Our Lady's Catholic Primary School, Prescot Review 2026: High attainment in a close-knit Catholic primary

A small, oversubscribed Catholic primary in Prescot with a clear sense of identity and a strong headline statistic: in 2024, 84% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. That performance is reflected in the school’s position in the top quarter of primaries in England on FindMySchool’s ranking, based on official data.

The feel is traditional in the best sense. The school’s history page ties the building to Joseph Hansom (of Hansom cab fame), and even points out a stone inscription across the road referencing Yew Tree Place 1837, which links to the school’s former name, Yew Tree School. That heritage shows up in the language of the school today too, with a stated mission of Loving, Learning, Reaching out to All and a strong emphasis on faith, service and relationships.

Leadership is stable. The head teacher is Mrs Angela Sutton, listed on both the school website and Get Information About Schools (GIAS).

This is a voluntary aided Catholic school, and the Catholic life is not a bolt-on. The website sets out a lived-in faith culture, including participation in parish worship through the liturgical year, with pupils taking active roles in services such as Stations of the Cross and end-of-year leavers’ worship. That kind of pupil leadership matters in a primary setting because it develops confidence and a sense of responsibility, not just compliance.

Pastoral expectations are high, but the tone is warm rather than punitive. The most recent official inspection narrative describes strong relationships and notes that pupils feel safe. The practical implication for families is that children who are naturally shy, or those who need predictable routines, are likely to benefit from the consistency that comes with adults knowing children well across a relatively small community.

A distinctive detail is the way the school’s physical story is used to support identity. The history page names Joseph Hansom as architect and explains the yew tree link (via Yew Tree Place 1837 and the former Yew Tree School name) as part of the badge story. When schools do this well, it becomes more than trivia, it gives pupils a shared narrative that builds belonging.

The academic picture is unusually clear for a state primary because the attainment data is strong and detailed.

In 2024, 84% of pupils met the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 34.67% reached the higher threshold in reading, writing and maths combined, compared with the England average of 8%.

Ranked 2,368th in England and 3rd in Prescot for primary outcomes (FindMySchool ranking based on official data).

Under the hood, the component measures reinforce the headline. Reading and maths both show 90% at the expected standard, GPS is 86%, and science is 93%. Scaled scores are high too (reading 110, maths 107, GPS 106), which usually correlates with secure basics and confident application rather than narrow test tricks.

For parents comparing options locally, the most useful step is to use the FindMySchool Local Hub comparison tool to view this attainment profile alongside nearby primaries, because differences at Key Stage 2 can be meaningful when your child is academically eager or needs extra consolidation. (Figures above are from the published attainment dataset used for FindMySchool rankings.)

The school’s curriculum structure is set out clearly on the website menu, with dedicated areas for English (including phonics and reading), mathematics, computing, music, and modern foreign languages (French), plus EYFS. That breadth matters in a smaller primary because it reduces the risk of a curriculum becoming overly narrow, even when results are high.

Early years leadership is visible in staffing. The deputy head teacher is also named as EYFS lead, SENCO and nursery teacher, and the pastoral lead is also the reception teacher and deputy safeguarding lead. In practice, that configuration tends to improve continuity from nursery into Reception because decision-makers are close to day-to-day delivery.

The website also signals the use of specialist external providers for some clubs and activities (for example, Mad Science, and named sports providers). The best version of this model is when outside inputs broaden experiences without diluting teacher-led core learning. Here, the most convincing evidence is that enrichment is described as additive, with clubs offered at lunch or after school and revised termly.

As a primary serving ages 3 to 11, the key transition is into Year 7 elsewhere. The school’s published SEND information notes that secondary staff meet with class teachers to discuss pupils’ needs, including those with SEND, ahead of transfer. That is a practical, concrete transition mechanism that reduces the risk of a child’s support plan being reset from scratch at secondary.

For families in Knowsley, secondary choices will usually include a mix of Catholic and non-faith options, with final allocation depending on the family’s application preferences and the oversubscription criteria of individual secondaries. The important thing to know is that Year 6 does not simply end in exams, it ends in handover. Parents of pupils with additional needs should ask specifically how the transition meetings are structured and whether written transition passports are used, because the school’s stance suggests this is taken seriously.

This is an oversubscribed school, and families should treat admission as a process, not a formality.

