English Martyrs' Catholic Voluntary Academy

A small, faith-centred primary where academic outcomes remain a defining strength, and the school day is structured around clear routines, prayer, and a deliberate focus on early reading and mathematics. The published key stage 2 picture remains positive: in the 2024-25 / 2025 dataset, 80% of pupils reached the expected standard in reading, writing and mathematics. At the higher standard, 10% achieved the combined reading, writing and mathematics threshold.

Leadership has recently changed. Mrs Joanna Rutledge is the current headteacher, and communications to families in 2025 describe her arrival as a new appointment. The school is part of the St Thomas Aquinas Catholic Multi Academy Trust, which provides governance and shared policy frameworks across a wider Catholic school family.

This is a Roman Catholic primary where faith is not an add-on but a daily rhythm. Collective worship is scheduled across the week, with a Gospel assembly, class liturgies, hymn practice, and a celebration assembly that welcomes parents. Prayer is placed explicitly around the day, including the start of school, lunchtime, and the end of the day.

The school’s “virtues” framework gives families a clear sense of the behavioural and pastoral language pupils are expected to use. The published list includes love, faith, kindness, confidence, courage, respect, patience, love of learning, resilience and forgiveness. In practical terms, this typically shows up as a consistent behaviour culture, predictable expectations, and a shared vocabulary that links classroom conduct to wider character formation.

As a small school (capacity around 150), it is likely to feel close-knit by design. Small schools can offer immediacy: leaders know families quickly, and class teachers tend to have strong, direct relationships with parents. The trade-off is that year groups may have less social breadth than larger primaries, and extracurricular timetables can vary term to term rather than running as a large, fixed programme.

The performance profile is the headline. In the 2024-25 / 2025 dataset, 80% of pupils reached the expected standard in reading, writing and mathematics combined. At the higher standard, 10% achieved the combined threshold. Reading (107), mathematics (107) and grammar, punctuation and spelling (108) scaled scores remain secure.

In FindMySchool’s proprietary rankings based on official data, the school is ranked 2,633rd of 14,978 primary schools in England for academic outcomes. Its broader overall primary ranking is 3,743rd nationally and 3rd in Oakham, giving useful context for a small-cohort primary.

A further indicator of consistency is the subject-level expected standard: 90% in mathematics, 80% in grammar, punctuation and spelling, and 80% in reading. For families, this generally signals that the school is getting a high proportion of pupils over the key thresholds, while the combined higher-standard measure is 10%.

The strongest evidence points to deliberate sequencing and practice, particularly in early reading and mathematics. The timetable published by the school includes daily phonics or spelling, punctuation and grammar in the morning, followed by English and maths as core morning blocks. Afternoons are used for science, computing and wider foundation subjects delivered through topic work.

The virtues model also matters here because it can shape classroom dynamics. When character expectations are explicit and repeatedly reinforced, lessons typically have fewer interruptions and more time for sustained practice, which aligns well with high attainment in core areas. Families with children who respond well to routines and clear expectations often value this style.

For pupils who need additional support, the school’s published SEND information (updated in 2025) emphasises intervention groups, ongoing monitoring, and adapting provision within class. The practical implication is that support is framed as part of normal classroom life rather than a separate track, which can suit children who benefit from continuity and predictable adult relationships.

As a Rutland primary, most pupils will transfer into the local secondary market in and around Oakham and the wider county. Catmose College is the local Oakham secondary and is a common destination for families seeking an 11 to 16 pathway close to town.

Rutland also has other mainstream secondary routes, including Casterton College Rutland and Uppingham Community College, which serve different geographies and admissions arrangements. Transition support typically becomes more visible in Year 6, and families should expect the school to liaise with receiving secondaries, particularly for pupils with additional needs or where a more gradual transition is beneficial.

This is a state-funded school with no tuition fees. Reception entry is coordinated through Rutland; for September 2027 entry the application deadline is 15 January 2027, offers are issued on 16 April 2027, and acceptances are due by 30 April 2027.

