Saint Joseph's Catholic Primary School, A Catholic Voluntary Academy Review 2026: High-performing Catholic primary with strong early years

For a primary school, the headline measure parents usually want first is combined reading, writing and maths at the expected standard. Here, 80% of pupils met the expected standard in the current 2024-25 / 2025 dataset. Performance at the higher standard is more modest, with 10% achieving the higher standard in reading, writing and maths combined.

Scaled scores underline the same pattern. Reading and maths both sit at 108, while grammar, punctuation and spelling is 106. In practical terms, that points to strong foundations in comprehension, number, and technical accuracy, rather than a narrow uplift driven by one subject.

Rankings provide another useful lens for parents comparing local options: the school is ranked 625th out of 14,978 primary schools in England overall and 1st in Saltburn-by-the-Sea on the current local ranking (FindMySchool ranking based on official data). Its academic primary ranking is 1,774th out of 14,978.

Teaching is described and structured as cumulative, with pupils revisiting knowledge deliberately so they remember more over time. The school’s published curriculum language emphasises retrieval practice, modelling, checking understanding, and guided independent work, which is broadly consistent with contemporary evidence-led classroom practice.

Early English and mathematics appear to be treated as the engine room. Phonics begins early and is supported with targeted catch-up when pupils need it. Mathematics is framed as a strengthened area, with pupils building knowledge in logical steps from early years to Year 6.

Writing is treated as a whole-school priority, including the physical foundations for writing in the early years. Expect an approach that takes handwriting, sentence construction, and vocabulary seriously, and that aims for pupils to use subject-specific language accurately across the curriculum rather than only in English books.

As a primary school, the key question is transition readiness rather than published destination statistics. The curriculum and pastoral emphasis suggests pupils leave with secure basics and the confidence to handle a larger setting, including the ability to organise themselves, articulate worries, and manage behaviour and emotions.

For families deciding between local secondaries, the practical next step is to look at Redcar and Cleveland’s secondary options alongside transport time. Loftus is served by bus routes to surrounding towns, and the school also runs a dedicated bus covering Loftus and nearby villages, which can materially change what “feels local” at age 11.

Entry is competitive. In the most recent admissions data available, 31 applications were recorded for 25 offers, and the school is classed as oversubscribed. That is not the extreme pressure seen in some urban catchments, but it is enough to matter, especially for families relying on a single preferred school.

As a Catholic voluntary academy, the admissions framework is faith-shaped. Applications are made through the Local Authority process, and families applying under Catholic criteria are also expected to complete the school’s Supplementary Information Form, with clear warnings that missing paperwork can affect how an application is ranked. Partner parishes are listed, signalling the local Catholic community connection that often sits behind oversubscription rules.

For Reception entry in September 2027 in Redcar and Cleveland, applications close on 15 January 2027, with offers issued on 16 April 2027. Offer notifications are issued on 16 April 2027.

If you are trying to assess realistic chances, use FindMySchoolMap Search to check your travel patterns and compare nearby alternatives. Even where faith criteria apply, logistics often decide whether a school works day-to-day once a place is offered.

Pastoral work is not presented as a separate “department” so much as something embedded in routines and relationships. Pupils are taught explicit strategies for mental health and emotional regulation, and responsibilities like mental health ambassador roles are treated as part of personal development rather than token titles.

Support for pupils with special educational needs is described as carefully tailored so pupils can access the same curriculum as their peers. That matters in a small primary, where the line between “extra help” and “separate track” can quietly widen if teaching is not well coordinated.

Safeguarding is a defined strength, and the overall safeguarding culture is framed as active and open rather than purely procedural.

Enrichment is not just framed as trips and treat days, it is structured through themed curriculum enrichment days and visiting specialists, including artists, musicians, historians and authors. The intent is clear, broaden pupils’ horizons and give real-world context to classroom learning, which can be particularly powerful in a smaller town where cultural access varies family to family.

Sport and physical development show up repeatedly. Pupils take part in sporting competitions, and the wider PE offer is designed to include both skills development and teamwork. For after-school options, the school’s own communications have referenced named clubs such as MFC Multi Sports, Cooking and Baking, Running, Tag Rugby, and a Lego and Game of Actual Life Club, alongside leadership training for sport. These specifics matter, they indicate variety across interests, not just “football and netball”.

Music and language learning also have identifiable shape. Key Stage 2 pupils have the opportunity to learn a brass instrument through Tees Valley Music Service, and French is taught across Key Stage 2, including a themed French day. The school also highlights achievement of the Primary Science Quality Mark Gold Award, which will interest families who want science to be more than occasional topic work.

The compulsory day for Reception to Year 6 runs 8:45am to 3:15pm. Nursery session times are published separately. Wraparound care includes breakfast provision from 7:30am, plus after-school provision. Current published information includes an after-school club running from 3:15pm to 5:45pm on weekdays, and a breakfast club with a per-session charge. Wraparound arrangements can change by term, so families should verify the current pattern before relying on it.

Transport is an unusual practical advantage here. In addition to standard local travel options, the school publishes a dedicated school bus serving Loftus pickup points and nearby villages including Liverton Mines and Easington (with timings available from the school office).

• Faith-shaped admissions. Catholic criteria and supplementary paperwork are central to how places are prioritised. Families outside the faith, or those unsure about the documentation requirements, should read the admissions policy carefully.

• A popular school, but not a guaranteed place. Recent admissions data shows more applications than offers, so it is wise to plan realistic backups in the Local Authority application.

• Early years does not guarantee primary entry. The school is explicit that nursery attendance does not automatically lead to a Reception place, which matters for families hoping for a seamless route through.

• Wraparound and clubs are valuable, but confirm the current model. Published times and costs exist, but after-school patterns can evolve; check what is running in the term your child would start.

This is a high-performing Catholic primary with strong outcomes at the end of Year 6, a clear reading and maths focus, and an early years offer that starts unusually young for a mainstream school. It also benefits from practical supports, including wraparound and a school transport option that can widen the realistic catchment for working families.

Best suited to families who want a faith-informed education with ambitious classroom expectations, and who are prepared to engage carefully with the admissions process, including supplementary forms where applicable.