 48 inspection from June 2019 graded overall effectiveness as Outstanding, including Catholic leadership, worship, and Religious Education. For many families, the practical implication is that faith life is visible in assemblies, charity activity, chaplaincy leadership, and the language used to talk about community responsibility, not only in timetabled Religious Education.
There are also clear signs of inclusive thinking. The school hosts a specially resourced provision for students with autism spectrum disorder needs, and formal external evaluation notes that students with special educational needs and disabilities are identified promptly and supported to access the same ambitious curriculum as their peers. That inclusion point is important for Catholic schools in particular, because demand can be strong and some families worry that oversubscription reduces flexibility. Here, published evidence indicates the opposite, the intent is to include students fully in the life of the school.
Leadership stability supports consistency. Mr Huw Brophy’s headship began in September 2018, and the school’s documentation treats that as a turning point for a refreshed senior team and renewed clarity around mission and standards.
The headline for academic performance is best captured as strong progress with mid-range overall attainment by national comparison, plus a curriculum that prioritises breadth.
Ranked 1453rd in England and 26th in Manchester for GCSE outcomes (FindMySchool ranking based on official data). This places the school in line with the middle 35% of schools in England (25th to 60th percentile).
The school’s Attainment 8 score is 49.7. Progress 8 is 0.43, which indicates students, on average, make above-average progress between the end of primary and GCSE outcomes.
The average EBacc APS is 4.37. The percentage achieving grades 5 or above in the EBacc measure is 19.9%. (EBacc outcomes can be shaped heavily by entry patterns and subject choices, so this is best read alongside the school’s stated curriculum intent and options.)
For parents, the practical implication of this profile is straightforward. If you want a school that can move students forward academically, including those who are not already at the very top end of attainment at primary, a positive Progress 8 score matters. It suggests teaching and support systems are doing effective work across the ability range. Where families may want more detail is subject-level consistency, because external evaluation highlights that a small number of subjects have been weaker at helping students connect learning across topics, which can limit depth of understanding.
Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to view GCSE measures side-by-side with nearby schools, then sense-check fit through visits and admissions criteria.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
The curriculum emphasis is on a broad offer, with the English Baccalaureate suite at its core and sequencing designed to build knowledge in a coherent order. The central idea is cumulative learning, students revisit prior content regularly so that knowledge sticks, and teachers check for gaps and adapt teaching where needed.
Two features stand out as particularly parent-relevant.
First, reading and vocabulary development is treated as a whole-school priority, with systems to identify students who find reading difficult and targeted help to make the wider curriculum accessible. The implication is not only improved English outcomes. It is stronger access across humanities, science, and option subjects, especially for students who are capable but held back by literacy confidence.
Second, SEND inclusion is described as a strength, including within the specially resourced provision for students with autism spectrum disorder needs. Teachers adapt access so that students can learn the same ambitious curriculum, and students in the provision are included fully in the wider life of the school. For families, this is often the deciding factor between schools that “have support” and schools that integrate support into mainstream expectations.
A realistic caveat is also clear from external evaluation. In a small number of subjects, students are not consistently helped to make connections between ideas. For parents, this is a useful question to explore on a visit, ask how departments are improving curriculum coherence, what training teachers have had, and how leaders check impact.
Quality of Education
N/A
Behaviour & Attitudes
N/A
Personal Development
N/A
Leadership & Management
Good
There is no sixth form, so all students move on at 16. The school’s published enrichment calendar gives a good sense of how transition is supported in practice.
A strong careers spine is visible through recurring, named activities such as a careers fair, work experience, National Apprenticeship Week activity, and explicit references to local post-16 providers through taster experiences, including Ashton Sixth Form College and Tameside College. External evaluation also notes that careers guidance is well established across all years, and that students move to appropriate destinations at the end of Year 11.
The implication is that this is not a school that treats Year 11 as simply examinations and exit. There is a deliberate pathway from Key Stage 3 curriculum grounding, through Key Stage 4 options and academic habits, into post-16 decision-making. Families with students who benefit from structure in decision points, including those considering vocational and technical routes as well as A-level study, should see this as a practical advantage.
Admissions are coordinated through Tameside’s normal application process for Year 7, with a clear deadline and offer date for the September 2026 intake. The school’s admissions policy for 2026 states that the closing date for applications is 31 October 2025, and that families are informed of decisions by the local authority on 2 March 2026.
As a voluntary aided Catholic school, oversubscription criteria prioritise baptised Roman Catholic children in specified categories, including looked-after children, exceptional medical or social needs, designated parishes, designated Catholic primary schools, siblings, and children of staff in defined circumstances. The policy also lists the designated parishes and named designated primary schools.
There are three practical implications for families.
Supplementary Information Form (SIF): If you want your child considered as baptised Roman Catholic under the relevant criteria, the published process expects a SIF and supporting evidence, typically a baptism certificate or confirmation through the primary school.
Distance as a tie-break: When a category is oversubscribed, proximity becomes the tie-break. The policy explains that distance is measured as a straight line from the child’s home address point to the main gate, using local authority mapping systems.
Published Admission Number: The admissions policy sets the Published Admission Number at 160 for the 2026 to 2027 academic year.
Because voluntary aided criteria can be detailed, parents should use FindMySchoolMap Search to check practical journey time and to think carefully about how criteria might apply to their family circumstances, then confirm details through the official policy documents and local authority process.
