Sacred Heart Catholic Primary School - a Catholic voluntary academy Review 2026: Small Catholic primary with mixed KS2 outcomes

The headline is more mixed in the 2025 Key Stage 2 figures. 60% of pupils met the expected standard in reading, writing and mathematics combined. The expected-standard measures were 80% in reading, 60% in maths, 50% in grammar, punctuation and spelling, and 90% in science, with an overall combined score of 307 across reading, maths and GPS. Scaled scores were 105 in reading and 101 in maths.

Depth matters as well as pass rates. In the 2025 dataset, 10% of pupils achieved the higher standard in reading, writing and mathematics combined. That is a more modest depth profile than the previous wording suggested, so families should read it alongside the school’s small cohort size.

Rankings contextualise what this means in the broader picture. On FindMySchool’s primary outcomes ranking (based on official data), the school ranks 10,454th in England and 7th in the Northallerton local area. That places it below the England average on this measure. Use the FindMySchool Local Hub comparison tool to view nearby primaries side-by-side if you are weighing options across Northallerton.

The most recent Ofsted inspection (19 and 20 March 2024) judged the school Good across all areas, including early years provision.

The most distinctive thread is early reading. Daily phonics begins at the start of Reception, supported by clear routines, and pupils who fall behind are moved quickly into extra sessions to catch up. The reading culture starts even earlier, in nursery, where stories are treated as a core part of the curriculum rather than a Friday treat. The practical implication for parents is straightforward: children who thrive on routine and repeated practice tend to do well in schools that run reading this way, while children who need a more fluid approach may take time to settle.

The curriculum aims high and leans into vocabulary. Subject-specific language is taught deliberately, with clear examples given in physical education, where pupils learn words such as sportsmanship, dedication, and resilience alongside the activity itself. The advantage of that approach is that it makes learning “stickier”, pupils can explain what they are doing, and why, rather than simply copying a technique.

Mathematics is a key watchpoint, precisely because the school’s overall outcomes are so strong. The curriculum intent is ambitious, but consistency of implementation has been identified as a priority, including matching learning to need for some pupils, particularly those with special educational needs and disabilities, and tightening assessment so gaps are spotted early. Families with a child who finds maths hard should ask specifically how support is organised week to week, not just what intervention exists in theory.

As a North Yorkshire primary, secondary transfer is coordinated through the local authority route, with applications typically made in the autumn term of Year 6. Within the Nicholas Postgate Catholic Academy Trust ecosystem, there is a clear encouragement for pupils who want to continue into one of the trust’s secondary schools to understand the pathway early, starting from Year 5 information shared with parents and carers.

What the school does particularly well for transition is create leadership habits before pupils leave. Roles such as school council membership, house captains, sports leaders, and early years buddies are not just character-building, they also develop confidence in speaking up, organising others, and taking responsibility, which helps children adjust to the larger scale of secondary school.

For families prioritising Catholic continuity, the school’s parish-linked sacramental preparation (including First Reconciliation and First Communion) is a strong indicator of ongoing faith formation. In practice, this can shape the kind of secondary environment some families look for next, even if the eventual school choice is driven by geography or availability.

Reception entry is small by design. The school states it can admit 15 children per academic year into Reception, which is the single biggest driver of competitiveness.

Applications for Reception places are made through the North Yorkshire coordinated admissions system, with the application round for Reception 2027 opening on 12 October 2026 and closing on 15 January 2027.

Alongside this, the school requires a Supplementary Information Form. This is typical for faith schools and is the mechanism through which faith-based criteria can be evidenced where relevant.

Demand data supports the lived experience of a small, popular school. For the latest recorded primary admissions cycle, there were 25 applications for 12 offers, a subscription ratio of 2.08 applications per place offered, and the route is marked as oversubscribed.

Nursery admissions

Nursery admission is described separately: children are admitted shortly after their third birthday, and baptised Catholic children are prioritised, while non-Catholic children are welcomed within the same admissions policy ordering. Admission to nursery does not guarantee admission into the main school.

The school also notes it can offer a limited number of places linked to the 30-hour childcare entitlement for eligible families, and directs parents to follow local authority guidance for eligibility.

Parents who care about distance criteria should still be cautious even when the school is faith-based. Oversubscription rules and tie-breakers can change year to year, and a place is never guaranteed until offers are made. FindMySchool’s Map Search is useful for getting a precise sense of travel practicality, even when distance is not the first criterion.

Safety and kindness are described as norms, with poor behaviour presented as rare and expectations clear. Pupils are supported to understand how to stay safe on and offline, and the personal development offer includes charity support, pupil voice, and leadership roles that build confidence gradually rather than all at once.

Attendance is a practical priority. Some pupils’ attendance is described as below England and local figures, and the school works closely with families to identify barriers. Importantly, the pre-school club is positioned as part of supporting punctuality and readiness for the school day. For parents, the key implication is that the school is proactive, but also expects partnership, particularly when routines are slipping.

Safeguarding arrangements were judged effective.

Leadership and service are as prominent as traditional clubs. Pupils take up roles such as school council membership, house captains, and sports leaders, with older pupils supporting younger children as buddies. This kind of structured responsibility often suits children who like clear roles and who gain confidence through being trusted.

Two school-specific elements stand out. Forest School is integrated into the curriculum as an outdoor learning approach, intended to build confidence, skills, and practical understanding through hands-on experiences. Done well, this gives children who learn best by doing a legitimate route to show what they can do, not just what they can write.

Mini Vinnies offers a practical service lens linked to the St Vincent de Paul Society, which aligns naturally with the school’s wider charitable focus.

Wraparound and enrichment are organised as extensions rather than afterthoughts. Breakfast Club and Afterschool Club create the everyday provision, while enrichment clubs run as an additional offer after school, with a stated aim to include both staff-led activities and some external providers. For families, this matters because it gives two layers: reliable childcare coverage, and optional activity sessions for children who want more.

The compulsory school day runs from 8:40am to 3:10pm, with Wake Up Shake Up available from 8:30am to 8:40am. Breakfast provision starts at 8:00am, and after-school provision runs until 5:30pm.

Wraparound fees are published: Breakfast Club is £3.00 per child (with a sibling supplement) and after-school sessions are priced by finish time, with a snack and, for later finishers, a light meal.

Nursery session times are published separately on the same timing page; nursery fees are best checked directly with the school as entitlements and session patterns can vary.

For transport planning, most local families will consider walkability and drop-off routes around Northallerton, and those commuting by rail will likely weigh proximity to Northallerton station as part of the morning routine. Use the FindMySchool Map Search to sanity-check the day-to-day reality, not just the postcode distance.

• Small intake and competition. Reception intake is 15 pupils, and demand exceeds supply in the recorded admissions data. This suits families who value a smaller cohort, but it also makes the admissions process less forgiving if you apply late or incomplete.

• Mathematics consistency. Curriculum ambition is clear, but consistent implementation in maths, including matching work to need and tightening assessment, has been identified as a development priority. Families with a child who finds maths challenging should ask how support is planned and reviewed.

• Attendance expectations. Attendance improvement is an active focus, with close work with families where barriers exist. That partnership approach can be very helpful, but it also relies on parents engaging early.

• Catholic life is central. Prayer, worship, and sacramental preparation are core parts of school life. Families who want a lighter-touch faith presence should understand this upfront.

A high-performing, faith-led primary where small scale and strong outcomes go hand in hand. The school’s strengths are clearest in early reading, pupil leadership, and the way Catholic life shapes routines and values language. Best suited to families who want a Catholic setting with a structured day and who value a smaller cohort. The main challenge is admission, particularly at Reception, where places are limited.