Allesley Primary School Review 2026: A values-led Coventry primary with strong Key Stage 2 outcomes

A calm, organised primary where expectations are clear and pupils know exactly what “good learning” looks like. Allesley Primary School serves mixed pupils aged 3 to 11 and includes an on-site nursery for three-year-olds. The tone is purposeful without feeling rigid, with the school’s values used as real decision-making tools rather than poster slogans.

Academically, the published Key Stage 2 picture is strong. In 2024, 75.67% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 24.33% reached greater depth, well above the England average of 8%. The school’s primary outcomes rank 2,971st in England and 11th in Coventry (FindMySchool ranking based on official data), which places it comfortably within the top 25% of primary schools in England.

Entry is competitive. For the main intake route, 90 applications were recorded for 54 offers, which is about 1.67 applications per place. Families considering Reception for September 2026 should work backwards from Coventry’s co-ordinated deadline of 15 January 2026, with offers released on 16 April 2026.

The clearest theme is consistency. Pupils understand the behavioural standard expected in lessons and at social times, and staff approach the day as a unified team. The most recent official inspection describes a school that lives its values daily and frames the culture as inclusive and welcoming, with pupils happy to be part of the community. That “values first” approach matters in practical ways. It tends to reduce low-level disruption, improves how pupils speak to each other, and makes routines predictable for children who rely on structure.

Leadership feels settled. The headteacher is Mrs Linda Hoey, and the school’s published materials indicate she took up the headship in March 2016. That length of tenure often shows up in coherence, for example in how curriculum priorities translate into classroom practice rather than changing with each new initiative.

There is also a clear message for parents about partnership. External commentary highlights the school’s efforts to engage with families, particularly where pupils may be vulnerable or need extra support. This is not the same as saying every issue is solved. Attendance, especially for disadvantaged pupils, is explicitly identified as an area the school continues to work on. For parents, the implication is straightforward: there is a strong support culture, but the school will also expect families to play their part, particularly around punctuality, attendance habits, and early communication when challenges arise.

Allesley’s 2024 Key Stage 2 outcomes are a strength and, crucially, they are not only strong at the “expected” threshold. The combined reading, writing and maths figure of 75.67% is well above the England average of 62%. That gives a solid indicator that the typical pupil is leaving Year 6 well prepared for Year 7 curriculum demands, particularly in literacy and numeracy.

The higher standard result adds context. With 24.33% reaching the higher standard in reading, writing and maths, compared with an England average of 8%, there is evidence of stretch for higher attaining pupils. That gap is large enough to be meaningful. In parent terms, it suggests the school is not only securing basics, it is also pushing a significant minority towards deeper mastery.

Scaled scores reinforce the same message. Reading is 106, maths is 108, and grammar, punctuation and spelling (GPS) is 108. These numbers matter because they indicate performance beyond a simple threshold pass rate. A strong maths scaled score in particular often correlates with secure arithmetic and a better foundation for secondary mathematics.

Subject-specific expected standards are also positive. In 2024, 79% met the expected standard in reading, 88% in maths, and 81% in GPS. Writing is harder to interpret from a single metric because teacher assessment plays a larger role, but the low “greater depth in writing” figure of 2% suggests a potential imbalance: pupils may be secure writers at expected standard while fewer are producing consistently sophisticated, high-level writing. That is not unusual nationally, but it is still worth noting for families with highly verbal children or those who thrive on extended, ambitious writing.

Science sits at 85% meeting the expected standard, compared with the England average of 82%. That is a modest positive difference. The implication is not that science is the flagship, but that the wider curriculum is not being neglected in pursuit of English and maths.

Rankings provide a broader comparative lens. Ranked 2,971st in England and 11th in Coventry for primary outcomes (FindMySchool ranking based on official data), the school sits above England average, placing it comfortably within the top 25% of primary schools in England. For families comparing options locally, the local rank is often the most tangible indicator. Being 11th in Coventry puts it in a strong position within the city context.

The most useful detail about teaching at Allesley is how the curriculum intent is described in practical classroom terms. External evaluation highlights ambitious planning across subjects and gives specific examples. In art, leaders have renewed the curriculum to place greater emphasis on different media, artists and techniques, and pupils can talk confidently about influences and choices. That matters because art can easily become a “nice extra” in primary schools. Here, it is positioned as a planned learning sequence, which tends to build vocabulary, cultural literacy, and confidence in explaining ideas.

Mathematics is described as having a very clear focus on core knowledge and key concepts that allow pupils to progress to more complex processes successfully. For parents, this usually translates into structured lessons, careful sequencing, and regular checks on understanding rather than moving on too quickly. The same external evidence points to teachers being strong at identifying misconceptions and correcting them rapidly. This is one of the biggest drivers of strong maths outcomes in primary settings, because small misunderstandings can compound quickly if not addressed.

Reading is treated as foundational, with the school having reviewed its reading curriculum to ensure consistently high quality. The important nuance is the phonics delivery. The phonics curriculum is largely delivered to a very high standard, but where practice is less effective, some pupils are less secure on the sounds they are learning. This is an actionable point for parents of younger children. It is sensible to ask how the school checks consistency across classes, what training looks like for staff delivering phonics, and what interventions are used when pupils need extra practice.

Provision for pupils with special educational needs and disabilities (SEND) is framed as a strength. Needs are identified accurately, teachers are kept well informed about what pupils require, and teaching assistants are deployed effectively and are actively involved in planning. That planning involvement matters. It generally leads to better alignment between classroom teaching and support, rather than a model where support happens separately and pupils miss core instruction.

