Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall Review 2026

This is a primary school, so the most useful academic picture for most parents is Key Stage 2, alongside how far results sit above or below England benchmarks.

Key Stage 2 attainment in context

In the most recent, 69.67% of pupils met the expected standard in reading, writing and mathematics combined. The England average is 62%. That places the school above the England average on this combined measure, even though other indicators sit closer to typical.

Scaled scores in reading and mathematics are both 104, and grammar, punctuation and spelling (GPS) is 103. Total combined scaled score across reading, GPS and maths is 311. These figures point to a steady academic base, rather than an extreme high-attainment profile, with the greatest strength likely being consistent outcomes across subjects rather than a single spike.

Higher attainment is more mixed. 18.33% achieved the higher standard in reading, writing and mathematics combined, compared with an England average of 8%. That higher-standard gap is meaningful because it indicates that, for a notable slice of pupils, learning is extending beyond “secure” into deeper mastery.

Science is an area to watch. The figures show 73% reaching the expected standard in science, compared with an England average of 82%. That does not imply weak teaching by itself, but it does suggest that families with a child who is particularly science-focused may want to ask how science knowledge is sequenced and revisited across Years 3 to 6.

FindMySchool ranking context

The school is ranked 10,196th in England for primary outcomes, and 75th in the local area (Preston) in the supplied FindMySchool rankings based on official data. Interpreted plainly, that places it below England average on the overall ranking distribution, even while the combined expected-standard measure is above the England average. This is a common pattern when a school has solid “expected” attainment but fewer pupils at the very top end across all measures.

For parents comparing nearby schools, the practical takeaway is to focus on fit and trajectory as much as raw position. The school’s Ofsted grading improved markedly between 2022 and 2024, and the figures show some strong higher-standard indicators.

What this means for learning day-to-day

The school’s curriculum pages show a structured approach to early reading, including synthetic phonics through Bug Club Phonics for Reception and Key Stage 1. There is also explicit subject leadership in areas such as PE, which can matter in a primary where depth often depends on staff expertise and consistency.

The school also highlights external validation in specific subjects. For example, it states it has been awarded the Historical Association’s Silver Quality Mark for History, positioning history as a subject with enrichment through visits and visitors. A subject-quality award does not automatically translate into whole-school academic performance, but it can be a useful indicator for parents whose child thrives on story, enquiry, and knowledge-led learning.

In a Catholic voluntary aided primary, teaching is usually best understood as two parallel strands: the academic curriculum and the formation elements that shape routines and relationships.

Early reading and language

The school’s phonics information describes a structured synthetic phonics programme (Bug Club Phonics) with multi-sensory activities. That matters because phonics is the gateway skill that influences attainment across the curriculum. For parents of Nursery and Reception children, the good question is not only “which scheme”, but how staff ensure consistency between adults, including support staff, in daily practice.

Curriculum breadth

The October 2024 inspection report notes that pupils achieve well across a broad range of subjects and that the school is ambitious for pupils’ achievement. The earlier inspection in September 2022, by contrast, flagged that curriculum design was underdeveloped in some subjects and pointed to staff training needs, including phonics delivery. Taken together, the credible story is a school that has been tightening sequencing, expectations and staff consistency over the last two years, with measurable improvement in external judgements.

For families, the implication is that asking about curriculum planning and assessment is sensible, especially if your child is starting in Nursery or Reception and you want confidence about progression through Key Stage 2. The school should be able to explain what has changed since 2022, what is now embedded, and what is still being refined.

Behaviour and learning culture

The Behaviour Charter language is simple enough for pupils to internalise, and it is used across year-group pages, not just in a policy section. When a behaviour framework is consistent across classrooms, it tends to support learning time, reduce low-level disruption, and make transitions between year groups smoother for pupils.

Safeguarding messaging is also clear and prominently positioned, linking the charter to a school-wide expectation around safety and welfare.

As a primary school, the key destination question is which secondary routes pupils typically take, and how the school supports transition.

Local secondary options

Families in Lostock Hall and the wider Preston area commonly weigh local non-faith secondaries alongside Catholic secondaries. A local example of a mainstream secondary route is Lostock Hall Academy.

For Catholic families, Brownedge St Mary’s Catholic High School is explicitly shown in Lancashire’s 2026 to 2027 secondary admissions booklet as having feeder Catholic primary schools that include this school. That matters because faith-based criteria and feeder links can shape realistic chances of allocation, particularly in oversubscribed years.

Transition support

The school publishes detail about transition within Early Years, including sessions that help children and families move into Nursery and Reception, and a Reception-to-Year 1 transition plan involving staff visits and shared activities. While that is earlier than Year 6 transition, it signals a habit of structured handover and relationship-building, which is usually the same approach a school applies when pupils move on at 11.

If your child is in Year 5 or Year 6, ask specifically about: liaison with receiving secondaries, sharing of SEND information, and how the school supports children who feel anxious about a larger setting.

Admissions are the section where families often need the clearest operational guidance, especially for a voluntary aided Catholic school that sits within Lancashire’s coordinated system but has its own admissions authority.

