Blessed Mother Teresa's Catholic Primary School Review 2026: High-performing Catholic primary with strong early years and a clear community ethos

Monday mornings begin with Gospel Assembly, and the rhythm of the week includes regular hymn practice, whole-school playtime development through OPAL, and school and parish Mass. The Catholic identity is not an add-on; it shapes language, behaviour expectations, and how pupils understand service and community.

Academic outcomes are a standout feature. In 2024, 93% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 39.33% achieved greater depth, compared with 8% across England. This performance profile aligns with the school’s strong position locally and nationally in the FindMySchool rankings.

The most recent Ofsted inspection, completed on 22 March 2022, rated the school Good overall and Good across all key areas, including early years.

Faith, respect, and inclusion are the dominant themes in how the school presents itself, and they are repeated consistently across official documents. The stated vision describes a Christian community based on Gospel values of love, respect and tolerance, with an explicit emphasis on developing the whole child spiritually, morally and academically. The practical implication for families is straightforward: children are taught to connect learning and behaviour to a wider moral framework, and parents are expected to engage as partners rather than passive recipients.

Leadership is clearly defined and stable. The head teacher is Mrs C Horton, and official governance documentation records her appointment date as 18 October 2017. That length of tenure typically supports consistency in routines, safeguarding culture, and curriculum implementation, which matters in small primary schools where staffing changes can be felt quickly by pupils and parents.

A notable feature of the day-to-day culture is the emphasis on play, particularly through the OPAL Primary Programme approach to lunchtimes and outdoor learning. The school explicitly links this to wellbeing, behaviour, inclusion, and readiness to learn after breaks. For many children, especially younger pupils and those who regulate through movement, this kind of structured commitment to play can reduce low-level conflict and improve concentration in lessons that follow.

The headline outcomes place the school well above typical levels for England. In 2024, 93% reached the expected standard in reading, writing and mathematics combined. In the same year, 93% met the expected standard in science. These are very strong combined indicators because they suggest both a secure core and breadth beyond English and mathematics.

At higher depth, the figures remain compelling. In 2024, 39.33% achieved the higher standard in reading, writing and mathematics, compared with 8% across England. That gap is substantial, and it matters because it points to a cohort with a meaningful proportion working beyond age-related expectations, rather than simply clearing the expected standard threshold.

Scaled scores add further context. The reading scaled score average was 109, mathematics was 109, and grammar, punctuation and spelling was 113. For parents, scaled scores can be a useful sense-check: they indicate attainment across the cohort, not only the proportion crossing a benchmark.

Rankings are strong and should be read in context. Ranked 364th in England and 4th in Stafford for primary outcomes (FindMySchool ranking based on official data), the school sits well above the England average, within the top 10% of schools in England. For parents comparing nearby options, this is exactly where FindMySchool’s Local Hub and Comparison Tool are helpful, because they let you review performance indicators side-by-side rather than relying on impression.

Teaching strength here is closely tied to curriculum coherence and staff subject knowledge. The latest published inspection evidence describes a curriculum that maps knowledge and skills across year groups, with teachers using subject vocabulary explicitly and building learning cumulatively. The practical benefit is that pupils are less likely to experience the “new topic, new start” problem each year; instead, prior learning is deliberately revisited and extended.

Early reading is presented as a clear priority. Staff training for phonics is highlighted, with pupils developing reading skills from an early age. A useful nuance for families is that the school recognises that a small number of pupils who find reading difficult may not yet enjoy it, and leaders identify this as an area to strengthen through wider reading culture. In other words, mechanics are taught systematically, and the next step is motivation and habit for every child, not only confident readers.

Mathematics is strong overall, but the improvement agenda is specific. Published inspection evidence notes that the most able pupils are not always challenged sufficiently in maths, which can slow their progress through the curriculum. This is an important detail for high-attaining children: parents should ask how teachers extend reasoning and depth for pupils who complete tasks quickly, and what routines ensure challenge is consistent rather than dependent on individual teaching style.

For a primary school, transition is as much about readiness and confidence as it is about destination names. The school’s approach includes explicit Year 6 messaging about secondary transfer, and it points families to the standard timetable: secondary applications are due by the end of October. That timeline matters because the best secondary choices, particularly those with faith criteria or tight catchments, require planning well before Year 6 spring term.

Families seeking a Catholic secondary pathway will typically consider local Catholic options within reasonable travel distance. The school’s Catholic life, including liturgy, Mass, and links with parish activity, also provides continuity for children who thrive with routine and shared language around values and service.

Beyond secondary transfer mechanics, the wider preparation is evident in the “100 things to do” entitlement-style list. It includes leadership, performance, service, and practical skills, such as serving at mealtimes, leading prayer and Mass elements, being part of choir performances, and taking part in Bikeability. The implication is a transition profile that goes beyond test readiness and includes confidence, responsibility, and public-facing experiences that can make secondary school feel less daunting.

Reception admission is competitive, and the school is oversubscribed in the latest admissions snapshot. There were 46 applications for 23 offers, which equates to two applications per place. For parents, the implication is that preference order and faith documentation need to be managed carefully, and families should not assume that living nearby alone will be decisive where faith-based priority categories apply.

