St John Fisher Catholic Primary School, Greenford Review 2026: Catholic two-form primary with a mixed Key Stage 2 profile

A primary where faith and everyday routines are closely linked, with a clear emphasis on behaviour, reading, and a carefully sequenced curriculum. The most recent official inspection confirmed the school continues to be Good, and safeguarding is effective.

Academically, the headline is now a mixed Key Stage 2 profile. In the 2025 dataset, 50% of pupils reached the expected standard in reading, writing and mathematics combined, with no pupils recorded at the combined higher standard. Reading and maths scaled scores remain above 100, at 104 and 106 respectively, so the detail matters more than the headline alone.

For families, the practical reality is competition for places. The most recent admissions data shows 76 applications for 37 offers, a ratio of 2.05 applications per place. That demand, plus faith-based oversubscription criteria, shapes how you should plan your application.

The tone is purposeful and structured. The latest inspection describes a “warm, welcoming and purposeful” environment, with pupils feeling safe and supported, and with calm routines that reduce low-level disruption.

A distinctive feature is the school’s “learning powers” language, used in assemblies and recognition systems. Pupils are rewarded for qualities such as resilience and reflectiveness, and the report notes children aiming to emulate characters like Determined Dexter and Flexible Flo when tackling harder work. This matters because it is not just branding, it is a shared vocabulary that helps younger pupils understand effort, mistakes, and perseverance.

Faith is not treated as an optional add-on. The school was founded by the Catholic Church, and Catholic doctrine and practice are described as permeating school life, while still welcoming families of other faiths and none. The Catholic Schools Inspectorate report also points to a strong culture of inclusion, prayer and liturgy, and active pupil roles in chaplaincy and service, with pupils able to articulate why Catholic social teaching and community action matter in day-to-day school life.

Finally, there is a human, pastoral touch that is easy to underestimate when comparing schools on results alone. The inspection notes the presence of the school dog, Maisie, and links this to pupils’ sense of responsibility and wellbeing. It is a small detail, but it signals a school that uses practical tools to support emotional regulation and confidence.

This is a school with outcomes that read as clearly above average, especially in combined measures.

Key Stage 2 outcomes (2025 dataset)

• Expected standard (reading, writing, maths combined): 50%.

• Higher standard (greater depth in reading, writing, maths combined): 0%.

• Reading scaled score: 104; Maths scaled score: 106.

• GPS (grammar, punctuation, spelling) scaled score: 107, with 30% achieving the higher score in GPS.

The ranking context is also helpful for parents shortlisting across a borough. Ranked 10,338th out of 14,978 primary schools for academic outcomes and 61st in Ealing for overall primary ranking (FindMySchool ranking based on official data), the school now sits in a lower middle band nationally. This makes it especially important to look at the full Catholic ethos, pastoral culture and practical fit alongside the latest attainment data.

One nuance worth understanding is that the headline combined measure can hide different patterns underneath. Here, the data points to a mixed profile rather than a narrow spike. Reading, maths, and GPS scaled scores remain above 100, and science expected-standard is 80%. That breadth usually indicates classroom practice that is steadier than the combined measure alone suggests.

Parents comparing local options can use the FindMySchool Local Hub page to view these results side-by-side using the Comparison Tool, particularly useful if you are weighing several Catholic and community primaries in the same travel radius.

The curriculum story is unusually concrete for a primary. The latest inspection describes a broad curriculum designed to match national ambition, with a clear sequence of knowledge and skills over time. That sequencing matters most for two groups: pupils who need clear retrieval and rehearsal, and pupils who join mid-phase and need coherent re-entry points.

Mathematics gets specific mention. In early years, the environment is organised to immerse children in number, with staff building fluency and confidence from the start. Reception pupils are taught to recognise quantities without counting by using familiar patterns, such as those on dice, before transferring that skill into new contexts. The implication for parents is that early mathematical understanding is treated as a foundation, not a bolt-on intervention later.

Reading is also treated as a priority, anchored in systematic synthetic phonics, with leaders checking progression and matching books to pupils’ phonics knowledge. For children at risk of falling behind, the inspection describes additional support, including tailored approaches for pupils with SEND and for those at early stages of learning English as an additional language.

The school is not presented as flawless, which is useful when you are assessing fit. The inspection highlights that a few curriculum areas were less well developed at the time, with art and design given as an example where knowledge was not as clearly identified step-by-step, making complex ideas harder for pupils to tackle. The practical takeaway is to ask at open events how curriculum development has progressed since 2022, and how leaders now define “essential knowledge” in foundation subjects.

As a primary with nursery and Reception entry, the most relevant “destinations” are transition and readiness.

Transition preparation tends to sit in three buckets:

1. Academic readiness, particularly secure reading fluency and number sense, so pupils can cope with the pace and independence of Year 7. The school’s emphasis on reading and structured maths teaching supports this well.

2. Character and responsibility, including pupil roles that build confidence in speaking and leadership. The inspection notes reading ambassadors and pupil chaplains organising community-facing events, which are good proxies for how the school develops pupil voice.

3. Practical transition, which for London schools often comes down to application management and travel planning.

For families planning secondary transfer from Year 6, the local authority timetable drives open evenings, shortlist decisions and travel tests. Families should check Ealing Council's current secondary-transfer guidance for the live application deadline and offer-day details.

