St Peter's Church of England Voluntary Aided Primary School, South Weald Review 2026: Elite results, faith-led admissions

The numbers are unusually strong for a state primary, and the detail matters because it explains why demand is so high.

Rankings (FindMySchool, based on official data)

Ranked 97th in England and 1st in Brentwood for primary outcomes, placing it among the highest-performing schools in England (top 2%).

At Key Stage 2 in 2024:

• 98% of pupils reached the expected standard in reading, writing and mathematics combined, compared to an England average of 62%.

• At the higher standard, 46% achieved greater depth in reading, writing and mathematics, compared to an England average of 8%.

• Scaled scores were 110 for reading, 110 for mathematics, and 115 for grammar, punctuation and spelling.

These figures indicate both breadth (almost all pupils meeting the expected standard) and depth (a very large share moving beyond it). In practice, that usually reflects tight curriculum sequencing, effective checking of understanding, and early identification of pupils who need extra support or extra stretch. The most recent inspection describes precisely those mechanics, including frequent revisiting of learning, careful adjustment of teaching, and strong foundations in early reading.

Parents comparing local schools should use the FindMySchool Local Hub pages and the Comparison Tool to view primary outcomes side-by-side, since small differences in percentages can translate into meaningful classroom experience over seven years.

Early reading is a core strength, and it is treated as a whole-school discipline rather than a single programme in Reception and Year 1. The inspection report describes reading being built in small steps, with books matched to phonics knowledge and precise assessments used to trigger extra help. The practical implication for parents is that pupils who need more repetition tend to get it quickly, and pupils who are ready to move faster are less likely to be held back by loose pacing.

Curriculum design also appears to be taken seriously by governors and staff together, with regular reflection on what is working and where to improve. That kind of oversight tends to reduce variation between classes, which matters in a primary because families experience the school through a sequence of different teachers.

Specialist teaching shows up in particular areas. Physical education is delivered partly by specialist staff, and the sports premium information describes a structured approach to participation and competition, with multiple teams entered where possible so that more pupils get fixtures rather than a small “A team” carrying the whole offer. The school also references modern foreign languages as part of its curriculum navigation, and the co-curricular programme includes Spanish provision in some terms, indicating that language learning is treated as more than an occasional enrichment activity.

As a state primary, progression is into Year 7 at local secondary schools through the coordinated admissions process, rather than a formal “destination list” approach. The most important point for parents is transition quality, especially for pupils with additional needs.

The school’s published SEND information explains that, during the summer term of Year 6, SENCOs and key staff from secondary schools meet to discuss pupils’ needs, and that additional transition visits may be arranged where required. This kind of structured handover usually benefits pupils who find change difficult, and it reduces the risk of support plans being reset from scratch in September.

For families who are thinking about faith continuity, the school’s church links are active and visible in school life, but secondary pathways will depend on each family’s preferences, location, and the admissions rules of the receiving schools. If you are shortlisting, it is sensible to align your primary choice with realistic Year 7 options early, not in Year 6.

Demand is high. For the Reception entry route there were 226 applications for 60 offers, a subscription ratio of 3.77 applications per place, and the route is marked Oversubscribed. Securing a place here is often about meeting criteria rather than general quality.

Because this is a voluntary aided Church of England primary, admissions are coordinated through Essex, but ranked by the school against its criteria. For September 2026 Reception entry, Essex’s published application window ran from 10 November 2025 to 15 January 2026, and Essex states that offers are issued on 16 April 2026.

Faith-related evidence and the SIF

Where church criteria are relevant, the Supplementary Information Form is used, and the school’s 2026 entry documentation specifies a return deadline of Monday 12 January 2026, 3.30pm for the SIF where a church reference is needed.

Oversubscription priorities are specific and faith-aware

Highlights include:

• Looked-after and previously looked-after children first.

• Up to 10 places for families in Brentwood Borough postcodes (CM13, CM14, CM15) regularly attending worship at St Peter’s Church, with ranking by length of attendance.

