St Patrick's Catholic Primary School, Stafford Review 2026: Strong KS2 outcomes, clear routines, and a well-defined Catholic ethos

A small, faith-rooted primary with nursery provision that combines structured learning with practical support for families. With a published 26-place nursery for 3 to 4 year olds and wraparound care available on site, the offer works well for parents who need continuity from early years through to Year 6.

Academic results are a clear strength. In the most recent published Key Stage 2 outcomes, 76.7% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. The school’s reading and maths scaled scores are both 107, with grammar, punctuation and spelling at 108.

Leadership is stable. Mr M Brandon is listed as Principal, and a trust announcement states he started in June 2020.

The school sits within a Catholic multi-academy trust context, and admissions reflect that identity, with Catholic practice carrying priority when places are tight.

This is a Catholic primary where faith is presented as day-to-day practice rather than a badge. One visible example is the “Class Saints” approach, which links each year group to saints as models for choices, relationships, and service.

The early years offer is clearly defined and practical. Nursery is described as a 26-place setting for 3 to 4 year olds, led by an early years practitioner, with children accessing indoor and outdoor learning, plus regular links into main school experiences such as library visits and weekly physical education. For families, the implication is an early transition to school routines, without losing the play-based emphasis that matters at this age. Nursery fee details are best taken from the school’s own information.

Pastoral systems are unusually explicit for a primary. “The Cove” is described as a dedicated support space for emotional, social, and behavioural needs, with one-to-one mentoring, small group work, and a structured referral process involving senior leaders and the SENDCo. A daily “Dining Club” is also described for pupils who benefit from a calmer lunch setting. The practical implication is that children who struggle with regulation, friendships, or anxiety are not left to cope alone, and support is described in operational terms rather than vague reassurance.

Leadership and organisation are presented with clear lines of responsibility. The published staff list names the Principal and identifies key leads such as the Vice Principal and SENDCo, plus an EYFS lead. For parents, that matters because it clarifies who owns key areas such as early years, safeguarding, and additional needs.

Outcomes place the school above the England average on core measures. In the most recent published Key Stage 2 data, 76.7% met the expected standard in reading, writing and maths combined, versus 62% across England. At the higher standard, 29.7% achieved greater depth in reading, writing and maths, compared with an England average of 8%. Reading and maths scaled scores are both 107 (England average is typically 100), and grammar, punctuation and spelling is 108.

The school ranks 2,949th in England and 14th in Stafford for primary outcomes (FindMySchool ranking based on official data). This places it above the England average, comfortably within the top 25% of schools in England.

Science is also strong on the headline measure, with 83% reaching the expected standard, slightly above the England average of 82%.

What this means in practice is less about a single cohort “spike” and more about a rounded profile. Reading, maths, grammar, and science all sit in a consistent band, which usually signals coherent curriculum planning and routines that help pupils retain knowledge as they move through the school.

Parents comparing local schools should use the FindMySchool Local Hub and Comparison Tool to view these measures alongside nearby alternatives, especially if you are balancing results with practical considerations like childcare and travel.

Reading is described with a structured approach that will feel familiar to many families. In Key Stage 1 and beyond, the school references Read Write Inc phonics as a daily taught session, with explicit coverage of decoding, fluency and comprehension. By the time pupils reach Year 6, the school describes dedicated comprehension teaching focused on retrieval, inference, vocabulary and authorial choices, with regular timed practice to prepare pupils for statutory assessments and secondary reading demands.

The implication for pupils is that reading is not left to chance. Children who take time to become fluent readers are more likely to benefit from the routine and the repeated practice model. For confident readers, the emphasis on vocabulary and interpretation helps avoid Year 6 becoming purely a test rehearsal exercise.

A second feature is the way enrichment is woven into curriculum experiences rather than bolted on. A published example from a Year 5 museum visit links history content to maths challenges and enquiry work. This sort of design matters because it nudges pupils to see knowledge as connected, and it often improves engagement for children who learn best through real-world hooks.

Outdoor learning is also described with a clear philosophy. The school’s Forest School information emphasises long-term provision, supported risk-taking, and the development of boundaries and trust over time, with a recommendation that meaningful impact needs sustained delivery rather than one-off sessions.

Most pupils will move into local Stafford secondaries, with a clearly signposted Catholic route for families who want it. The school publishes guidance referencing Blessed William Howard Catholic High School, including an encouragement to prioritise it on the application form if it is your intended destination.

The practical implication is that transition can feel more joined-up for children who remain within the same Catholic trust context, particularly around shared values, liturgy, and community expectations. For families weighing multiple secondaries, it is sensible to use Year 5 and early Year 6 to attend secondary open events and to clarify how each school supports children who need pastoral reassurance during the first term of Year 7.

