St Gregory's Catholic Primary School, Stratford-upon-Avon Review 2026: High-attaining Catholic primary with ambitious curriculum focus

“HAVE LIFE AND HAVE IT TO THE FULL.” (John 10:10) is positioned as a guiding line for school life, with a clear emphasis on belonging, motivation, and faith-informed values.

Academically, the picture is unusually strong for a state primary. In 2024, 89% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 40% achieved greater depth, compared with 8% across England. The school’s scaled scores are also high, reading 108, mathematics 109, and grammar, punctuation and spelling 111.

This performance places the school well above England average (top 10%). Ranked 777th in England and 2nd in Stratford-upon-Avon for primary outcomes (FindMySchool ranking, based on official data), it sits among the stronger primaries locally and nationally.

The most recent Ofsted inspection took place in March 2025 as an ungraded inspection, and it reported evidence that the school’s work may have improved significantly across all areas, with safeguarding confirmed as effective.

The tone is purposeful and studious, with an evident expectation that pupils will take learning seriously and build knowledge over time. External evaluation describes pupils as developing a genuine love of learning, feeling safe, and being part of a community where mutual respect is normal.

Faith is not an add-on. The school positions itself clearly as Catholic, with Christ-centred language used publicly and regularly. For Catholic families, that coherence often matters because it makes worship, prayer, and religious education feel integrated rather than occasional. For families who are not Catholic but are comfortable with a Catholic ethos, the key question is usually practical rather than philosophical, whether the school’s admissions priorities and daily religious life feel like a good match.

The current principal is Miss Laura Cole. The school’s headship start date is not clearly published in the sources reviewed, but leadership continuity and oversight are reinforced by the academy trust structure, which is referenced in both Ofsted documentation and the school’s published materials.

A final piece of identity is place. The Avenue Road site sits within a wider parish story. Local parish history records that plans for a new school on Avenue Road were approved in 1958 and the school opened on 29 September 1960, with later expansion and a swimming pool added. That background matters because it helps explain why swimming and wider community links appear consistently in the school’s narrative and external commentary.

The data points to high attainment across the core. In 2024, 89% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 40% achieved greater depth, compared with an England average of 8%. Reading, mathematics, and grammar, punctuation and spelling scaled scores are also high, reading 108, mathematics 109, and grammar, punctuation and spelling 111.

There is also evidence of breadth in the underlying indicators. 93% met the expected standard in reading and 87% in mathematics, while 93% met the expected standard in science. Writing depth is strong too, with 27% reaching greater depth in writing.

Rankings provide a useful shorthand for parents comparing local options. Ranked 777th in England and 2nd in Stratford-upon-Avon for primary outcomes (FindMySchool ranking, based on official data), results sit well above England average (top 10%).

If you are weighing several nearby primaries, the most productive next step is often comparative rather than absolute. FindMySchool’s Local Hub and Comparison Tool can help you benchmark these figures against other Stratford-upon-Avon schools using the same underlying measures.

The academic profile suggests an approach that values sequencing and vocabulary, not only end-of-key-stage test preparation. External evaluation describes an ambitious curriculum where the knowledge and vocabulary pupils are expected to learn are set out carefully so that learning builds year by year.

Reading is treated as foundational. The evidence points to systematic phonics from the start of Reception, frequent checking of pupils’ reading, and timely intervention for those who need extra support. The implication for families is straightforward, children who arrive with less early literacy support are less likely to be left behind if the school is genuinely consistent about early identification and daily practice.

Mathematics appears similarly structured. External evaluation describes strong subject knowledge among teachers and a pattern of lessons that build from what pupils already know, including for pupils with special educational needs and disabilities. That tends to suit pupils who respond well to clear explanations, practice, and problem-solving routines, while also giving confident mathematicians enough depth to stay engaged.

As a primary school, the key transition is into Year 7, and family decisions are shaped by both geography and preference. Stratford-upon-Avon and wider Warwickshire include a mix of non-selective secondaries, selective options, and faith-based schools, so families often start planning in Year 5 rather than leaving it to the final term of Year 6.

The school’s wider preparation for the next stage is reflected in two consistent themes in external documentation. First, pupils are described as being well prepared by the time they leave. Second, enrichment experiences are framed as part of learning rather than a reward, which can support confidence and independence when children move to a bigger setting.

For parents, it is worth checking how transition is handled in practice, particularly how the school supports children who are anxious about change, and how it shares information with receiving secondary schools.

Entry at Reception is the main intake point, and the school’s admissions number for Reception is 30 for September 2026 entry. Demand data indicates it is oversubscribed, with 85 applications for 30 offers, around 2.83 applications per place.

