St Joseph's Catholic Primary School

A primary school that pairs a deliberately expansive curriculum and enrichment offer with a more measured current Key Stage 2 profile. In the current primary dataset, 70% of pupils met the expected standard in reading, writing and mathematics. The school’s average scaled scores were 108 in reading, 107 in mathematics, and 108 in grammar, punctuation and spelling.

The current FindMySchool primary data places the school 3,354th academically out of 14,978 primaries and 2nd in Epsom on the local primary ranking. The Catholic character is visible in daily routines and leadership roles, including prayer leaders, and in the way service and responsibility are framed.

Admission is the limiting factor. For Reception entry, the published admission number is 60, and the school was oversubscribed in the latest demand data, with 177 applications for 60 offers, close to three applications per place.

The school’s Catholic identity is not a label applied at the edges, it is part of how pupils experience school life. School prayers and the language of reflection are integrated into the day, and worship is supported by a programme of liturgies and Masses planned with parish clergy across the year.

The practical expression of values is also structured. Pupils take on positions of responsibility such as Eco Warriors, art ambassadors and prayer leaders, which gives leadership a routine, age-appropriate shape rather than reserving it for a small group at the end of Year 6.

Leadership has recently changed. Mr Tim Hallett is listed as headteacher on official school records, and his appointment was publicly marked in March 2025, with the parish reporting he would take up the role from January 2025.

Parents’ published feedback, gathered during the December 2023 inspection period, is unusually detailed and consistently positive, including high reported confidence in safety, behaviour, bullying management and special educational needs support. These figures should be read as a snapshot of a specific moment, but they align with the wider picture of a school that takes standards and pastoral culture seriously.

The current outcomes are more mixed than the previous dataset. In the current primary data, 70% of pupils met the expected standard in reading, writing and mathematics combined. At higher standard, 10% achieved greater depth in reading, writing and mathematics.

Scaled scores underline the same story. Reading averaged 111 and mathematics averaged 109, both comfortably above the expected benchmark of 100. Grammar, punctuation and spelling averaged 111. These results indicate not only strong attainment but also consistent performance across core assessed areas.

The school’s current ranking position is more measured. It is ranked 3,354th academically out of 14,978 primaries and 2nd in Epsom on the local primary ranking (FindMySchool ranking based on official data).

For parents comparing nearby options, FindMySchool’s Local Hub pages and Comparison Tool can be useful for viewing local schools side by side using the same measures and England benchmarks.

The strongest schools tend to be precise about what pupils should know and how learning builds over time. Here, the curriculum is described as mapped so that concepts and themes are taught and revisited, strengthening what pupils retain. That design emphasis shows up in subject detail, not just in general statements.

A distinctive example is the use of “Power Pages”, which the school describes as summaries of foundational knowledge for each topic, intended to be embedded and retained in long-term memory as pupils move through the school. The important point for families is the implication, this kind of resource often reduces the gap between pupils who revise at home with confidence and those who need more scaffolding, because the school is explicit about what matters most.

Reading is positioned as a priority and is tightly integrated into classroom practice. The most recent inspection described a structured approach where pupils who fall behind are identified and supported to catch up, with access to multiple libraries close to classrooms and non-fiction books aligned to curriculum content.

The school also makes a point of subject vocabulary. In science, pupils are challenged to read and explain subject-specific word banks fluently, and vocabulary is treated as something pupils practise and revisit rather than simply absorb.

As a primary school, the main transition is to Year 7. The school describes its intent as preparing children for next steps and transfer to secondary, and its published SEND information highlights structured transition meetings with receiving schools and opportunities for pupils to visit their new settings in term time.

For families in Surrey planning ahead, the secondary application deadline is a useful marker for Year 6 families because Surrey’s coordinated timetable is strict. Check the current Surrey secondary-transfer timetable when that stage becomes relevant.

Families looking for a Catholic secondary route typically consider local Catholic secondaries alongside other Surrey options, but specific destination patterns are not published as a named list with counts, so it is sensible to treat secondary transfer as a Surrey-coordinated choice shaped by the family’s preferences and the admissions criteria of each secondary school.

This is a voluntary aided Catholic primary where faith criteria and parish connection matter. The school’s current published admissions policy should be checked for the Reception admission number, oversubscription criteria and supplementary information requirements. It also explains that, while Catholic children have priority, the school welcomes applications from other denominations, other faiths, and those of none.

If you are applying under faith criteria, the Supplementary Information Form is central. For Reception entry, check the school’s current form and supporting-document instructions alongside the Local Authority Common Application Form; Surrey’s on-time deadline for September 2027 entry is 15 January 2027.

Practical deadlines are clear for Surrey families. Applications for primary places for September 2027 entry open on 2 November 2026, the closing date for on-time applications is 15 January 2027, offers are issued on 16 April 2027, and families must accept or decline by 30 April 2027.