Admissions follow the Staffordshire coordinated scheme, with applications submitted through the local authority. For September 2026 entry, the national closing date is 15 January 2026 and national offer day is 16 April 2026. These dates are fixed points in planning, and they should drive when you gather supporting documents, attend tours, and complete any supplementary forms.

As a Catholic school, the oversubscription priorities are explicitly faith-based, with baptised Catholic children prioritised, and siblings and parish connections shaping the order. A Supplementary Information Form is also required, returned to the school by the same closing date. If you are applying under a faith criterion, treat that paperwork as mission-critical, because missing evidence can move an application into a lower priority category even where family commitment is genuine.

The Published Admission Number for Reception is 30. That figure is helpful for parents because it frames class size expectations and gives a practical sense of how quickly places can be absorbed by priority categories in a popular school. Families considering this school should use FindMySchoolMap Search to measure their position precisely and to keep expectations realistic where oversubscription is consistent.

Nursery attendance does not guarantee a Reception place. That is a key point for families joining at age three, because it affects how you plan childcare continuity and how early you prepare a Reception application.

Pastoral care is positioned as a whole-school priority, both through Catholic life and through daily routines. The school timetable includes dedicated assemblies and collective worship structures, which, for many pupils, provide predictable moments to reflect, reset, and build shared norms.

Safeguarding structures are visible and role-based. The head teacher and vice principal are named as designated safeguarding leads on school safeguarding information, and this clarity matters because it makes escalation routes obvious for parents and staff.

Support for pupils with additional needs is framed as inclusive rather than segregated. The school sets out that class teachers and the SENDCo work together with parents and specialists, and it names the SEND Leader as Mrs H Dickins. From a parent perspective, the practical question is not whether help exists, but how quickly support is identified, how progress is reviewed, and what specialist input is available through local services when needed.

Extracurricular life is often where smaller primaries differentiate themselves, and this school is unusually explicit about the experiences it wants each child to have by the time they leave.

Music and performance are clear strands. The school’s choir has taken part in Stafford’s Gotta Sing, performing at the Gatehouse theatre. For children, this is more than a “nice extra”; it is rehearsal discipline, teamwork, and the experience of performing in a public venue, which can build confidence that carries into class participation and, later, secondary transition.

Practical enrichment is also prominent. The “100 things to do” list includes being taught by an Olympian, taking part in interactive maths, Science Week activity, pond dipping, learning to play an instrument, entering competitions, and Bikeability to build cycling and road safety skills. These are concrete examples of breadth. The educational implication is that learning is reinforced through events and experiences, not only through worksheets and classroom routines.

Play is treated as structured development, not simply break time. Through OPAL Play, the school describes investment in open-ended equipment and outdoor spaces to promote imagination, resilience, risk management, and inclusion. For parents of children who learn best through movement, or who struggle with unstructured social time, this type of intentional play strategy can be a meaningful reason to shortlist.

Faith-linked service and leadership sit alongside these activities. The Catholic Schools Inspectorate report highlights charitable outreach and pupils’ engagement with faith in action, which aligns with the school’s own published emphasis on being open to parish needs and the wider world. For families who value service and social responsibility, the school offers a coherent message that links belief, action, and community contribution.

The school day is clearly set out. Classrooms open at 8.40am, and the school closes at 3.20pm. Weekly rhythms include Gospel Assembly on Mondays, hymn practice and OPAL play information gathering on Tuesdays, and school and parish Mass on Thursdays.

Wraparound care is published and specific. Breakfast Club starts at 8.00am with breakfast served until 8.15am, and After School Club runs from the end of the school day until 5.30pm. Costs are published as £2.50 for breakfast and £8.00 for after school, including a snack. For working families, this clarity is a practical strength because it reduces uncertainty in childcare planning.

Nursery provision operates five days per week in term time for children aged 3 to 4, with morning-only and full-day patterns aligned to funded hours. For nursery fee details beyond funded entitlements, families should rely on the nursery’s published information and direct confirmation, as early years costs can change and depend on sessions and eligibility.

• Faith expectations are real. Admissions priorities and day-to-day culture are explicitly Catholic, and a supplementary form is required alongside the local authority application. This will suit families who want a faith-shaped school life, but it may feel less aligned for families who prefer religion to sit more lightly in school routines.

• Competition for Reception places. With two applications per place in the latest admissions snapshot, entry is the main constraint. Families should plan early, understand how priority categories work, and keep a realistic Plan B.

• High attainment needs consistent stretch. Published inspection evidence identifies maths challenge for the most able as an improvement point. If your child is a rapid finisher who thrives on depth, ask how extension is planned and monitored across the year group.

• Nursery does not guarantee Reception. Nursery can feel like a natural pathway, but a separate Reception application is still required, and oversubscription rules still apply.

This is a high-performing Catholic primary where faith and learning are closely integrated, and where pupils’ experience is deliberately broadened through music, performance, play strategy, and service. The academic profile is unusually strong, especially at greater depth, and published wraparound care details make day-to-day logistics easier for many families.

Best suited to families who actively want a Catholic ethos, value structured routines and community expectations, and are prepared to engage early with a competitive admissions process.