Stanah Primary School Review 2026: High-attaining community primary in Thornton-Cleveleys

This is a large community primary serving families around Stanah, with places for ages 4 to 11 and a published capacity of 420. Official records list 369 pupils currently on roll, which usually means a school of this size can offer a good mix of friendship groups, plus enough staffing breadth for subject leads, enrichment, and targeted support.

Academic outcomes at the end of Year 6 are a clear strength. In the most recent published key stage 2 results, 83% of pupils met the expected standard in reading, writing and maths combined, which is well above the England average (62%). A strong “higher standard” picture sits behind that headline too, with 28% reaching the higher standard compared with 8% nationally. These are the kinds of figures that usually reflect consistent teaching routines, strong early reading, and careful tracking rather than one unusually high cohort.

Leadership is in a period of recent change. The school website names Mrs Rachel Legge as Head Teacher. A Lancashire County Council recruitment document also refers to her as “Headteacher from September 2024”, which is the clearest publicly available start point.

The most recent formal picture of daily life describes a calm, purposeful culture with routines that support learning from Reception to Year 6. Pupils are expected to build independence and resilience, and the general tone is one of steady productivity rather than noise and churn.

Pupil leadership is visibly structured, with named roles that go beyond a generic school council model. The school site highlights Playground Leaders (PALS), PE Ambassadors, Road Safety Ambassadors and Science Ambassadors, alongside a Student Council and a broader School Leadership Team. This sort of layered pupil voice tends to suit children who like responsibility and practical contribution, not just debating issues in meetings.

Pastoral work is also described in specific, human terms. The school’s Family Support Worker, Mandy, outlines a role focused on emotional wellbeing across children, families and staff. She describes direct work with pupils on feelings, self-esteem and confidence, using activities such as games, drawing, crafting, imaginative play, and a “worry monster” approach to externalising anxieties in an age-appropriate way. For families, that is useful because it signals how support is delivered day-to-day, not just that support exists.

Stanah’s key stage 2 outcomes are firmly above average and sit comfortably within the top quarter of primary schools in England by percentile. Ranked 2,835rd in England and 2nd in Thornton-Cleveleys for primary outcomes (FindMySchool ranking based on official data), performance sits above England average and comfortably within the top 25% of schools in England. That position is supported by a broad spread of strong indicators, rather than one standout headline.

At the expected standard level, 83% reached the combined reading, writing and maths threshold, compared with an England average of 62%. At the higher standard, 28% reached the higher standard in reading, writing and maths, versus the England benchmark of 8%. Reading, mathematics and grammar, punctuation and spelling scaled scores of 107, 106 and 109 also point to consistently secure attainment.

For parents, the implication is straightforward. Children who are already working at or above age-related expectations are likely to be challenged, and those on the cusp of expected standard appear to be moved over the line effectively. The school’s improvement priorities, discussed later, suggest the next step is tightening curriculum “must-knows” in a small number of subjects and sharpening reading support for pupils who struggle.

Parents comparing local options can use the FindMySchool Local Hub page to view these results side-by-side using the Comparison Tool.

Teaching and curriculum conversations at Stanah are anchored in the basics that matter most in a primary setting: early reading, mathematics and a knowledge-rich foundation across subjects. Recent external review activity focused in particular on early reading, mathematics and history, which aligns with what parents tend to care about most: fluent reading, confident number work, and the ability to learn and remember content over time.

A useful example of curriculum texture comes from Year 2 history. Pupils examined historical artefacts linked to learning about the Great Fire of London. The evidence here is not the topic itself, but the method, handling and interpreting objects is a concrete way of building vocabulary, sequencing, and explanation skills. For children who enjoy hands-on learning, this can make foundational knowledge stick.

The main development task flagged externally is curriculum precision in some subjects, specifically identifying the most important knowledge pupils should retain, so that teachers can design learning that builds securely in the long term. Parents do not need to panic about that kind of recommendation, it is common in schools that are refining curriculum design post-2019. The practical implication is that some subject areas may be in a “tightening and clarifying” phase, with changes to planning and sequencing over the next year or two.

As a state primary, the central destination question is Year 6 to Year 7 transition. The school’s location in Thornton-Cleveleys means families typically look at local non-selective secondaries and, for a smaller subset, selective routes or faith-based options depending on preferences and eligibility. Exact destination patterns vary by cohort and are influenced by family moves, admissions outcomes and individual choices, so it is best to treat any single-year snapshot cautiously unless the school publishes a consistent pattern.