Reception entry is coordinated through Knowsley Council, not directly through the school. For September 2026 entry, the council portal opens on 12 September 2025 and the national closing date is 15 January 2026, with offers released on 16 April 2026.

Because this is a Catholic primary, the school’s admissions page also instructs families to complete a Faith Supplementary Information Form and return it to the school, in addition to the council application. That extra step often matters in voluntary aided Catholic admissions because it supplies evidence used to apply faith-based oversubscription criteria. Families considering this route should check the school’s current admissions policy for 2026 to 2027 and be organised early, particularly if baptismal documentation or parish references are relevant in the criteria.

Nursery admission works differently. The school’s admissions page states that nursery applications are made using a school form, submitted directly to the school. Importantly, families should not assume nursery attendance guarantees a Reception place, because Reception is still allocated through the local authority process and oversubscription criteria.

If you are shortlisting and want a reality check on practical likelihood, FindMySchool’s Map Search is useful for understanding your location in relation to the school, then you can pair that with the school’s oversubscription rules to judge risk before you rely on a single preference.

Pastoral support is not just a statement, it is built into roles. The staff list names a pastoral lead who is also deputy safeguarding lead, and the head teacher is listed as safeguarding lead. That kind of clarity usually helps parents know who to speak to if a concern arises, and it helps staff act quickly rather than pass issues around.

The most recent inspection report narrative describes a culture where pupils say adults act quickly and successfully to resolve bullying if it occurs. That matters because in a smaller primary, a single unresolved peer issue can dominate a child’s experience, so speed and consistency are key.

For children with additional needs, the school’s approach is framed as inclusive, with admissions arrangements applying equally and transition work with secondaries explicitly referenced. Parents should still ask practical questions: how interventions are scheduled without removing pupils from essential core teaching, and how communication with families is structured across the year.

Clubs are a genuine feature here, not a token list. The school names activities and, helpfully, the way they run.

A clear pillar is music. The School Choir is explicitly listed, with leadership named, and a track record of participating in Young Voices. For pupils, choir can be a powerful confidence-builder because it offers structured teamwork where individual children can shine without the pressure of solo performance.

STEM is also present in a concrete way via Mad Science Club. The evidence is not just that it exists, but that it is named as a regular offer and sits alongside creative and wellbeing clubs. The implication is balance, academic curiosity is encouraged, but not at the expense of play and social development.

Sport is broad rather than single-track. The clubs list includes football, cross country running, dodgeball, dance and multi-sports, with some delivery by external providers. That mix typically suits primary-aged children because it offers both competitive outlets and lower-stakes activity options for those still finding their sporting identity.

A notable wellbeing detail is Lego Therapy and board and card games. These are not flashy, but they are often the clubs that help children who struggle with unstructured social time, because they create predictable, shared rules and low-pressure conversation.

School day timing is unusually well documented. Reception runs 8.40am to 3.00pm, with Key Stage 2 running to 3.10pm. Nursery sessions and a full-day nursery option are also listed, alongside references to funded early years hours for eligible families.

Wraparound care is in place. Breakfast club runs 8.00am to 8.40am and after-school club runs 3.15pm to 5.30pm during term time, with published session charges.

For transport, families typically rely on local walking routes and short car drop-offs given the central Prescot setting. If you are commuting from further afield, build in contingency for peak-time congestion, and ask about any site-specific drop-off expectations at open events.

• Oversubscription is real. Recent Reception entry data shows 54 applications for 27 offers. Families should use all available preferences in the local authority system and avoid relying on a single first choice.

• Catholic admissions involve extra steps. Reception applications go through Knowsley Council, but the school also asks for a Faith Supplementary Information Form returned to the school. Missing that step can reduce priority in faith-based oversubscription criteria.

• Nursery does not equal guaranteed Reception. Nursery applications are made directly to the school, but Reception allocation still follows the local authority process and the published oversubscription criteria. Plan early if Reception is the goal.

• A high-performing school can feel brisk in Year 6. With strong attainment outcomes, some pupils will find the pace energising. Others may need reassurance and careful home support, especially in the run-up to assessments and secondary transition.

Our Lady’s Catholic Primary School, Prescot combines a clear Catholic identity with attainment that sits comfortably above England averages. It suits families who want a faith-shaped primary experience, firm routines, and a school where academic basics are secure by the end of Year 6. The main limiting factor is admission, not the education on offer, so families should be organised, realistic, and ready to work through the local authority process properly.