Reception entry for September 2026

Lancashire’s published timetable states that applications for September 2026 Reception places open on 1 September 2025, with the national closing date on 15 January 2026, and offers issued on 16 April 2026.

. Late applications are explicitly described by Lancashire as late and may reduce the chance of securing a preferred place.

Catholic voluntary aided admissions mechanics

The school describes itself as a voluntary aided Roman Catholic school maintained by Lancashire Local Authority, with the governing body as the admissions authority, appointed by the Diocese of Salford. For families applying under faith criteria, the school indicates that supplementary faith documentation may be required alongside the main route, at least for in-year admissions.

The planned admissions number shown on the school’s admissions page for the school year commencing September 2025 is 50. That number is not the same thing as offers in a given the year, but it does provide a published reference point for the scale of intake the school is set up to accommodate.

In-year admissions

For in-year movement, the school states that applications should be made directly to the school and that decisions are typically communicated within 10 to 15 school days, with the right to appeal if a place cannot be offered.

Using FindMySchool tools sensibly

If you are trying to judge realism of a Reception application, use FindMySchool’s Map Search to check proximity and local alternatives, then save a shortlist to track options as admissions windows open. Where distance cut-offs are not published for a specific year, the most useful approach is to compare multiple realistic schools rather than anchoring your plan to a single outcome.

Pastoral care in this school is closely tied to its Catholic ethos and its behaviour framework. The practical expressions are pupil leadership roles based on service, structured behaviour expectations that are easy to understand, and routine attention to online safety guidance for families.

In October 2024, the inspection report describes pupils as feeling safe and having positive relationships with peers, supported by kind staff and a strong start for children in the early years. For parents, “safe and cared for” is necessary but not sufficient, so it is also worth asking how the school handles low-level friendship issues, attendance, and emotional regulation in the early years, particularly if your child is sensitive or needs predictable routines.

Primary extracurricular provision can be hard to evaluate because schools often list generic clubs. Here, a few details stand out because they are specific and evidenced.

Performing arts and cultural opportunities

The school states it has a partnership with the Liverpool Empire theatre, which has enabled pupils to perform on a professional stage. That is a distinctive enrichment opportunity, and for some children it can be transformational, building confidence and communication skills that feed back into classroom participation.

Sport and physical activity

The school frames PE, school sport and physical activity as central, and reports achieving a Gold Award in the School Games Mark again. The School Games Mark is a recognised indicator of commitment to sport and activity. For families, the useful follow-up question is which year groups have access to which clubs, and whether provision is primarily staff-run or supported by external coaches, since the school states it uses both.

Pupil leadership as enrichment

Not every child wants sport or performance. The leadership pathways provide a different route. School Council, Digital Leaders, Caritas Ambassadors, and Eco activity via Laudato Si’ give pupils structured roles, with clear responsibility and a service dimension. The implication is that children who like being “useful” can find a niche even if they are not the loudest personality in class.

School timetable details are unusually clear. For Reception to Year 6, the school day begins at 8.45am and ends at 3.15pm, with gates open from 8.35am, and a stated total of 32.5 hours per week. Nursery sessions are shown as 8.45am to 11.45am (morning), lunch 11.45am to 12.30pm, then 12.30pm to 3.30pm (afternoon).

Wraparound care is available. Breakfast Club sessions run 7.30am to 8.45am, with a healthy breakfast and activities. After School Club runs Monday to Friday in term-time, 3.15pm to 5.50pm.

On facilities, the school notes two playgrounds and large playing fields with outdoor equipment. Transport-wise, the most practical approach is usually walking where possible, since drop-off congestion is common around primary sites; the school’s published gate timings help parents plan a calmer arrival window.

• Competition for Reception places. This cohort shows 87 applications for 35 offers, and the school is recorded as oversubscribed. If you are applying for September 2026, treat 1 September 2025 to 15 January 2026 as the key window to manage carefully, with offers issued on 16 April 2026.

• Science attainment sits below the England benchmark. Expected standard in science is 73% here, compared with 82% for England. Ask how science knowledge is built and revisited, and how the school checks retention across Years 3 to 6.

• Curriculum improvement has been a recent priority. Inspection history shows a shift from Requires Improvement in September 2022 to Good judgements across the main areas in October 2024. That is positive, but families should still ask what changes were made and what is now firmly embedded, particularly around early reading consistency and wider subject sequencing.

• Faith life is central. For Catholic families this is usually a strength. For families who are not Catholic, the school’s voluntary aided Catholic identity and parish connection should be treated as a genuine cultural feature to understand before applying.

This is a Catholic primary with clear routines, structured pupil leadership, and a strong Early Years picture, backed by an Outstanding judgement for early years in the most recent inspection. The academic data suggests solid outcomes overall, with some encouraging higher-attainment signals, alongside a few areas where parents should ask sharper questions, particularly science and how curriculum sequencing is sustained across all subjects.

It suits families who want a faith-shaped school culture, value clear behaviour expectations, and are likely to use wraparound care. The main hurdle is admission, since demand exceeds places in this cohort, so planning early and keeping realistic alternatives on your shortlist matters.