St Anne’s RC Primary School, Oldham: Catholic primary with improving practice and strong KS2 combined outcomes

The headline KS2 measure many parents look for is the combined reading, writing and mathematics expected standard. In 2024, 69.67% of pupils met that combined expected standard, above the England average of 62%. At the higher standard, 14% achieved the higher standard across reading, writing and mathematics, above the England average of 8%.

Scaled scores also help explain the shape of attainment. In 2024, reading and GPS (grammar, punctuation and spelling) were both 103, with mathematics at 104.

Science was a weaker point in the same year, with 71% reaching the expected standard compared with the England average of 82%.

In FindMySchool’s primary outcomes ranking, St Anne’s RC Primary School, Oldham is ranked 10,788th in England and 50th in Oldham. This is a proprietary FindMySchool ranking based on official data.

What does that mean in plain English. The England rank places the school below England average overall, even though the combined expected standard in 2024 sits above the national figure. That apparent tension often shows up where a school has a solid “expected standard” conversion but fewer pupils reaching higher standard, or where outcomes vary between subjects across cohorts.

For parents, the practical implication is this. If your child is aiming to confidently meet expected standards by the end of Year 6, the published figures suggest that is a realistic ambition here. If you are looking for consistently high proportions at greater depth across the curriculum, the picture is less assured, and it is sensible to probe how the school stretches higher attainers and how consistently subject leaders check impact across subjects.

The latest inspection outcome indicates the school has further work to do to secure consistently strong achievement across subjects, which usually points to differences between subjects, classes, or both. That kind of profile often accompanies curriculum work that has been redesigned or tightened but is still bedding in, particularly where subject leadership is developing.

Where the school does provide useful day-to-day signals is in how it communicates early years and core learning routines. For example, Reception information emphasises regular outdoor learning and practical support for communication and early language. That tends to suit pupils who learn best through talk, play, and well-structured routines, especially when school and home are aligned on reading and language practice.

A practical question worth asking on a visit is how reading is taught, practised, and supported across the school, especially for pupils who start below age-related expectations. Another is how subject leaders monitor the quality of work beyond English and maths, because that is often where inconsistency can persist even when core areas are improving.

As a primary school, the next step is secondary transfer. For most families this is governed by Oldham’s coordinated admissions and the realistic travel pattern from Greenacres. The school itself is a useful starting point for transition readiness, but the real decision for parents is the secondary mix that is viable from home: journey time, siblings, and the balance between local options and any faith-based preference.

If your family is considering Catholic secondary routes, it is worth understanding early how supplementary faith evidence is used by your preferred schools, and how realistic the journey is at peak times. If you are uncertain, FindMySchool’s Saved Schools feature can help you keep a shortlist, and the Comparison Tool can help you sense-check options side-by-side once you have narrowed to a few realistic secondaries.

St Anne’s is a state-funded primary, so there are no tuition fees. Admissions for Reception entry are handled through Oldham’s coordinated process, with the key dates clearly published by the local authority.

For September 2026 entry, Oldham’s published timeline includes applications opening on 01 September 2025, closing at 5.00pm on 15 January 2026, and decisions notified on 16 April 2026.

Demand looks meaningfully higher than places in the most recent. There were 44 applications for 28 offers for the Reception entry route, with an oversubscribed status and an application-to-offer ratio of 1.57. Put plainly, that is roughly one and a half applications per place. Families should treat that as a signal that timing, preference order, and realistic backup choices matter.

The school’s public communications put considerable emphasis on wellbeing, including structured pupil leadership through Mental Health Ambassadors, and the idea of peer support on the playground. The examples given include assemblies tied to national awareness weeks and an organised “buddy” style approach at break times.

That combination can be reassuring for parents who want a school to actively teach social skills rather than simply enforce behaviour. It is also worth noting that the latest Ofsted sub-judgements rate behaviour and attitudes as Good, alongside Good grades for personal development and leadership and management, which supports the idea that the culture is not the main area of concern.

The extra-curricular offer is unusually concrete, with a published programme by term, day, and year group. In 2025 to 2026, this includes gymnastics, tag rugby, dodgeball, badminton, hockey, basketball and dance across different phases and half terms.

There are also signs of targeted opportunities beyond the usual menu. One example is a cricket club run by ECB qualified coaches at a local cricket centre, which signals that pupils who enjoy sport can access coaching that feels more structured than a casual lunchtime club.

For parents, the implication is straightforward. If your child thrives on variety and short cycles of activity, the half-term rotation approach keeps things fresh and lowers the barrier to trying something new. If your child prefers sustained commitment to one activity, it is worth asking which clubs run all year, and how the school supports progression from “have a go” to genuine development.

The published school day runs from 8.45am to 3.15pm. Breakfast club is advertised as free for Reception through Year 6, with doors opening at 8.15am and closing at 8.25am. Nursery hours are published as morning sessions.

The website is clear about start and finish times, but it does not present a single, standard after-school childcare offer running beyond 3.15pm in the same way it describes breakfast club. Families who need wraparound care every day should check what is currently available term-by-term, and whether places are limited.

• Inspection trajectory and consistency. The most recent inspection outcome is Requires Improvement, with the core message that achievement is not yet as strong as it should be in some subjects. This suits families comfortable with a school that is still tightening consistency, rather than one that is already operating at a settled level across all subjects.

• Competition for Reception places. With 44 applications for 28 offers in the Reception entry route, admission is not automatic. Having realistic alternatives matters, and it is sensible to check distance and criteria early.

• Catholic life is central. The school’s ethos is explicitly Catholic and integrated into daily language and worship. This is a positive for many families, but those seeking a more secular setting should be confident the ethos fits their child.

• Wraparound needs vary by family. Breakfast provision is clearly set out; after-school childcare beyond 3.15pm is not presented as a single, daily service in the same way. Parents relying on extended hours should verify the current offer.

St Anne’s RC Primary School, Oldham offers a clearly Catholic environment, published nursery provision, and a structured set of clubs that gives pupils regular opportunities beyond lessons. The latest Ofsted outcome confirms there is still work to do to secure consistently strong achievement across subjects, even though KS2 combined outcomes in 2024 were above the England average and higher-standard attainment exceeded the national figure.

Best suited to families who value a faith-led community and want a school with solid core outcomes, practical routines, and an improving agenda. The main constraint is admissions competitiveness, so shortlisting realistic alternatives alongside this option is wise.