Demand data suggests places are competitive. In the latest available admissions results, the school is oversubscribed, with 177 applications for 60 offers, and first-preference demand exceeding available places by around 20%. That usually means families should treat the supplementary form, evidence requirements, and deadline discipline as high-stakes details rather than admin.

The current inspection picture is strongly positive on culture and wellbeing. The latest Ofsted inspection (5 and 6 December 2023, published 25 January 2024) confirmed the school remains Outstanding and stated that safeguarding arrangements are effective.

The same report describes pupils as thriving and feeling safe, with excellent behaviour in classes and around school, and high expectations applying to all pupils including those with special educational needs and disabilities. It also emphasises that the school is tenacious about attendance and works with families where attendance becomes a barrier.

The school’s own published parent survey results from the same inspection period reinforce this, with very high reported confidence in safety, behaviour standards, bullying management, SEND support, and expectations. While any survey has context, the alignment between official inspection findings and published parental responses is reassuring for families prioritising consistent routines and clear boundaries.

Enrichment is unusually broad for a state primary, and the school is explicit about it. The clubs list is both long and distinctive, with over forty after-school clubs per week across age groups. Examples include Mandarin, chess, cross-stitch, cooking through “Chef’s School”, Irish dancing, aikido, computing, cricket, and basketball. The implication is clear, pupils who need to find their niche beyond core academics are likely to have many structured opportunities to do so without relying on external providers.

Sport is a major pillar. The school describes a long history of success in local competitions and highlights Netball Rally Winners 2024, supported by three oversubscribed after-school netball clubs each week. The range of competitions listed is extensive, including tag rugby, hockey, cross country, biathlon, sporthall athletics and more, suggesting that competitive fixtures are part of normal school life rather than occasional highlights.

The arts are similarly prominent. Choirs total over 100 children, with separate groups for Years 2 to 3 and Years 4 to 6 rehearsing weekly. The choir’s participation in a local Mental Health Awareness Day event is described in detail, including pupils contributing to a larger community commemoration through ceramic flowers made by children from the school.

Music provision goes beyond assemblies. The school arranges instrumental lessons across a range of instruments and runs a school band that leads worship at school and parish Masses, led by the music specialist, Mrs de Sausmarez.

Outdoor learning is not tokenistic. The science curriculum explicitly draws on the site’s meadow, pond and woodland habitats, including pond dipping, and weekly Forest School sessions led by a trained Forest School teacher, Mrs Fonticoba. This matters for pupils who learn best through practical investigation and for families who want learning that connects naturally to the world beyond the classroom.

The school also positions sustainability and external recognition as part of day-to-day culture. It states that Eco Warriors help keep environmental issues central and that the school was awarded its Eco Schools Green Flag again in Summer 2024, alongside Fairtrade status and Artsmark GOLD.

Residential experiences are also presented as a deliberate part of development, framed around confidence, responsibility and independence. Specific destinations are not listed on the main page, but the intent is clearly articulated and suggests that trips are an established feature rather than an occasional add-on.

The school day starts at 8.45am, with pupils able to arrive from 8.40am, and finishes at 3.15pm. After-school clubs typically run Monday to Thursday from 3.15pm to 4.00pm.

Wraparound care is available through an on-site provider, D2D, offering places from 7.30am to 6.00pm. Because wraparound arrangements and pricing can change, families should confirm session availability and booking expectations directly via the school’s published wraparound information.

Travel context matters in this part of Epsom. The school’s travel planning documents describe access routes via Rosebank and Whitehorse Drive and note that Epsom railway station is around a five-minute walk away, which may suit families commuting or combining rail travel with drop-off and pick-up.

• Admission complexity for faith criteria. If applying under faith criteria, the Supplementary Information Form, supporting evidence (such as baptism documentation where relevant), and the 15 January 2027 Surrey deadline are decisive. Missing documentation can affect which criterion an application is placed into.

• Competition for Reception places. With 177 applications for 60 offers in the latest demand data, admission is the main hurdle, and families should prepare for the reality that strong preference alone does not secure a place.

• A busy enrichment calendar. Over forty clubs per week, strong competitive sport, choirs and community events create opportunity, but they also suit children who enjoy structured activity after the school day.

• Catholic life is a real feature. Worship, prayer, and the school’s Catholic ethos are integrated into daily routines and leadership roles. Families who are uncertain about a faith-shaped school culture should look closely at how this aligns with their expectations.

A Catholic primary that combines a wide enrichment offer, strong music, and meaningful outdoor learning through Forest School and habitat-based science with a more measured current KS2 profile. It suits families who want a faith-shaped school culture, clear behavioural expectations, and a curriculum that aims beyond the basics. The primary challenge is securing a place, so families should treat admissions documentation and deadlines as essential, not optional.