St Alban's Catholic Primary School, Elmbridge Review 2026

The performance picture is exceptionally strong and unusually broad, not limited to one standout subject area.

Rankings (FindMySchool) Ranked 842nd of 14,978 for academic outcomes, 384th for overall primary outcomes, and 1st locally in East Molesey.

At the end of Key Stage 2 in the current 2025 dataset, 80% of pupils reached the expected standard in reading, writing and mathematics combined. The combined higher-standard figure is 0%, while individual high-score rates are 60% in reading, 50% in maths, and 60% in grammar, punctuation and spelling.

Scaled scores reinforce that attainment is not narrowly concentrated. Reading averaged 111, mathematics 110, and grammar, punctuation and spelling 113, all well above the typical scaled-score benchmark of 100.

Two implications follow for parents. First, the curriculum and teaching approach appear to work across cohorts, rather than relying on an unusually strong year group. Second, for a child who is already secure in core skills, the school’s challenge level is likely to feel appropriately stretching, particularly given the high higher-standard proportion.

Parents comparing local options should use the FindMySchool Local Hub and Comparison Tool to set these results alongside nearby schools using consistent measures.

The school’s strongest teaching signal is coherence, meaning that what pupils learn early is planned deliberately to support what comes next. The 2021 inspection report describes Reception as the start of a carefully sequenced curriculum, with specific examples of early concept-building that later supports subject study in key stage 1.

Early reading is treated as a priority system, not a short-term initiative. The school states that phonics is taught daily in infant classes using Read Write Inc, with regular assessment moving pupils through groups at the right pace, and decodable books aligned to the sounds taught. For families, the practical benefit is that reading practice at home is more predictable, because the book match is designed to let pupils read independently rather than guess.

Subject choices and schemes are also spelled out in places where many primaries stay vague. In science, for example, the school says it uses Kapow Primary Science to structure planning, explicitly linking knowledge, conceptual understanding and practical enquiry. That kind of clarity tends to reduce variation between classes, which is often what parents feel most sharply when siblings are taught by different staff.

Support for pupils with special educational needs and disabilities is framed as early identification and minimal loss of curriculum time. The inspection report describes leaders using external expertise, including trust support, while also stressing that additional help is structured to avoid pupils missing core learning. The implication is that the school’s high outcomes are expected to be inclusive, but the school’s overall pace and expectations may still feel demanding for children who require significant scaffolding.

For a primary school, a strong Year 6 offer is as much about transition as it is about tests. The school explicitly frames Year 6 as preparation for secondary school, not just statutory assessment. This is a useful cultural signal: pupils are being coached towards independence, organisation and study habits, not only end-of-primary scores.

Secondary transfer is managed through Surrey’s coordinated admissions process. Families should expect the usual Year 6 timeline for secondary applications and offers, and should treat any open-evening patterns at local schools as seasonal rather than fixed. The school’s own emphasis on responsibility and leadership roles also tends to travel well into Year 7, where pupils often need confidence to settle socially and ask for help early.

Because the school does not publish a specific list of destination secondaries with numbers, it is best to approach transition as a family decision shaped by travel, faith preference, and admissions criteria, rather than assuming a single feeder route.

This is an admissions profile where clarity matters because demand is high and criteria are detailed.

The published admission number for Reception is 60. Demand can change by admissions round, so families should check Surrey’s latest allocation data, priority criteria, and any faith evidence requirements before relying on a place.

Applications for Reception entry are made through Surrey’s coordinated process, and the school may also require its own Supplementary Information Form (SIF) to evidence faith criteria. For September 2027 entry, Surrey’s timetable opens applications on 2 November 2026, closes on 15 January 2027, releases offers on 16 April 2027, and gives an acceptance deadline of 30 April 2027.

The faith element is not optional if you want to be ranked correctly under the Catholic criteria. The school is explicit that if the SIF and supporting documents are not provided by the deadline, an applicant may be placed in a lower category, which can materially change the likelihood of an offer.