Admissions are not first-come, first-served, and the faith dimension matters. For September 2026 entry, the published admission arrangements state that applications must be made through the local authority admissions process by 15 January 2026, with outcomes communicated on 16 April 2026 (or the next working day).

Oversubscription criteria place baptised Catholic children first, with priority structures that include looked-after status, parish connection, and siblings. A baptismal certificate is required to evidence Catholic baptism for a child to be considered under Catholic criteria. For non-Catholic families, places are still possible, but the practical reality is that faith-based priority can shape how far down the criteria places are likely to be offered in any given year.

Because the last distance offered figure is not available here, families who are relying on proximity should treat distance as a risk rather than a certainty. A sensible step is to use FindMySchoolMap Search to estimate your home-to-school distance consistently and then ask the local authority or school how distance has affected offers in recent cycles.

The external picture is positive, with a consistent emphasis on pupils feeling safe, staff knowing pupils well, and behaviour being calm and respectful. That matters for learning as well as wellbeing, since settled classrooms make it easier for teachers to teach and for pupils to concentrate.

Support for pupils with special educational needs and disabilities is described in terms of practical adaptation, including identifying needs accurately, making skilful adjustments, and using adult support to pre-teach key content and vocabulary where helpful. This approach typically benefits children who need structured scaffolding but still access the full curriculum, particularly when interventions are integrated into normal teaching rather than separated out.

Online safety and personal safety education also appear in the evidence base, alongside a broader programme that introduces pupils to age-appropriate current affairs and social topics.

A strong academic core is matched by enrichment that is linked to curriculum content, not simply a long menu of clubs. External evaluation references a wide variety of well-considered activities and carefully selected trips designed to complement learning.

Several distinctive examples stand out. There are longstanding links with the Royal Shakespeare Company, which is unusually relevant for a Stratford-upon-Avon primary and can bring drama, language, and confidence-building into the mainstream of school life rather than restricting it to a small group. The implication for pupils is that public speaking and performance-related skills can become normal, not intimidating, especially for children who find structured opportunities more accessible than spontaneous ones.

The school choir is also referenced as a specific club opportunity, which matters because singing is often one of the most inclusive activities in primary education, combining discipline, listening skills, and group identity. Alongside this, pupil leadership roles are highlighted in external documentation, including school librarians, “safety supervisors”, and an environment group making eco-bricks, all of which suggest a culture that gives children responsibility beyond classroom tasks.

From the school’s own published news stream, recent examples of enrichment include a Poetry Slam final where pupils achieved second place against 18 other schools, tennis coaching sessions for Years 3 and 4 at Stratford Tennis Club, a school Science Showcase, and computing work using micro:bits for coding projects. Taken together, these point to a school that treats literacy, sport, science, and computing as practical, participatory experiences rather than abstract topics.

This is a state school with no tuition fees. Families should still plan for the normal associated costs of uniform, trips, and optional extras such as music tuition if relevant.

Term dates are published on the school website, including the 2025 to 2026 academic year calendar. The precise daily timetable, including drop-off and pick-up timings, and the structure of any wraparound provision (breakfast or after-school care), should be confirmed directly with the school, as these details can change and are not consistently available in the accessible published sources reviewed.

For transport, the school sits within Stratford-upon-Avon, where families often combine walking, cycling, and local driving routes depending on home location. If you expect to rely on a particular travel pattern, it is sensible to test the journey at peak school-run times rather than basing decisions on off-peak conditions.

• Faith-led admissions reality. The school is explicitly Catholic, and the published oversubscription criteria prioritise baptised Catholic children, with baptismal certificate evidence required for Catholic criteria. This is a genuine advantage for Catholic families; non-Catholic families should treat outcomes as more uncertain in oversubscribed years.

• Competition for Reception places. With 85 applications for 30 offers, demand is high. Families should plan early and keep alternative options open while waiting for national offer day.

• High expectations can feel intense for some pupils. The curriculum and behaviour expectations are described as ambitious and consistently met. This often suits children who enjoy structure and challenge, but families should explore how the school supports children who need slower pacing or more reassurance.

• Trust context. The school is part of a wider multi-academy trust, which can bring shared support and oversight. Families who prefer highly localised decision-making may want to ask how trust policies affect curriculum, staffing development, and behaviour approaches.

This is a high-performing Catholic primary where academic outcomes, curriculum structure, and pupil conduct are aligned and reinforced by a clear sense of community. The admissions picture is the limiting factor, not the educational offer, with strong demand and faith-based priority shaping who is most likely to secure a place.

Best suited to families who value a Catholic ethos, want an ambitious approach to learning, and are prepared to engage early with admissions deadlines and documentation.