• Sibling priority is included, and there are defined parish-based categories. Tie-break rules vary depending on whether applicants fall within the defined parish-related area, using walking distance in one case and straight-line distance outside it.

Catchment roads are explicitly listed

The school publishes a named-road catchment list, including roads such as Wigley Bush Lane, Weald Park Way, Honeypot Lane (in part), and others.

For families assessing proximity, the FindMySchoolMap Search is the sensible first step, then confirm the relevant category and tie-break method in the published policy, since the distance method can differ by criterion.

Finally, in-year movement is limited. The school states it is currently full with no places in any year group, and that mid-year applications are handled outside the September Reception intake route.

Pastoral systems appear to be built around two pillars, consistent routines and adults who respond quickly when a child needs help. The safeguarding information published by the school emphasises listening to pupils, taking concerns seriously, and staff vigilance for behavioural changes that may indicate an issue.

Support for pupils with SEND is described in practical transition terms rather than generic language. The SEND documentation points to planned handovers to secondary settings and tailored transition programmes for pupils who need them. For parents, the key implication is that support is structured and anticipatory, which often reduces stress around major transitions.

Inspectors confirmed that safeguarding arrangements are effective.

The co-curricular offer is not treated as an optional extra. The inspection report highlights that pupils help shape provision, including a history club requested by pupils and a book club that pupils help to run. That is a meaningful signal, it suggests pupil voice is operational, not ceremonial.

Sport is a major pillar. The school’s sports premium statement lists a wide spread of activities across the year including fencing, archery, cross country, and competitive tournaments, and it also states that 95% of children who can attend extracurricular clubs do so, with over 100 attending cross country each week. The same page notes a Gold Sports Award in 2023 and describes inter-house competitions designed so that every child takes part, which matters for families who want participation to be broad rather than selective.

Looking at termly club listings gives a more granular feel. Recent schedules include options such as cookery, art club, drama, advanced drama, basketball, netball, rugby, and Spanish in some terms, which creates variety across the week rather than a narrow focus on a single sport.

Community-facing activities also come through strongly. The inspection report describes the choir performing for older local residents and pupils taking action locally, such as litter picking in church grounds nearby. For many families, these are the moments that turn “values” into lived experience.

The school day runs 08:45 to 15:15 for both infants and juniors, with a scheduled worship slot during the morning. Breakfast provision is available from 07:30, and the school publishes a cost of £5.00 per pre-booked session, alongside a separate free breakfast trial at certain times for booked places.

After-school childcare runs to 18:00, and the published price list states £14 for the 15:15 to 18:00 session.

On travel, this part of Brentwood is typically approached by car or local bus routes, and many families will anchor their commute around Brentwood rail links. Travel times can vary significantly at peak periods, so a timed trial run is sensible if you are planning a daily commute.

• Admissions are competitive. With 226 applications and 60 offers competition for Reception places is a defining feature. Families should treat admissions as a criteria exercise, not just a preference statement.

• Faith criteria can matter in practice. Church attendance and references feature explicitly in the oversubscription criteria, including a defined allocation of up to 10 places tied to regular worship at St Peter’s Church.

• Wraparound care is available, but it is a paid commitment. Breakfast club pricing and after-school session costs are published; parents should budget for these where they are part of the weekly plan.

• In-year places are limited. The school reports it is full across year groups, so families moving into the area mid-year should plan for alternatives and keep an eye on waiting list procedures.

This is a high-demand Church of England primary where academic outcomes, routines, and co-curricular breadth reinforce each other rather than pulling in different directions. The results place it among the strongest performers in England, and the school’s published admissions rules explain clearly why proximity and criteria matter so much.

Who it suits: families seeking a faith-shaped primary education with exceptionally strong Key Stage 2 outcomes, and who are prepared to engage carefully with the admissions criteria and timelines. The limiting factor is usually admission rather than the educational experience that follows.