For families, the headline is that the school’s learning culture appears coherent: strong routines, careful checking for understanding, and a curriculum designed to build confidence and fluency, not only short-term test performance.

As a Coventry primary serving pupils through Year 6, progression is into Coventry secondary schools via the city’s normal admissions process at Year 7. Families should treat Year 6 as the point when choices need to become concrete, particularly if they are considering schools with specialist entry requirements or places that are highly competitive.

The most practical way to approach this, especially for families who may move house or are balancing multiple options, is to compare local secondary schools alongside likely travel routes and realistic admissions criteria. FindMySchool’s Local Hub and Comparison Tool can help families view schools side-by-side and keep a shortlist organised without relying on memory.

For pupils, what matters most is readiness for the step up: secure reading fluency, confident number sense, and the ability to manage homework routines. The school’s strong combined outcomes in reading, writing and maths suggest many pupils will make that transition with confidence. Where pupils are less secure, early identification and consistent attendance in Year 5 and Year 6 are key, because intervention is most effective when it is steady and well attended.

Allesley Primary School follows Coventry’s co-ordinated primary admissions process for Reception entry. For September 2026 entry, Coventry opened applications on 1 September 2025, with the on-time deadline on 15 January 2026. The national offer date is 16 April 2026. Late applications after 15 January 2026 are considered after national offer day, with allocations continuing from May onwards as places are offered from waiting lists and late rounds.

Demand data suggests competition. For the recorded primary entry route, there were 90 applications and 54 offers, which indicates oversubscription and roughly 1.67 applications per place. This is not the same as saying every year will look identical, but it does reinforce the general message: families should submit strong, on-time preferences and avoid assuming that a late application will have the same chance as an on-time one.

The nursery is a separate consideration. Children start in the school nursery in the September following their third birthday, and the school indicates it offers 15 hours or 30 hours per week. For nursery fee details, families should refer to the school’s official information and the rules around government-funded early education for eligible children.

If your plan depends on proximity, it is worth being precise. Distances and allocation patterns can change from year to year, especially when local housing turnover shifts. Families should use FindMySchoolMap Search to understand how their address compares with typical allocation patterns before relying on any single assumption.

Pastoral care at Allesley is closely linked to the behaviour culture. Expectations are high, and pupils generally meet them across lessons and social times. Where pupils need additional help to meet the standard, staff are described as working extensively with them rather than relying on repeated sanctions alone. That tends to be a healthier model for primary pupils because it teaches routines and self-regulation, not only compliance.

The most recent Ofsted inspection in September 2023 confirmed that Allesley Primary School continues to be a good school. Safeguarding arrangements were judged effective. That offers reassurance on the essentials, but the review also signals two practical wellbeing issues that affect day-to-day experience: variability in phonics practice for some pupils, and attendance patterns for a small group, especially disadvantaged pupils. For families, that points to a school that is honest about priorities and is likely to value consistent routines, early communication, and a shared approach between home and school.

A strong primary is often defined by what happens outside core lessons, because those experiences shape confidence, friendships, and willingness to participate. Allesley is described as offering lunchtime and after-school clubs, trips, and wider development activities, including opportunities in sport and music and engagement with local community groups.

The school’s published clubs list for Spring Term 2026 includes named activities such as Girls’ Football, Dodgeball, and Gymnastics, with clubs organised by key stage. Specificity matters here. It suggests a programme that is planned and communicated clearly, rather than ad hoc provision that changes week to week.

For pupils, these clubs do more than “keep them busy”. Team sports clubs can build belonging, particularly for children who find classroom success harder to access. Gymnastics supports core strength and coordination, and dodgeball tends to be popular because it is energetic and inclusive. The implication for parents is that the school can support a balanced week, where academic expectations remain high but pupils still have outlets that feel joyful and social.

The school day is structured. Gates open at 8:45 to allow children time to reach classrooms for an 8:50 start. At the end of the day, gates open again at 3:15 for collection.

Wraparound care is available through the school’s provision. The school’s before and after-school club information indicates an after-school session running from 3:00 to 6:00, priced at £9.00 per session. Families should check current availability and booking arrangements directly with the school, as wraparound places can fill quickly at popular primaries.

For travel, the school serves local families in the Allesley area of Coventry. The most realistic approach is to plan for walking, cycling, or a short drive depending on your location, and to consider how drop-off logistics fit with working hours if you will rely on wraparound care.

• Oversubscription pressure. With 90 applications for 54 offers recorded on the main primary entry route, demand can outstrip places. Families should plan early and submit on-time preferences rather than relying on late allocations.

• Early reading consistency. Phonics delivery is identified as variable in places, which can leave some pupils less secure on the sounds they are learning. Parents of Reception and Key Stage 1 pupils should ask how the school checks consistency and what extra practice looks like when children fall behind.

• Attendance focus. Attendance, especially for disadvantaged pupils, is an explicit area for continued work. If your child has medical needs or anxiety-related absence patterns, it is worth discussing the school’s approach early so expectations are clear on both sides.

Allesley Primary School offers a structured, values-led education with Key Stage 2 outcomes that sit above England average and a culture built on clear behavioural expectations. The school suits families who want a calm learning environment, steady leadership, and a curriculum that takes core skills seriously while still giving time to wider development. The main challenge is securing a place and, for younger pupils, ensuring early reading support remains consistent and well matched to need.