Our Lady & St. Joseph Catholic Academy Review 2026, high-performing Catholic primary with a strong Nursery to Year 6 pipeline

A Catholic academy with a clear through-line from Nursery into Key Stage 2, and a reputation for very strong outcomes at the end of Year 6. The March 2025 graded inspection judged every area as Outstanding, including early years provision, which matters here because the Nursery is not treated as an add-on.

Results data also points to a school that converts high expectations into consistent attainment. In 2024, 86% of pupils met the expected standard in reading, writing and maths combined, comfortably above England averages. Ranked 2,651st in England and 3rd locally for primary outcomes (FindMySchool ranking based on official data), it sits above the England average, placing it comfortably within the top 25% of schools in England.

The school’s identity is explicitly Catholic, and it is written into the way leadership talks about daily life and how pupils are encouraged to see themselves. The mission statement, “With grace and humility, glorify the Lord by your life”, gives a good steer on tone, faith is intended to be visible, not background wallpaper.

A distinctive feature is how early the school starts building language, routines, and ambition. In the March 2025 inspection narrative, early reading and vocabulary are described as priorities from Nursery, and the curriculum is presented as carefully sequenced so that pupils revisit and connect learning across subjects. That matters for families who want a school where the early years experience is designed to feed directly into Key Stage 1 and Key Stage 2 expectations, rather than feeling like separate phases.

The pastoral picture is similarly structured. The school describes a mix of nurture groups, targeted 1:1 support, and close work with external agencies when needed, with an emphasis on supporting social and emotional development so pupils can access learning well.

Performance at the end of primary is a major strength.

In 2024, 86% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 25.33% achieved greater depth in reading, writing and maths, compared with an England average of 8%. Reading and maths scaled scores were 107 and 106 respectively, with grammar, punctuation and spelling at 109. Science outcomes were also strong, with 93% meeting the expected standard.

Ranked 2,651st in England and 3rd in Nuneaton for primary outcomes (FindMySchool ranking based on official data), results sit above the England average, placing the school comfortably within the top 25% of schools in England.

For parents trying to interpret what this means day-to-day, the combination is telling: high expected-standard rates plus a meaningful slice at the higher standard usually signals that teaching is aiming beyond threshold measures, while still keeping most pupils secure on the basics.

Parents comparing nearby schools can use the FindMySchool Local Hub pages and Comparison Tool to see these figures side-by-side for the local area.

The school’s published approach to learning at home suggests a fairly organised culture around habits and routines. Home learning is typically set on a weekly rhythm, and it is framed as a partnership that supports organisation and self-discipline without creating an excessive workload. It also expects regular reading habits, with an explicit push for longer, sustained reading by Years 5 and 6, which aligns with strong end-of-primary outcomes.

The March 2025 inspection report also highlights a curriculum design that is ambitious and structured, with deliberate connections across subjects so pupils can recall and apply learning in different contexts. For families, the implication is that this is likely to suit children who respond well to clear sequencing, strong teacher direction, and an environment where effort and pride in work are consistently reinforced.

As a Catholic primary within the Holy Spirit Catholic Multi-Academy Trust, families often look at continuity into Catholic secondary provision. The trust’s own network includes St Thomas More Catholic Academy & Sixth Form College, which is listed alongside the primary academies, so it is a natural reference point when thinking about 11-plus transition routes, transport, and long-term fit.

Because the school does not publish a single, formal destination list for Year 6 leavers on the pages reviewed, parents should treat secondary transition as a planning exercise rather than an automatic pathway. A sensible approach is to shortlist likely secondaries early, then check admissions criteria and travel times, especially if you are balancing faith priorities with distance and siblings.

Demand is real. In the most recent admissions data provided, 178 applications competed for 70 offers for the Reception entry route, which is about 2.54 applications per place. The school is therefore operating as oversubscribed in that intake year, so meeting the criteria matters.