Open mornings are described as running in the Autumn term, with dates published once confirmed. Practically, that means families should aim to engage early in the autumn before the January deadline.

Appeal deadlines are time-bound and change by admissions year, so families should check Surrey’s current appeals timetable once offers are issued.

Parents weighing likelihood should use FindMySchoolMap Search to understand journey practicality from home and childcare logistics, even where distance cut-offs are not published as a simple catchment figure.

Pastoral systems are unusually well articulated, with named approaches rather than generic reassurance. The school positions pastoral care as the base layer that allows learning to happen, including working with external agencies when needed.

There is a stated whole-school commitment to wellbeing leadership. The school notes it has had a Mental Health and Wellbeing Lead since 2020, and it describes trained responders and an approach that places emotional resilience within the curriculum, not just as a response to crises.

Targeted support structures are concrete. The school states it has two Emotional Literacy Support Assistants (ELSAs). It also describes Emotion Coaching as a consistent relational method to help pupils identify and manage feelings, and it references Drawing and Talking as a structured, time-limited intervention used by trained staff. Together, these point to a school that treats regulation and emotional language as learnable skills, not personality traits.

Ofsted confirmed safeguarding arrangements are effective.

Within that safeguarding section, the 2021 report also describes school-employed support roles, including a counsellor and a home-school link worker, plus two emotional support workers, which reinforces the sense of a layered support model rather than a single pastoral lead carrying everything.

Extracurricular life is both pupil-led and provider-led, which creates a blend of leadership culture and specialist enrichment.

From the leadership side, the inspection report highlights formal pupil roles and clubs with a service or responsibility flavour, including the Mini Vinnies and a green team focused on environmental action, plus reading ambassadors and history curators. The implication is that pupils who enjoy purpose-driven roles will find a ready-made structure.

From the enrichment side, the school’s published club list for spring 2026 shows a broad set of named options, many delivered by external providers. Examples include Engineering Club, Chess Club, Cheerleading and Dance Fusion, Netball, Hockey, Musical Theatre, LAMDA, Art Club, and Taekwondo, alongside choir and several sports strands. For families, this model can be highly convenient, because provision sits on site around the school day. The trade-off is that availability and content can change term by term depending on providers.

Outdoor space also plays a material role. The school highlights a large playing field, multi-use games area, and a wildlife area, which supports the emphasis on outdoor play and activity described in formal inspection commentary.

The school day is clearly set out. Gates open at 8.35am, the school day begins at 8.50am, and the day ends at 3.20pm for all years.

Wraparound care is available. Breakfast Club runs from 7.35am to the start of the school day, and After School Club runs from the end of the day until 6.00pm on weekdays in term time. The school’s wraparound policy lists session charges of £6.50 for Breakfast Club and £15.00 for After School Club.

Travel expectations are explicit, which is helpful in a residential area where drop-off pressures can become a neighbourhood issue. The school travel policy encourages walking, scooting and cycling, references Bikeability and scooter training, and asks drivers to avoid stopping on school zigzags and double yellow lines, recommending park-and-walk and car sharing when driving is unavoidable.

• Admissions evidence matters: This is not a school where a preference alone is enough. If you are applying under faith criteria, missing the SIF or supporting documents by the stated deadline can lower your priority group, which can change outcomes.

• Competition for places: With roughly three applications per place cycle, families should plan early and keep realistic alternatives on the list.

• Club model is provider-led: Many clubs are delivered by third parties and can vary termly. That is positive for specialist choice, but less predictable if you want continuity in a particular activity.

• Leadership transition is recent: Miss Emma Daly started in September 2024. For most families this will be a neutral or positive change, but it can bring adjustments in routines and priorities as a new head sets direction.

For families seeking a Catholic primary with exceptionally strong KS2 outcomes and a culture that expects pupils to take responsibility early, this is one of the stand-out state options in the area. The combination of elite attainment, structured early reading, and a well-defined wellbeing framework will suit children who respond well to clear expectations and enjoy having a role in school life. The limiting factor is admission, not the quality of education once a place is secured.