This is a voluntary aided Catholic primary, and admissions typically run through the local authority coordinated process, with an additional faith form used to apply under Catholic criteria.

Reception entry for September 2027

Ealing Council publishes the key dates for primary entry:

• Application process opens: check Ealing Council's current Reception admissions timetable.

• Closing date: 15 January 2027 (11:59pm for online applications)

• Late-application guidance: check Ealing Council's current Reception admissions timetable for any late-application arrangements.

• National offer day: 16 April 2027

• Deadline to respond to the offer: 30 April 2027

The school is oversubscribed in the most recent admissions data: 76 applications for 37 offers, meaning roughly 2.05 applications per place. For parents, the implication is that you should treat your application as a portfolio decision, include realistic preferences, and complete any supplementary faith paperwork accurately and on time.

Faith and oversubscription criteria

The school’s admissions policy states it was founded by the Catholic Church and describes Catholic doctrine and practice as central to school life, while welcoming applications from children of all faiths and none. In practice, where a school is oversubscribed, faith criteria can be decisive, so families applying under Catholic criteria should expect to supply supporting evidence as specified in the relevant admissions materials.

Nursery and internal progression

Nursery provision is in place, and early years is referenced explicitly in inspection materials. A nursery place does not automatically guarantee a Reception place in most coordinated admissions systems, so families should confirm the progression arrangements and make a full Reception application through the local authority process.

Parents unsure about chances should use the FindMySchoolMap Search to check practical travel options and to stress-test shortlist assumptions before the January deadline.

Pastoral care is presented as systematic rather than informal. Pupils are reported to trust adults with worries, and bullying is described as rare and dealt with quickly. The behaviour picture is calm and purposeful, with routines followed consistently and low-level disruption described as uncommon.

Support for pupils with SEND is also explicitly referenced. Teachers are described as identifying needs and adapting planned learning so pupils can access the curriculum. For parents, the useful question is not “is SEND supported”, but “how is support delivered”, for example in-class adaptations, targeted interventions, and communication support for pupils learning English as an additional language.

The Catholic Schools Inspectorate report adds context on pastoral structures and pupil wellbeing roles, noting pupils’ awareness of mental health ambassadors or counselling support routes. If wellbeing support is a key priority for your child, it is sensible to ask how these roles operate day-to-day, and how pupils access help confidentially.

The strongest evidence for enrichment comes from pupil leadership roles and structured programmes, rather than a generic club list.

Faith, service, and pupil leadership

Pupil chaplains and service initiatives are central. The inspection describes pupil chaplains organising community events, such as tea parties for older people, and links this to wider personal development and responsibility. That kind of role tends to suit pupils who enjoy practical leadership and want clear ways to contribute.

The school also references Caritas Ambassadors as part of its Catholic life structure, signalling a service-and-social-justice strand that aligns with the Catholic social teaching emphasis in inspection material.

Music and collective life

A named feature on the school site navigation is the KS2 Choir, which suggests organised musical participation at Key Stage 2 level. For many pupils, choir is not just performance, it is routine, teamwork, and confidence in front of peers.

Play and outdoor development

The school site also highlights OPAL (Outdoor Play and Learning), a specific programme rather than a generic claim about outdoor space. OPAL-style approaches typically increase the range and quality of play opportunities, and can be especially beneficial for children who regulate best through movement and social play.

Recognition and motivation systems

Weekly assemblies recognising “learning powers” act as an enrichment layer too. Pupils being rewarded for resilience and reciprocity, and learning to persist with challenging tasks, directly supports classroom learning habits.

This is a state primary with no tuition fees.

The school publishes its day timings and term dates through its parent information channels, and families should confirm current start and finish times directly when planning wraparound, clubs, or travel.

Wraparound care is referenced as being provided via Boom Sports, which may suit families needing structured before and after-school provision, but the exact days, times, and booking arrangements should be checked with the school.

For nursery-age children, government-funded hours are available for eligible families, and the school can clarify how funded places are administered locally. Nursery pricing should be checked via the school’s official information, as it can change by session pattern and eligibility.

• Admission is competitive. With 76 applications for 37 offers in the most recent data, demand exceeds supply, so you need a realistic preference strategy and accurate faith paperwork if applying under Catholic criteria.

• Faith is integral. The school’s Catholic character is not occasional, it is embedded in daily life and curriculum expectations. Families comfortable with this often value the clarity; families seeking a more secular ethos may prefer other options.

• Curriculum development is ongoing. The latest inspection highlighted that some foundation subjects, such as art and design, were less well sequenced at the time, so it is worth asking what has changed since 2022.

• Early years decisions matter. Nursery provision exists, but families should confirm how nursery-to-Reception progression works in practice, and should not assume it replaces the formal Reception application process.

A Good Catholic primary with a mixed academic profile at Key Stage 2, clear behaviour expectations, and a pastoral culture supported by structured pupil roles and wellbeing systems. It suits families who want faith to be a meaningful part of school life, and who value disciplined routines, reading priority, and a stable community. The limiting factor for many families is likely to be admission rather than the day-to-day experience once a place is secured.