Demand is meaningful. For the most recent Reception entry route data provided, there were 50 applications for 17 offers, which equates to about 2.94 applications per place. Subscription status is listed as oversubscribed.

For September 2026 Reception entry, the school publishes that applications open on 01 November 2025 and close on 15 January 2026. Exact dates are published, but families should still cross-check the local authority timetable each year as processes can shift slightly.

Faith matters in the oversubscription picture. Staffordshire’s published admissions information for the school states the ethos is Catholic and indicates that, where applications exceed places, priority is given to Catholic children, in line with the oversubscription criteria. In practice, that means families should expect to complete any required supplementary faith information where relevant, and should read the school’s current policy carefully before assuming proximity alone will secure entry.

Visits are framed as flexible rather than fixed-date events. The school’s own admissions page states that “every day is an open day”, with tours arranged by appointment. For working parents, that can be easier than competing for a single autumn open morning.

A practical tip: if you are choosing between several Catholic primaries, it is worth mapping your realistic options early and saving them as a shortlist, then revisiting once you have looked closely at admissions criteria and childcare logistics.

Pastoral support is described in operational detail rather than generic statements. The Cove is presented as a structured intervention space, offering mentoring, small group work, and support with emotional literacy, friendships, anger management, and bereavement, with weekly staff meetings to prioritise referrals.

This is particularly relevant for pupils who can manage academically but find school socially intense. The implication is that problems are more likely to be caught early and supported with a plan, rather than escalating into persistent behaviour issues or attendance decline.

Attendance expectations are also set out with clarity, including an internal attendance target of 97%, and clear messaging about term-time absence authorisation. Families who travel regularly outside school holidays should take note, because repeated requests for term-time leave are unlikely to be supported.

Clubs are published by term and include a mix of creativity, STEM, wellbeing and games. Examples include Lego (Key Stage 1), a Times Tables Club (Years 3 and 4), chess (Key Stage 2), art (Key Stage 2), choir (Key Stage 2), science (Key Stage 2), and yoga (Key Stage 1). The benefit here is breadth: children who do not immediately identify as “sporty” still have legitimate reasons to stay after school and build friendships around shared interests.

The school’s choir activity is also presented as public-facing, with an example of a performance connected to a Stafford singing event. Performing opportunities like this tend to suit pupils who gain confidence through rehearsal and collective effort, and they can be particularly valuable for children who are quieter in class.

Arts commitment is signposted through an Artsmark Gold Award announcement. The implication is not that every child becomes a performer, but that creative subjects are treated as core to school identity rather than optional extras.

Family community is supported through the PTFA, which describes fundraising used for events and for practical resourcing such as Forest School equipment. For parents, a functioning PTFA often correlates with better informal networks, which can be a quiet but real advantage during the first year in a new school.

Published guidance for Year 6 states a school day of 08:40 to 15:15. Families of nursery and Reception children should confirm any phase-specific collection arrangements, as early years logistics can differ even when the core day is consistent.

Wraparound care is available on site through a before and after school club, with a morning session from 07:30 to 08:45 and afternoon sessions running until 16:30 or 18:00, with published prices per session. For many households, this is the deciding factor because it reduces the need for multiple childcare pickups across the week.

For admissions visits, the school positions tours as available by arrangement rather than limited to a single open day cycle.

• Competition for places. The most recent Reception entry route data shows 50 applications for 17 offers, around 2.94 applications per place. If you are relying on a place, read the admissions criteria carefully and keep alternative options live.

• Faith-led admissions reality. Catholic identity is not cosmetic here, and oversubscription priority is linked to it. Families who want a secular ethos should weigh whether this is the right long-term fit.

• Structured attendance stance. The school publishes clear expectations about attendance and term-time absence. If extended travel outside school holidays is likely for your family, plan early and expect limited flexibility.

• Support is strong, but it is still a mainstream primary. The Cove is a meaningful pastoral asset, yet it remains a mainstream setting. Parents of children with complex or high-level needs should probe how support interacts with classroom teaching and what external agency pathways look like.

This is a state primary with no tuition fees, but with a distinctly “full service” feel for families who value continuity, childcare options, and a clear moral framework. Results sit above the England average, and the school describes deliberate investment in reading, outdoor learning, and pastoral structures that are often more associated with larger schools.

Who it suits: families who actively want a Catholic ethos, prefer a structured approach to learning, and value on-site wraparound care plus a nursery pathway into Reception. The limiting factor is admissions pressure, so strong planning matters as much as preference.