Healey Foundation Primary School Review 2026: High-achieving, inclusive primary in Healey, Rochdale

A primary that combines strong outcomes with a clear sense of community. In the most recent Key Stage 2 results data, 84.33% of pupils met the expected standard in reading, writing and mathematics, well above the England average of 62%. The school’s attainment picture is backed by consistently high scaled scores, and a sizeable share reaching the higher standard.

For families, the practical headline is demand. Reception entry is oversubscribed, with 80 applications for 30 offers in the most recent admissions data provided. The school also runs wraparound care, which can matter just as much as results for working households.

Leadership has been stable in recent years, Mr Matthew Hopkins has been headteacher since January 2020.

There is a strong “small community” identity, even though the school is close to full capacity (210 places, with 208 pupils reported by Ofsted). The language of belonging is explicit in the latest inspection report, which describes pupils as proud to be part of the “Healey family”, with peer-support roles such as Playground Pals and older pupils acting as role models.

Pastoral routines appear structured rather than ad hoc. “Sunshine days” are used to support wellbeing, and pupils have formal opportunities to contribute through the school council and a social action group (including activities such as litter picks and charity support). The message to parents is that personal development is treated as part of the curriculum, not an optional extra bolted on at the end of the week.

In classrooms, the tone is purposeful. The school sets high expectations for behaviour, and pupils are recognised for meeting them. That kind of visible, consistent behaviour culture often matters most in mixed-intake primaries, because it keeps lessons calm and allows teaching time to stay focused on learning.

The 2024 Key Stage 2 data is notably strong.

• Expected standard (reading, writing and maths combined): 84.33%, compared with the England average of 62%.

• Higher standard (reading, writing and maths): 25.67%, compared with the England average of 8%.

• Scaled scores: Reading 107, mathematics 108, grammar, punctuation and spelling 109.

These figures indicate performance comfortably above England averages across the core measures, with a particularly strong higher standard rate in reading, writing and maths.

On ranking context, the school is ranked 2,042nd in England and 2nd in Rochdale for primary outcomes (FindMySchool ranking based on official data). This places the school above England average, within the top 25% of schools in England for this measure.

For parents comparing options locally, it is worth using the FindMySchool local hub comparison tool so you can see this performance alongside other nearby primaries on the same metrics, rather than relying on anecdotal reputation.

Reading is a clear strategic priority. The school places reading and vocabulary development at the centre of its curriculum, and the inspection evidence describes staff delivering the phonics programme with expertise, matching early reading books closely to the sounds pupils know and moving quickly to address gaps. The implication for families is straightforward: children who need structure and repetition in early reading are likely to benefit, because the system is designed to catch mistakes early rather than letting them embed.

Mathematics has also been a recent focus for improvement, with a newer curriculum introduced and staff supported so the change is manageable. That matters because many schools implement curriculum change too quickly, creating inconsistency across year groups. Here, the intended benefit is continuity, pupils experience the same “maths language” and methods as they move through school.

One important development point is also clear. In some foundation subjects, assessment checks are not always tightly aligned to the key knowledge pupils need for future learning, which can leave gaps. In addition, some pupils’ spelling, punctuation and handwriting errors are not consistently identified when writing independently. For parents, this is not a red flag in itself, but it is a useful question to raise: how the school is tightening checks beyond English and maths, and what “good writing” looks like across the wider curriculum.

As a Rochdale primary, progression at the end of Year 6 is through the local authority’s normal secondary transfer process. Families typically choose between several local secondaries depending on address, sibling links, and admissions criteria.

What the school can do well here is preparation rather than destination control. The evidence base points to pupils building confidence, learning routines, and taking on responsibility roles (such as “special friends”), all of which generally supports a smoother Year 7 transition. For families who want certainty, the right next step is to cross-check your home address against secondary admissions rules early, because secondary place allocation is usually where surprises happen.

Reception entry is competitive. The most recent admissions demand figures show 80 applications for 30 offers, which equates to 2.67 applications per place, and the school is classed as oversubscribed.

Applications for a state primary place are coordinated by Rochdale local authority rather than handled solely by the school. For September 2026 entry, Rochdale’s published timetable states:

• Applications open: 15 September 2025

• Closing date: 15 January 2026

• National offer day: 16 April 2026

Because today is 27 January 2026, the on-time deadline has passed for September 2026 entry, and families would be looking at late application routes for that cycle.

For families planning ahead for a future year, a practical approach is to use FindMySchool Map Search to check travel practicality and to sanity-check whether your shortlist is realistic given historical demand patterns.

Support and care are a defining feature in the latest inspection evidence. Pupils describe the school as a happy place, and the report highlights sensitive support for pupils who struggle with behaviour regulation, alongside a tenacious approach to attendance. The implication is a pastoral model that is both nurturing and structured, a combination that often works well for pupils who need predictable routines.

The school also runs a breakfast and after-school club, which can add stability for pupils who benefit from a consistent start and end-of-day routine, not just childcare coverage.

Extracurricular provision is unusually specific and timetable-driven, which makes it easier for parents to plan. In Spring (1) 2026, clubs listed include:

• Badminton / Net and Wall Games (morning sessions for Year 3/4 and Year 5)

• Multi-Skills (Year 1/2 after school)

• Lacrosse / Hockey (Year 6 after school)

• Football (morning, Years 3 to 6)

• Netball (after school, Years 4 to 6)

• Girls Football (after school, Years 3 to 6)

• Legacy Dance (morning sessions for Year 1/2 and for Year 3 to 6)

The value here is not just “lots of clubs”, it is breadth across team sport, racket sport, and dance, plus age targeting so younger pupils are not competing for the same slots as Year 6. Add the inspection evidence of pupils competing in activities such as swimming, cross country and netball, and you get a picture of sport as participation plus representation.

School day

8.50am to 3.20pm.

Wraparound care

• Breakfast club: 7.30am to 8.50am, £5.00 per session

• After-school club: 3.20pm to 5.30pm, £7.00 per session

Travel is typically local given the school’s role as a community primary. Exact transport options vary by address, so it is sensible to trial the journey at drop-off and pick-up times before committing to a preference order.

• Competition for places. With 80 applications for 30 offers in the latest admissions data, getting in can be the limiting factor, particularly for families applying from outside the immediate local area.

• Wider-curriculum checking is a development area. The latest inspection evidence highlights that assessment checks in some subjects beyond English and maths are not always tightly focused on the key knowledge pupils need next, which can create gaps for some pupils.

• Writing accuracy across the curriculum. Independent writing errors (spelling, punctuation, handwriting) are not always consistently identified, so parents of children who need frequent feedback may want to understand how the school is tightening this.

Healey Foundation Primary School combines clear academic strength with an inclusive, community-centred ethos. Results sit comfortably above England averages, and the school provides structured routines, peer-support roles, and a well-defined clubs timetable that adds breadth to the week.

It best suits families who want a traditional primary experience with strong core outcomes, clear behaviour expectations, and practical wraparound care. The main challenge is admission, demand is high and places are limited.