Pelham Primary School, Bexleyheath Review 2026: Strong KS2 outcomes, with standout deaf and hearing support

The headline statistic for parents is the combined reading, writing and maths outcome. In 2024, 77% met the expected standard, above the England average of 62%. The higher standard figure is also striking: 29.67% achieved the higher standard in reading, writing and maths combined, compared with an England average of 8%. That gap usually signals secure foundations and strong teaching routines, particularly for the pupils who are ready to extend.

The scaled scores reinforce the picture. Reading averaged 107, maths 108, and grammar, punctuation and spelling 108. Expected standard rates are high in reading (87%), maths (82%) and grammar (88%).

Science is the one area where the data looks less strong: 73% reached the expected standard in science, below the England average of 82%. That does not mean science teaching is weak, but it is a useful prompt for parents to ask how science knowledge is built and revisited across Key Stage 2, and what has changed since the reported cohort.

For context, the proprietary FindMySchool ranking places the school 2,519th in England for primary outcomes, and 3rd in the Bexleyheath local area. That translates to performance above the England average, placing it comfortably within the top 25% of schools in England.

If you are comparing nearby primaries, the FindMySchool Local Hub and Comparison Tool can be a practical way to line up KS2 measures side-by-side, rather than relying on anecdotes.

Reading is positioned as a priority, and it starts early. Nursery and Reception routines build phonological awareness through stories, songs and systematic phonics, with closely matched reading books so pupils practise the specific sounds they are learning. Where pupils struggle, extra support is put in quickly. A well-stocked library, author visits and book fairs are used to build motivation, while initiatives like dog mentors give some pupils a low-pressure audience for reading aloud.

Curriculum sequencing appears to have been thought through carefully. History is a useful example: pupils begin with events within living memory, then move into change over time, and later tackle ancient civilisations. That kind of progression matters because it helps pupils connect new knowledge to prior learning, rather than treating topics as isolated “projects”.

One improvement point is worth understanding properly. Some foundation subjects do not always give pupils enough structured opportunity to practise and secure key knowledge before moving on. For parents, the implication is not that children are falling behind, but that you may see variation between subjects in how confidently pupils can explain what they know, especially outside English and maths.

As a Bexley primary, Year 6 families make choices across a mixed secondary landscape that includes selective pathways as well as comprehensive options. The school signposts key months for secondary transfer, including the timing of registration and testing for Bexley selection, and the main application window in early autumn.

Because the school does not publish a destination list of secondary schools attended by leavers, parents should approach this as a process question. Ask how the school supports transition, how it helps families understand the Bexley and Kent systems if they are considering selection, and what guidance is offered for pupils whose needs mean a particular type of setting is most appropriate.

For pupils in the deaf and hearing provision, transition planning can involve additional coordination. If this is relevant for your child, ask early about how liaison works with prospective secondaries and what documentation is typically needed.

Reception entry is coordinated through Bexley. For September 2026 entry, the application window opens on 1 September 2025 and closes on 15 January 2026. Offers are released on 16 April 2026.

Demand is clearly high. In the most recent admissions results, there were 88 applications for 36 offers for the relevant entry route, indicating that competition for places is a real factor for local families. This is the point where precision matters: if you are moving house, use FindMySchoolMap Search to check your likely distance and practical route, and then verify how the local authority applies oversubscription criteria in the current admissions round.

Nursery admissions operate differently. The school states it offers 26 morning and 26 afternoon nursery places for children aged 3 to 4, with entry points in September, January and April. Nursery places are not the same as Reception places, so treat nursery as an opportunity to get to know the setting rather than as a guarantee of later admission.

SEND admissions need careful handling. For mainstream places, the usual admissions arrangements apply, but for pupils requiring specialist provision, families should follow the relevant Education, Health and Care Plan (EHCP) processes. The school’s deaf and hearing support is described as a specialist resource provision with pupils integrated into mainstream classes, supported by specialist staff.

Wellbeing here is structured rather than informal. Kindness champions, emotion recognition and behaviour routines aim to reduce day-to-day friction and help pupils recover quickly when things go wrong. Pupils are also taught about equality and diversity through the personal, social, health and economic programme, which can be reassuring for parents who want a modern, explicit approach to respect and inclusion.

Attendance is treated as a priority area, with swift follow-up when concerns arise and a focus on working with families facing difficulties. For many households, that blend of high expectations and practical support is what keeps routines stable across the year.

Safeguarding is handled in a way that prioritises clarity of process. The inspection record describes safeguarding arrangements as effective, and parents should still do the usual due diligence by asking how concerns are logged, escalated, and communicated.

The co-curricular offer has two strands: enrichment woven into the school’s broader “dream big” identity, and a set of clubs that create structured opportunities after the school day.

The Pelham Passport is a good example of the enrichment approach. A list of 50 experiences encourages pupils to try new activities and build confidence across cultural, practical and community experiences before they leave Year 6. The point is not the checklist, it is the cumulative effect on independence and curiosity.

Clubs give the weekly rhythm. Recent club information includes Performing Arts Club (Centre Stage), Dance Club, Chess Club, Dodgeball, Young Voices, Colouring Club, and a Pokémon Club for younger pupils. For parents, the key question is not simply “how many clubs”, but who they are for, what is free, and how places are allocated when popular sessions fill.

Trips and workshops also appear to be used strategically to enrich curriculum content, including museum visits in London and themed workshops such as Vikings, environment and virtual reality. This matters because it helps learning stick through memorable context, particularly for pupils who benefit from concrete experiences.

Reading culture has a distinctive hook. Dog mentors are used as part of building confidence for pupils reading aloud, which can be particularly helpful for children who are anxious about making mistakes.

The published school day structure is specific. Nursery arrival is 8:30am. For other year groups, gates open 8:40am to 8:50am, with registration at 8:50am and the day ending at 3:15pm. Extra-curricular club collection is listed as 4:15pm, and after-school club final collection is 5:50pm.

Wraparound care is clearly set out. Breakfast club starts at 7:45am, with arrival for breakfast by 8:15am, priced at £4.00 per session. After-school club runs from 3:15pm to 5:50pm, priced at £3 for a short session (3:15 to 4:00) or £10.00 for a full session.

For travel, most families will be walking, scooting or using local bus routes, depending on where they live within Bexleyheath. On-site parking can be pressured at peak times; accessibility planning notes disabled bays and ramps supporting access from the car park and around the building.

• Competition for places. Demand is high in the recorded admissions data, with 88 applications for 36 offers for the relevant entry route. If you are relying on admission after a move, verify how the local authority applies its oversubscription rules in the current cycle.

• Leadership transition is recent. The head of school started in April 2025. Many families will welcome clarity and stability, but it is reasonable to ask what has changed since the transition, and what the priorities are for the next 12 to 24 months.

• Depth in some foundation subjects. Curriculum ambition is clear, but practice and consolidation are not always consistent across all foundation subjects. If your child loves humanities or foundation subjects, ask how knowledge is revisited and secured over time.

• Specialist deaf provision requires the right route. The hearing support is a major strength, but access to specialist resource provision typically involves EHCP processes and professional assessment. Families should clarify early which pathway applies to their child.

Pelham Primary School combines above-average KS2 outcomes with a clear reading strategy and a strong inclusion story. The early years judgement is a particular strength, and the deaf and hearing support offer is unusually developed for a mainstream primary. Entry remains the main challenge for many families, simply because demand is high. Best suited to families who value structured routines, strong literacy foundations, and a school that takes inclusion seriously, including those exploring hearing impairment support within a mainstream setting.