What Stanah can control is readiness. Strong end of key stage 2 attainment, alongside structured leadership roles and clear routines, generally correlates with pupils arriving at secondary school able to manage homework, follow timetables and participate confidently. The school also highlights work on personal development through trips and local community involvement, which can help pupils move into secondary settings with a wider social understanding.

Stanah is a community primary, so applications for Reception are coordinated through Lancashire County Council rather than directly through the school. Lancashire’s published timetable for September 2026 entry is clear: applications open on Monday 01 September 2025, the national closing date is Thursday 15 January 2026, and offers are issued on Thursday 16 April 2026.

Demand is high. For the Reception entry route in the most recent cycle there were 119 applications for 56 offers, which is 2.13 applications per place, and the school is recorded as oversubscribed. In practice, that means families should treat entry as competitive and should not assume that living “nearby” is enough unless they have checked the current admissions criteria carefully.

If you are trying to shortlist realistically, the FindMySchool Map Search is useful for understanding how your home location relates to a school’s typical admissions footprint, even when last-offered distance data is not published for the cohort you are considering.

Pastoral support at Stanah is presented as a whole-school system, rather than a single intervention. A key named element is the Family Support Worker role. Mandy describes both direct work with children on emotions and confidence, and support for parents and carers, including attending meetings, helping establish routines, and signposting to local services. She also sits within safeguarding leadership as a Deputy Designated Safeguarding Lead.

This matters because it makes “pastoral” tangible. For a child who worries, struggles with friendship issues, or has a difficult family period, the support offer is described in a way that suggests regular, relational work, not just a referral pathway.

The school also supports wellbeing through structured routines and pupil responsibility. Ambassador roles such as Road Safety Ambassadors, plus Playground Leaders (PALS), are small but meaningful ways children learn to regulate behaviour, manage peer interactions and take responsibility for others.

The latest Ofsted inspection in March 2024 confirmed the school remains Good and judged safeguarding arrangements to be effective.

Primary extracurricular provision is often described vaguely, so it is helpful when schools name the mechanisms and pupil roles.

At Stanah, pupil leadership roles are a defining feature. Playground Leaders (PALS) typically support positive play at breaktimes, while PE Ambassadors, Road Safety Ambassadors and Science Ambassadors add a structured “team” layer that older pupils can grow into. The implication for families is that children who like responsibility and practical contribution may thrive, and children who are quieter can still find a role that suits them because the categories are varied.

Wraparound clubs are also described with specific activities rather than a generic “childcare” label. The school notes that breakfast and after-school club provision includes options such as art and craft, outdoor games, cooking, board games and construction activities, alongside a healthy breakfast and an afternoon snack. This is useful for working families because it suggests the clubs are activity-led, which can reduce end-of-day fatigue for younger pupils who have already had a full learning day.

Curriculum enrichment is also evident in the way topics are taught. The Great Fire of London artefacts example, plus a stated programme of trips, visits and community involvement, points to learning that is strengthened through experiences rather than confined to worksheets.

The school day timings are clearly published. Registration starts at 8:50am for all pupils; finish is 3:15pm for Early Years Foundation Stage and key stage 1, and 3:20pm for key stage 2.

Breakfast and after-school club provision is offered, with booking and registration information provided by the school. Families should confirm current session times and availability directly, as wraparound capacity can change year to year.

• Oversubscription pressure. With 2.13 applications per place for the Reception route entry is competitive. Families should read Lancashire’s admissions criteria carefully and put realistic alternative preferences on the form.

• Curriculum refinement in progress. External review identified that, in some subjects, the most important knowledge to retain is not always specified clearly enough, which can affect how securely learning builds over time. This is the kind of issue that often improves through curriculum mapping work, but it may mean changes to topic sequencing and assessment as leaders tighten consistency.

• Reading support needs close monitoring for some pupils. The same review noted that some staff do not always use the most effective strategies for pupils who struggle with reading, which can slow phonics progress for that group. If your child needs targeted reading support, it is worth asking how intervention is delivered and how progress is checked.

• Large-school feel. With capacity for 420 pupils, this is not a small village primary. Many children thrive in that scale; some families prefer a smaller setting where everyone knows everyone.

Stanah Primary School combines unusually strong key stage 2 attainment with a structured culture of pupil responsibility and a clearly described wellbeing offer. It is best suited to families who want a traditional, routines-led primary experience with high expectations, and who are prepared to engage seriously with the Lancashire admissions process because entry is competitive.