All Hallows RC High School

This is an 11–16 Catholic secondary where expectations are clear, behaviour routines are well established, and academic outcomes are a genuine strength. In the FindMySchool GCSE rankings, it sits above England average and ranks 3rd in Salford, which is a meaningful signal for parents comparing local options.

The school’s day-to-day identity is summed up by its strapline, Believe. Belong. Achieve. That theme shows up in practical ways, including a strong focus on community, student leadership, and an extracurricular timetable that tries to keep doors open for different interests, from reading and homework support to performing arts and sport.

The latest Ofsted inspection (October 2022) confirmed the school continues to be Good, and highlighted a positive culture around relationships, reading, and personal development.

Families considering a Catholic secondary in Salford tend to care about two things at once, a values-led culture and a school that still takes academic progress seriously. Here, the two strands are deliberately linked. The Catholic ethos is described as inclusive, welcoming pupils of other faiths and none, while placing Gospel values at the centre of daily school life.

A key part of the feel is order. The published school-day structure shows a clear rhythm to the day, with consistent lesson blocks and defined breaks, and the school states it is open from 8:00am to 4:30pm. That matters for working families because it signals predictable routines, and for many pupils it reduces low-level anxiety around what happens next.

External review evidence also supports the picture of a calm, purposeful tone. Pupils are described as happy in school and relationships are presented as positive, with staff guiding pupils to manage their own behaviour. For parents, the practical implication is that this is likely to suit children who do best with clear boundaries and teachers who consistently reinforce them, rather than pupils who need a very informal culture to feel comfortable.

The school also has a distinctly community-facing feel. Student voice is visibly part of the model, with pupil leadership promoted on the website, and the wider approach to personal development includes democratic participation such as elections for pupil leaders.

On outcomes, the headline is that this school performs strongly for the area.

Ranked 1,566th in England for GCSE academic performance and 3rd in Salford for overall secondary performance (FindMySchool ranking, based on official data)

That positioning places it comfortably within the top quarter of schools in England (top 25%), which is a strong benchmark for a non-selective 11–16.

The GCSE performance indicators reinforce the same direction of travel:

• Attainment 8: 49.3

• Progress 8: 0.25 (positive progress overall)

• English and maths profile: 55.1% achieved grade 5 or above, and 70.9% achieved grade 4 or above

For parents, the practical implication is that the school looks well suited to pupils who want a mainstream comprehensive experience but still benefit from ambitious teaching and a culture that expects pupils to take learning seriously. If you are comparing local options, FindMySchool’s Local Hub and Comparison Tool can help you see how this profile stacks up against nearby schools on the same measures.

Curriculum design is presented as broad in Key Stage 3, with all pupils studying the full range you would expect at secondary, including Religious Education alongside core academic subjects and the arts. The school describes classes as set according to pupils’ needs in these early years.

In Year 9, options are handled through an options booklet and a one-to-one options interview. That process matters because it typically leads to better subject fit, particularly for pupils who are deciding between practical courses and more traditional academic routes.

At Key Stage 4, the offer is notably detailed and includes both GCSE and vocational pathways. Options listed by the school include (among others) Creative iMedia, Economics, Food and Nutrition, Child Development, Photography, Textiles, Performing Arts, Sport Science, and Spanish. For families, the implication is choice with structure. Pupils can keep a broadly academic profile while still building a timetable that suits strengths, for example combining a language with creative or technical subjects.

Reading is treated as a whole-school priority in the external review evidence, including structured reading during form time and targeted support for weaker readers. That approach tends to be particularly helpful for pupils whose primary-school reading confidence did not fully translate into secondary.

SEND support is also a notable part of the overall model. The inspection report describes a specially resourced provision funded by the local authority for pupils with speech, language and communication needs, with places for up to 20 pupils. The implication is that, for the right profile of need, the school may be able to offer a more specialised level of support than many mainstream secondaries, while keeping pupils connected to the wider life of the school.

As an 11–16 school, the “next step” is post-16 rather than an internal sixth form. The school’s careers provision is described as structured, helping pupils make informed decisions about their future, and the inspection report references compliance with the Baker Clause expectations around technical education and apprenticeships information.

In practical terms, families should expect most students to move into sixth-form colleges, sixth forms at other schools, or apprenticeship routes across Salford and Greater Manchester, depending on grades and interests. A useful way to approach this is to discuss likely pathways from Year 9 options onwards, so GCSE choices align with intended post-16 routes, particularly where specific subjects are required for certain Level 3 courses.

This is a state school with no tuition fees. Admission is competitive because demand is high.

