St Giles Catholic Primary School Review 2026: Faith-led Primary in Cheadle with Strong Key Stage 2 Outcomes

A Catholic primary where the day is structured around clear routines, a visible faith life, and high expectations for learning and behaviour. The latest inspection describes pupils who flourish academically and socially, supported by strong teamwork between leaders, staff, and families, framed by the school motto, Better Together.

Academically, the 2024 Key Stage 2 picture is strong. In reading, writing and mathematics combined, 84.33% met the expected standard, compared to an England average of 62%. At the higher standard, 36.67% reached greater depth, against an England average of 8%. Those headline outcomes align with the school’s FindMySchool ranking, placing it comfortably within the top 25% of primary schools in England.

For practicalities, the school day runs 8.50am to 3.30pm, with wraparound care available before and after school.

St Giles sits in Cheadle as a Catholic school where faith is not an add-on. Prayer and worship are described as a daily feature, with pupils encouraged to learn set prayers and participate in collective worship across the day. That faith base shows up in the language used around behaviour, service, and relationships, and it is reinforced through structured Catholic life activities and charitable outreach.

Leadership is multi-layered. The principal is Mrs Claire Wilkin, with wider trust leadership also in place. This matters for families because it often brings shared training models, curriculum expectations, and governance capacity that a standalone school may struggle to sustain.

The atmosphere described by external review is one of high expectations and care, with pupils behaving exceptionally well and taking pride in the standards expected of them. Older pupils are also given responsibility through leadership roles, including elected school council positions.

The 2024 outcomes indicate a school that is securing both breadth and depth.

Key Stage 2 headline measures (2024):

• Reading, writing and mathematics expected standard: 84.33% (England average: 62%).

• Higher standard in reading, writing and mathematics: 36.67% (England average: 8%).

• Science expected standard: 94% (England average: 82%).

• Average scaled scores: reading 107, mathematics 107, grammar punctuation and spelling 108.

FindMySchool ranking context, based on official outcomes data:

• Ranked 2,769th in England and 17th in Stoke-on-Trent for primary outcomes (FindMySchool ranking), placing it above the England average and comfortably within the top 25% of primary schools in England (25th percentile or better).

What that means for families: the school is not only getting most pupils over the expected standard line, it is also producing a higher-than-typical share reaching greater depth. In a primary setting, that usually reflects consistent teaching routines, strong curriculum sequencing, and effective checks on learning gaps.

Parents comparing local options can use the FindMySchool Local Hub pages to line up primary outcomes side by side, rather than relying on general impressions.

The curriculum is described as ambitious and carefully sequenced, with all subjects taught weekly. A practical example given is design and technology progressing from basic joining techniques in Reception to more advanced stitching skills in Key Stage 2, so knowledge builds cumulatively rather than repeating loosely.

Teaching is framed around structured practice and checking understanding, with adults identifying misconceptions and addressing them early. The implication for pupils is less chance that small gaps in early phonics, number sense, or writing stamina become embedded problems by Year 5 and Year 6.

For families who value a clear, knowledge-led approach, the school’s published curriculum information and subject structure suggest a coherent plan rather than a patchwork of projects.

As a primary, the key transition is into local secondary schools. Families seeking a Catholic secondary route often look towards Painsley Catholic College, where St Giles is listed among named feeder primary schools alongside a parish link. This can be helpful context when thinking long-term, particularly for families hoping for continuity of ethos.

For pupils heading to other local secondaries, the school’s focus on routines, behaviour, and curriculum coverage should travel well into Year 7, especially for pupils who benefit from predictable structures and clear expectations.

Reception entry is coordinated through the local authority, with the school included in the Staffordshire coordinated admissions scheme. For September 2026 entry, the published closing date is 15 January 2026, with outcomes advised on 16 April 2026 (or the next working day). A Supplementary Information Form is also required by the same deadline.

As a Catholic school, oversubscription criteria prioritise baptised Catholic children first, then other categories, with distance used as a tie-breaker within categories alongside sibling and staff criteria. Families considering application should be comfortable with the fact that faith evidence can materially affect priority order.

Demand indicators suggest competition for places. In the most recent admissions data provided, there were 53 applications for 30 offers, which is around 1.77 applications per place. Entry is the obstacle for some families; the school experience itself is structured and supportive once a place is secured.

If you are weighing probability, use the FindMySchoolMap Search to check your home-to-school distance precisely, then compare that with how distance is used in the published criteria for your category.

Pastoral support is a mix of faith-based culture and practical wellbeing systems. The school explains its Emotional Literacy Support Assistant (ELSA) approach as targeted support for pupils who need help managing emotions, friendships, or confidence barriers that can block learning.

Safeguarding is described as effective in the most recent inspection documentation. This is a basic threshold requirement for any school, and it matters that the formal judgement is clear.

The most convincing enrichment in primary schools is usually what pupils do repeatedly, not one-off events.

Service and faith-in-action is a clear strand. The Mini Vinnies group is a concrete example, giving Key Stage 2 pupils a structured way to link Catholic social teaching to practical action and school life contribution.

Music and performance also show up through specific opportunities. The school promotes choir activity connected to Young Voices, which gives pupils a large-scale performance goal and a reason to practise consistently.

Pupil voice is organised rather than informal. The school council is described as a working group that identifies improvements, discusses options, votes, and then follows through, sometimes involving communication beyond the school. That is a useful early foundation for confidence, public speaking, and respectful disagreement.

Play and movement are treated as part of the school’s planned provision. The OPAL approach is presented as a whole-school cultural shift around the quality of play, with implications for lunchtime experience, social development, and inclusive participation for pupils who are not drawn to traditional playground games.

The published school day runs with gates open 8.40am to 8.50am, registration at 8.50am, and home time at 3.30pm.

Wraparound care is available. Breakfast provision runs before the school day, with children taken to class for safe arrival. After-school provision is offered in two sessions, 3.30pm to 4.30pm and 4.30pm to 5.55pm, with clear pricing per session and late collection charges stated.

Transport is typical of a Cheadle town setting: most families plan around walking where feasible or short car journeys. If driving, it is worth checking local parking patterns at drop-off and pick-up times, particularly if you are commuting onwards.

• Faith-based prioritisation. Admissions criteria explicitly prioritise baptised Catholic children; families who are not Catholic should read the criteria carefully and treat entry as less predictable.

• Oversubscription pressure. Demand exceeds places in the recent data, so application strategy and deadlines matter, especially where supplementary forms are required.

• Wraparound costs. Wraparound care is available and clearly structured, but it is a paid service, and late collection charges apply. Families relying on daily after-school care should cost this out early.

• No nursery provision. Children start in Reception rather than moving up from an on-site nursery, so early years arrangements need to be made separately.

St Giles Catholic Primary School looks like a school with strong academic outcomes, calm behaviour expectations, and a faith-led culture that shapes daily life rather than sitting in the background. The combination of high Key Stage 2 performance and structured pastoral support will suit families who want clear routines, a values-driven approach, and a consistent push for pupils to achieve.

Who it suits: families aligned with Catholic education, and families who value a well-organised primary where results and behaviour are treated seriously. The main challenge is securing a place within the admissions criteria and timelines.