Reception places are set at a published admission number of 70 for September 2026 entry, and applications sit within Warwickshire’s co-ordinated admissions scheme. The school’s own admissions arrangements confirm that an application must be made via the local authority, and that the closing date for applications is 15 January 2026, with offers issued on 16 April 2026.

As a Catholic school, the oversubscription criteria prioritise baptised Catholic children, with specific priority given within the parish of Our Lady of the Angels and to siblings, before moving to other applicants. The admissions arrangements also make clear that a Supplementary Information Form is part of the process for families applying under Catholic criteria, and missing paperwork can affect how an application is ranked.

Nursery is not an automatic gateway. Attendance in the Nursery does not guarantee a Reception place, and parents still need to apply through the usual route for Reception entry.

If you are weighing distance-sensitive options, use the FindMySchool Map Search to check your own address against recent patterns. Distances can tighten quickly in popular schools, and small differences on a map can translate into very different outcomes on allocation day.

Support is described as layered rather than one-size-fits-all: nurture groups, targeted 1:1 help, and engagement with external services when required, alongside an expectation that parents raise concerns early via class teachers or the pastoral lead.

Formal structures also show up in how the school talks about communication with families, with regular weekly updates and clear expectations about when and how staff respond. For many families, that predictability is a practical wellbeing feature in itself, because it reduces the friction of solving small problems before they become big ones.

The latest Ofsted inspection graded the school Outstanding across all judgement areas in March 2025, including behaviour and attitudes, personal development, leadership and management, and early years provision.

Enrichment here is not limited to the usual sports-and-crafts shorthand. The after-school programme has included activities such as Ready, Steady Cook Club, Strictly Come Dancing Club, Computing Club, and Outdoor Pursuits Club, alongside sports clubs delivered by staff and external coaches. The implication is breadth with a practical tilt, children who enjoy performing, making, and building skills beyond the classroom should find options that feel purposeful rather than filler.

Leadership opportunities are unusually explicit and start early. Each class has elected “Agents of Ambition” roles, covering learning-focused representation, school council responsibilities, and a worship team that evaluates Catholic life in school. Key Stage 2 pupils can join Mini Vinnies, linking faith to social action and service. By Year 6, pupils can apply for a range of roles including house captains, librarians, playleaders, and subject or responsibility monitors (for example, sport, art, computing, recycling). This matters because it builds confident public speaking and accountability gradually, rather than saving it for a single head boy or head girl moment at the end of Year 6.

This is a state school with no tuition fees.

The school day runs from 08:50am to 3:20pm, a weekly total of 32.5 hours.

Nursery sessions are structured around 15-hour and 30-hour attendance patterns, with published session times during the day, and the Nursery page also indicates wraparound childcare is available for Nursery families. For current early years costs and availability, check the school’s official Nursery information.

For families travelling by car, build drop-off time buffers, Riversley Park is a busy area at peak times and parking constraints can change. For public transport planning, start with routes into central Nuneaton and then test the final walking segment.

• Competition for Reception places. With 178 applications for 70 offers in the latest intake data, it is not a school where you can assume availability. Make sure your application is complete and on time, especially if you are relying on faith criteria.

• Paperwork discipline for faith criteria. The admissions arrangements explicitly reference a Supplementary Information Form for applicants under Catholic criteria, and missing documentation can affect ranking.

• Nursery does not guarantee Reception. Families can love the Nursery experience and still need to plan carefully for Reception allocation, because Nursery attendance is not a priority route into Reception.

• A values-led culture can feel intense for some children. High expectations and a strong Catholic identity suit many pupils, but children who prefer a looser structure may need time to adjust.

This is a high-performing Catholic primary where early years is designed to feed directly into Key Stage 1 and Key Stage 2 success, rather than sitting alongside it. Academic outcomes are a clear strength, and the wider offer stands out for its deliberate leadership pathways and practical clubs.

Best suited to families who want a faith-forward school culture, value structured routines, and are prepared to engage closely with the admissions process to secure a place.