Applications for Year 7 are coordinated through Salford City Council. Families should use the council’s current secondary admissions timetable for the next entry round and check the published application deadline and offer date before applying.

As a Voluntary Aided Catholic school, the governing body is the admissions authority. Families should check the current admissions policy for the planned admission number, faith criteria and any supplementary information requirements before applying.

Two details are particularly important for families to understand:

1. Partner primaries and Catholic criteria are central. The admissions arrangements list partner Catholic primary schools, including St Thomas of Canterbury, St Boniface, St Joseph’s, Holy Family, Cathedral School of St Peter and St John, and St Sebastian’s.

2. A random allocation tie-breaker is used within categories if needed. The policy states that if there are more applicants than places within a category, applicants are ranked using a random lottery method supervised independently of the school.

Demand can be high, so families should check Salford’s latest admissions detail page and the school’s current policy before relying on any previous allocation pattern.

If you are making a shortlist across several Salford schools, the FindMySchool Map Search is useful for checking proximity and practical travel time, then combining that with each school’s admissions rules rather than relying on distance alone.

Pastoral strength here is grounded in two overlapping structures, Catholic community expectations and clear safeguarding routines.

The Ofsted report states that safeguarding arrangements are effective, with trained staff, clear reporting procedures, and appropriate work with external agencies. That matters because it is the baseline parents need to see before considering anything else.

Beyond safeguarding, behaviour is described as settled, with lessons generally harmonious and disruption-free, supported by routines that pupils understand. A helpful extra detail is the school’s emphasis on resetting behaviour, where pupils understand that each day can be treated as a fresh start when they have made poor choices previously. For many pupils, that combination of clear standards and a route back into good standing can be more motivating than purely punitive systems.

SEND support is framed as active and targeted. The external review evidence describes accurate identification of needs, support matched to pupils, and full involvement in school life, including for pupils in the resourced provision.

The extracurricular programme is structured and published as a timetable, which is often a good proxy for how seriously a school takes participation.

After-school activities (3:00pm to 4:00pm) span academic support and enrichment. Examples include Library Homework and Reading sessions, a Newspaper and Podcast Club, a Psychology Club, and a Team Maths session alongside sport and performing arts options such as Drama Club, Musical Theatre Film Club, and Badminton. The practical implication is that pupils who want structured homework time can get it, while pupils who need an activity-based outlet are not left with a single dominant option.

There is also a strong lunchtime offer (12:50pm to 1:15pm) which helps pupils who cannot stay after school. This includes Coding and Programming, Debate Club, History Club, Language Hangout, KS3 Spanish Board Game Club, Crochet and Knitting Club, and multiple choir sessions.

Faith and service also appear directly in the enrichment offer, including a Chaplaincy Group and Youth SVP, plus creative faith-linked activities such as Faith in Art. For Catholic families, that can make the ethos feel lived rather than purely symbolic. For non-Catholic families, it is worth considering whether that element would feel like a positive community layer or an unwanted extra.

The published school day runs from 8:30am to 3:00pm for pupils, with a longer on-site opening window stated as 8:00am to 4:30pm. The timetable differs slightly on Mondays versus Tuesday to Friday, with lesson blocks and breaks set out clearly.

On transport, the school signposts Salford’s home-to-school transport support and notes eligibility criteria around living within the Salford boundary and statutory school age. In practice, most families will want to sanity-check the door-to-door journey at the time they expect their child to travel, since secondary commutes can look very different at 8:00am compared with mid-morning.

• Admissions rules are specific and can be misunderstood. As a Voluntary Aided Catholic school, the governing body applies faith-based oversubscription criteria, including links to named partner primary schools. Families should read the admissions arrangements carefully and make sure supporting evidence is ready where required.

• Oversubscription can come down to chance within categories. Where categories are oversubscribed, the policy allows a random allocation tie-breaker supervised independently. That can feel unfamiliar if you expect distance alone to decide places.

• 11–16 only means planning post-16 early. Without an internal sixth form, students need a clear plan for Year 12 routes, and Year 9 options should be chosen with that in mind.

• Curriculum improvements are ongoing in a small number of areas. The latest inspection identified that, in a very small number of subjects, aspects of learning were not designed as effectively as intended, and subject vocabulary security was an improvement focus.

A well-structured Catholic secondary with a clear behaviour culture and GCSE outcomes that stand out locally. It suits families who want a faith-led environment, defined routines, and a school that takes learning seriously while still offering accessible enrichment across sport, arts, and academic clubs. Admission is the main hurdle; families should approach the process early, understand the faith criteria, and keep post-16 planning in view from Year 9.