St Aidan's Catholic Primary School, Wigan Review 2026: High-attaining Catholic primary with strong reading

Big primary outcomes with a calm, purposeful feel are the core story here. Academic expectations are clear, but the school’s identity is not only about results. Catholic life is visible in day-to-day routines, and pupils are given structured opportunities to lead, including ambassador roles that link faith, sport, digital life and environmental responsibility.

The latest inspection provides a helpful snapshot for families. The 12 and 13 November 2024 Ofsted inspection graded behaviour and attitudes Outstanding, and judged quality of education, personal development, leadership and management, and early years provision Good.

This is a state school with no tuition fees.

Aspirational is the right word for the culture described in official material. Pupils are expected to take learning seriously, and the school frames this as a supportive, community-wide project rather than a competitive race. The headteacher’s welcome places emphasis on strong relationships across the school community, which aligns with the inspection picture of pupils feeling secure and ready to learn.

Catholic character matters here. It shapes assemblies and worship, and it also shows up in how pupils are asked to serve others. The inspection text highlights charity support (such as food banks) and a pupil culture that is mutually supportive. That is the kind of detail parents should pay attention to because it suggests values are translated into routines and expectations, not left as slogans.

Leadership opportunities are unusually structured for a primary. The school sets out a pupil leadership model with head students and ambassadors, and it also defines subject ambassador roles such as Eco Ambassador, Digital Ambassador, Worship Ambassador and Sports Ambassador, each with practical responsibilities. For children who like purposeful roles, this can be a strong fit.

Nursery provision is part of the offer, which can make daily logistics easier for families who want continuity into Reception. Nursery fees are published by the school; for current early years pricing and funded-hours information, use the school’s nursery admissions pages. (Government-funded hours are available for eligible families.)

The headline for parents is Key Stage 2 strength.

In 2024, 90.67% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 34.33% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. Reading, maths and grammar, punctuation and spelling (GPS) scaled scores are also above typical benchmarks (Reading 108, Maths 106, GPS 109).

On rankings, the school is ranked 2,124th in England for primary outcomes (FindMySchool ranking based on official data), and 15th in Wigan locally. That level of performance sits above the England average, comfortably within the top 25% of schools in England.

What this usually means in practice is that pupils are leaving Year 6 with secure basics, plus a meaningful proportion working at greater depth. For families, the implication is less about chasing hot-house intensity and more about confidence. Children who are thriving academically should have room to stretch; children who are secure but not naturally high-attaining should still benefit from a culture where clarity and effort matter.

Reading is positioned as a central driver of attainment. The inspection report describes a structured approach to phonics with staff training, consistent delivery, and targeted support for pupils who need to catch up. The practical takeaway for parents is that early reading is treated as a non-negotiable foundational skill, which tends to reduce later gaps across the wider curriculum.

Curriculum organisation looks deliberate rather than ad hoc. The inspection describes a broad, ambitious curriculum that has been reviewed to reflect mixed-age classes, with careful sequencing to avoid unnecessary repetition. That is an important detail for parents because mixed-age teaching can vary widely in quality across schools; the key question is whether planning and assessment are coherent across “routes” through the school.

The main improvement themes are worth reading as “watch points”, not red flags. Handwriting consistency and the purposefulness of some independent tasks are flagged as areas to tighten. For families, the implication is to ask practical questions: how handwriting is taught and practised from early years upwards, and how teachers ensure independent work is genuinely advancing learning rather than simply occupying time.

As a primary, the key transition is into Year 7. The school does not publicly publish a destinations list for secondary transfer, so parents should treat this as a conversation topic during visits: which secondary schools are most common for leavers, and how the school supports transition (including support for anxious pupils, and any links with local secondaries).

Academically, the outcomes profile suggests many pupils will move on well prepared, particularly in reading. That tends to help children handle the heavier vocabulary demands of secondary subjects from the start.

Reception admissions are coordinated through Wigan Council’s primary admissions process. For September 2026 entry, the local authority timetable sets an opening date to apply of 30 September 2025, a closing date of 15 January 2026, and national allocation day of 16 April 2026.

This is a Catholic school and families should expect faith-related paperwork alongside the standard local authority application when applying under certain criteria. Wigan’s admissions guidance also notes that supplementary information forms (where relevant) should be returned to the school by the closing date.

Competition for places appears meaningful. In the latest available admissions snapshot, there were 79 applications for 37 offers for the main primary entry route, which aligns with an oversubscribed picture. The practical implication is that families should treat “nearby” as helpful but not decisive, and should plan a back-up preference that they would genuinely accept.

Parents comparing options can use the FindMySchoolMap Search to sense-check travel practicality and shortlist alternatives before the application deadline.

Pastoral confidence here is supported by two strands of evidence. First, the inspection narrative describes pupils forging strong relationships with staff and being encouraged to talk through worries. Second, the school’s pupil leadership model gives some children clearly defined service roles, which can build belonging for pupils who like responsibility.

The same report states that safeguarding arrangements are effective.

Beyond that headline, parents should use visits to understand the practical support offer: how the school identifies needs early, how it communicates with families, and how it handles friendship issues in upper key stage 2 where social dynamics can become more complex.

The most distinctive extra-curricular detail publicly set out is around wraparound provision and pupil responsibilities, rather than a long published clubs list.

Care Club material points to a structured weekly activity rhythm that goes beyond “supervision”. Examples include Messy Mondays, Kool Kitchen (baking and cooking activities), and Textile Thursdays (knitting and sewing skills, including adapted approaches for nursery-age children). The plan also references active games including rounders, and equipment such as scooters and a climbing wall. For families, the implication is that after-school time can be both practical childcare and an extension of enrichment, especially for children who prefer making and doing to sitting still.

Eco Schools activity is another specific pillar. The school describes working towards the Green Flag award and focusing improvement efforts on energy, waste and litter, with pupils as the driving force. This kind of programme tends to work best when it is tied to visible routines (classroom checks, litter-pick rotas, gardening), which is consistent with the way the school defines eco ambassador responsibilities.

This is a state school, so there are no tuition fees. Families should still budget for the usual costs such as uniform, lunches, trips and optional clubs.

Wraparound care is available via the school’s Care Club. Some operational details (such as times and pricing) are not consistently accessible in publicly available documents, so it is sensible to confirm directly with the school before relying on it for daily childcare planning.

Term dates and diary information are published through the school’s calendar pages.

• Handwriting consistency. The inspection notes that some pupils do not master legible letter formation by the end of Year 6. Ask how handwriting is taught, practised and monitored across year groups.

• Independent task design. Some independent activities are described as lacking a clear purpose at times. Parents should ask how teachers ensure independent work is extending learning for different starting points.

• Catholic admissions expectations. If applying under faith-related criteria, supplementary paperwork is likely and deadlines matter. Make sure you understand what evidence is required and when it must be returned.

• Oversubscription reality. Demand for places looks higher than supply in the latest snapshot. A strong second preference is essential for most families.

This is a high-performing Catholic primary with a strong reading spine and a culture that blends clear expectations with pupil responsibility. It suits families who want academically strong Key Stage 2 outcomes, value a faith-shaped school life, and like the idea of children taking on meaningful leadership roles as they move through the school. Admission is the obstacle; the education is well organised for those who secure a place.