For the Rutland coordinated process for September 2027 entry, the key deadline is 15 January 2027, with national offer day on 16 April 2027. Families then need to respond promptly once an offer is made, with acceptances due by 30 April 2027.

Faith is part of the oversubscription picture. Rutland’s primary admissions guide notes that the school includes faith within its oversubscription criteria, and families who want their application considered on faith grounds are expected to complete a supplementary form alongside the main application route. The best approach is to read the current admissions arrangements carefully and ensure documentary evidence is prepared early, rather than relying on informal guidance.

Open day patterns can shift annually, so families should check the school’s current tour arrangements alongside the Rutland timetable. For September 2027 entry, the application deadline is 15 January 2027 and offers are issued on 16 April 2027.

Parents comparing options should use the FindMySchool Map Search to understand practical travel time and shortlist nearby alternatives realistically, especially in oversubscribed local markets.

Pastoral culture is shaped heavily by the virtues framework and the explicit place of faith and prayer in daily life. For many children, that can create a calm and predictable rhythm, which supports behaviour and emotional regulation. The published weekly pattern of assemblies and liturgies suggests a community model that values shared rituals, celebration, and consistent adult presence.

Safeguarding expectations are formalised through trust and school policies, and the latest published inspection confirms effective safeguarding arrangements. For families, the key practical step is to look for how concerns are handled, how staff communicate, and what the school expects from parents around attendance, punctuality and online safety.

Extracurricular provision here is best understood as targeted and termly, rather than a large, fixed menu. The school publishes a clubs schedule with clear year-group targeting, which can be particularly helpful for younger pupils who need age-appropriate activities rather than mixed-age sessions.

For example, the Term 3 2026 schedule includes Hockey Club for Years 4 to 6, Football Club for Years 1 to 3, Spotlight Club for Years 4 to 6, Dodgeball Club for Years 3 to 6, and Art Club for Early Years Foundation Stage to Year 1. The implication is a practical one: sport and creative activities are offered, but places may be limited and the programme may change each term based on staffing and uptake.

Wraparound care is also positioned as part of the wider offer. The breakfast club runs from 7.45am to 8.50am, and after-school club runs from 3.30pm to 5.45pm, with activities designed for Reception through Year 6. For working families, that is often a decisive factor because it reduces reliance on separate childcare arrangements.

The published day structure is clear. Breakfast club starts at 7.45am; pupils arrive from 8.50am; registration and prayer are at 9.00am; the school day ends at 3.30pm, followed by after-school club through to 5.45pm.

As an Oakham school, most families will manage travel by a mix of walking, cycling and car drop-off depending on where they live. Oakham’s rail station can be relevant for commuting households, but day-to-day travel is typically local. If you are planning a move specifically for school, keep the broader admissions context in view and use the FindMySchool Comparison Tool on the local hub to judge how alternatives stack up on results and practicalities.

• Faith integration is real. Collective worship and prayer are built into the weekly and daily timetable. Families seeking a secular experience, or those uncomfortable with explicit Catholic practice, should weigh this carefully.

• Entry can be competitive. Oversubscription data indicates more applicants than offers in recent rounds. Families should treat admissions as a process that needs preparation and timely paperwork, not a formality.

• Small-school trade-offs. A close-knit community can suit many pupils, but it may also mean fewer parallel classes and less social breadth within a year group than at larger primaries.

• Clubs vary by term. The programme is published, but it is term-specific. If a particular activity is important to your child, check the current clubs schedule and wraparound availability early.

A high-performing Catholic primary where the academic data, particularly at key stage 2, is a clear strength, and the wider experience is shaped by a structured day and explicit virtues framework. It suits families who actively want a faith-informed education, value strong foundations in reading and maths, and are comfortable with a smaller-school community. The main challenge is admission timing and criteria, so families considering it should manage their shortlist carefully and keep a close eye on deadlines.