Applications
423
Total received
Places Offered
153
Subscription Rate
2.8x
Apps per place
The pastoral model is anchored in relationships, year leadership, and a values-led approach. The Section 48 inspection places inclusive pastoral care at the centre of school life, describing extensive opportunities for service and charity and a strong sense of belonging. That is reinforced by the school’s own published structures, which describe year-based pastoral leadership and a learning support team.
For families, the most meaningful evidence is how behaviour and safety are described. The June 2022 report states that movement between lessons and at lunchtime is particularly calm, and that students are confident leaders will act quickly on bullying concerns.
Safeguarding is also addressed clearly. Inspectors concluded that safeguarding arrangements are effective and described a strong safeguarding culture, including staff vigilance and support around online risks.
Extra-curricular provision is where the school’s identity becomes more concrete, because it shows what students can actually do beyond timetabled lessons. A useful feature of the school’s published information is that it names activities rather than relying on generic claims.
Two school-specific groups, the GIFT Team and the Stewards Team, are repeatedly referenced as vehicles for chaplaincy, service, and student leadership within the Catholic life of the school. The implication is that faith activity is student-facing, not only staff-led, which often increases participation from students who might not otherwise engage.
The school lists Choir or Singing Club, School Band, and instrument lessons, plus drama activity and staged productions. Examples of productions referenced include Little Shop of Horrors and Charlie and the Chocolate Factory. There is also a clear pattern of theatre visits tied to English and drama enrichment, with named trips such as An Inspector Calls and The Ocean at the End of the Lane.
The educational implication is breadth. Students who learn best when they can connect classroom work to real performance and live audiences tend to benefit from this kind of structured arts calendar, particularly at Key Stage 3.
Several named activities point to an intentional STEM thread: participation linked to a Greenpower event, UKMT Maths Challenge, Pi Day, and trips connected to local universities. The school also lists subject-linked visits such as a University of Manchester map room trip and a University of Salford STEM trip.
The implication for parents is that academic stretch is not limited to top sets. When a school routinely runs maths challenges and structured STEM visits, it often creates opportunities for students across years to discover interests that shape Key Stage 4 option choices.
Sport appears as a large pillar, with multiple team sports named across boys’ and girls’ participation. The school lists football, rugby, volleyball, netball, athletics (indoor and outdoor), cross country, badminton, basketball, lacrosse, cricket and rounders. This breadth usually matters most for students who want a school where being active is normal, including those who are not specialist athletes.
The published school day runs 8:45 to 14:45, with arrival from 8:35 and a timetable based on shorter lesson blocks and staggered breaks and lunches by year group. The timetable operates on a two-week cycle labelled Blue and Red.
The school signposts Transport for Greater Manchester as the primary reference point for school bus timetables and local commercial bus services in the Denton area.
School communications have asked families to be mindful of parking near the site at pick-up and drop-off, reflecting typical constraints for a residential-area school location.
Faith commitment expected. The Catholic character is visible in worship, chaplaincy leadership, and service activity. Families who prefer a lighter-touch faith environment should read the Section 48 report and consider whether this approach matches their expectations.
Oversubscription and criteria complexity. Voluntary aided criteria can be detailed, and a Supplementary Information Form is important for families seeking consideration under baptised Roman Catholic criteria. Plan early, gather documentation, and treat the 31 October 2025 deadline as fixed for September 2026 entry.
Curriculum consistency varies by subject. External evaluation highlights that a small number of subjects have been less effective at helping students connect learning across topics. Ask directly how this is being improved, and how leaders check impact over time.
A calm, welcoming Catholic secondary where students are expected to behave well, work steadily, and contribute to community life. Academic results sit around the middle of England schools on the FindMySchool GCSE ranking, but the positive Progress 8 score suggests students typically improve strongly during their time here. Best suited to families who value a clearly lived Catholic ethos, structured routines, and a school culture that prioritises respect and inclusion. The main challenge is navigating admissions criteria and deadlines in an oversubscribed setting.
The most recent Ofsted inspection (June 2022) confirmed the school remains Good, highlighting a calm culture, positive relationships, and high expectations for learning and behaviour. Progress measures also indicate students generally make above-average progress across secondary years.
Applications are made through Tameside’s coordinated admissions process, with the school’s admissions policy stating a 31 October 2025 closing date and offers issued on 2 March 2026. Families seeking consideration under baptised Roman Catholic criteria should also submit the Supplementary Information Form with supporting evidence.
Oversubscription criteria prioritise baptised Roman Catholic children in defined categories, including looked-after children, exceptional needs, designated parishes, designated Catholic primary schools, and siblings. Where a category is oversubscribed, proximity to the school is used as a tie-break using local authority mapping.
On the FindMySchool GCSE ranking, the school is ranked 1453rd in England and 26th in Manchester, aligning with the middle 35% of schools in England. Progress 8 is positive, suggesting students tend to make above-average progress from the end of primary to GCSE outcomes.
The school lists a wide set of activities across faith leadership, sport, arts, and academic enrichment. Named examples include the GIFT Team and Stewards Team, UKMT Maths Challenge activity, Pi Day events, choir and school band, drama club and productions, and a range of sports teams.
Get in touch with the school directly
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