St Paul’s Church of England Primary School, Langleybury Review 2026: Woodland setting, strong KS2 outcomes, and a clear Church school identity

A one-form entry primary and nursery with a distinctly rural edge, this is the sort of school where learning regularly extends beyond the classroom and into the wider environment. The school’s site sits within generous grounds and woodland, with routine outdoor learning built into day-to-day life and a local farm woven into wider development.

Academically, the latest published Key Stage 2 picture is strong. In 2024, 89% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 29.67% achieved greater depth compared with 8% across England. This places the school above England average overall, and within the top 25% of schools in England (FindMySchool ranking).

For families, the main practical reality is competition for places. The most recently published admissions figures show 64 applications for 28 offers, around 2.29 applications per offer, and the school is recorded as oversubscribed.

The school’s Christian foundation is not a footnote. It runs through how adults talk about belonging and worth, and how pupils are encouraged to aim high without losing sight of kindness and service. A SIAMS inspection in October 2024 describes a community shaped by an explicit Christian vision and values of faith, hope and love, with pupils encouraged to develop courage, kindness and perseverance.

Daily life also feels unusually grounded in the local setting. The school’s prospectus describes woodland, an established nature trail and a pupil-devised prayer trail used for reflection and religious education. Outdoor space is presented as purposeful rather than decorative, supporting science, sketching and orienteering as well as play.

There is also a strong sense of pupil responsibility. Leadership roles are not presented as a token council and a badge. They include structured opportunities such as Play Leaders, Eco Warriors and Well-Being Champions, alongside a pupil parliament and worship group. The through-line is that pupils are expected to contribute, not just participate. For many children, that translates into confidence, initiative, and the habit of speaking up respectfully.

Nursery provision is part of the picture too. Children can join from age 3, and early years routines are designed to ease the transition into Reception. For families who value continuity from nursery into primary, that matters.

The headline story at Key Stage 2 is consistency and strength across the core measures.

• In 2024, 89% of pupils met the expected standard in reading, writing and mathematics combined (England average: 62%).

• At the higher standard, 29.67% achieved greater depth in reading, writing and mathematics (England average: 8%).

• Science is also solid, with 85% reaching the expected standard (England average: 82%).

• Reading, mathematics and grammar, punctuation and spelling scaled scores are each recorded at 108, 108 and 107 respectively in the latest published dataset.

Rankings add helpful context for parents comparing nearby schools. The school is ranked 2,273rd in England for primary outcomes (FindMySchool ranking, based on official data) and 1st locally in Kings Langley. This places it above England average overall, within the top 25% of schools in England.

These figures matter in practical terms. A school with a high proportion hitting expected standard and a meaningful cohort reaching greater depth typically has strong curriculum sequencing and consistent teaching routines across year groups. It also suggests that higher attainers are being stretched rather than capped at “secure”.

The academic approach is best understood as structured learning, enriched by carefully planned experiences. The most recent Ofsted inspection (July 2023) confirmed the school continues to be Good and described a broad, ambitious curriculum supported by strong subject knowledge from staff.

Reading is treated as a priority from the earliest stage. The inspection report describes children starting to read as soon as they join the school, with regular checks on phonics knowledge and books matched to reading ability for those learning phonics. The prospectus also sets out a phonics approach based on Letters and Sounds and Jolly Phonics, with Oxford Reading Tree used for book banding.

Curriculum content is not confined to literacy and maths. Geography, history and science are explicitly linked to visits, workshops, speakers and theme days, which is a useful signal to parents who want enrichment to be planned rather than occasional.

For pupils with additional needs, the message from formal evaluations is that inclusion is not separate from the main offer. Both Ofsted and SIAMS describe a curriculum adapted so that pupils with special educational needs and disabilities can access the same curriculum as their peers, supported by staff guidance and external specialists where needed.

As a primary school serving ages 3 to 11, the key transition point is Year 6 to Year 7. The school does not routinely publish a destination list for leavers, so families should plan on using Hertfordshire’s secondary admissions information and open events to assess fit and travel practicality.

What the school does provide is a strong platform for secondary readiness. High attainment in core subjects, a clear reading strategy, and a culture of pupil responsibility tend to translate well into the demands of secondary school. The wider development offer also matters here. Pupils who are used to contributing through leadership roles and structured responsibilities often manage secondary routines with more confidence.

Families comparing local options can use FindMySchool’s Local Hub pages and comparison tools to view nearby secondary outcomes side by side, then sense-check those results against travel time and admissions criteria.

This is a voluntary aided Church of England school and it is its own admissions authority, which typically means an extra layer of admissions paperwork alongside the local authority process. Hertfordshire’s school directory notes that an additional form is required, often described as a Supplementary Information Form.

For Reception entry for September 2026, the school’s admissions page lists:

• Online applications open: 03 November 2025

• Application deadline: 15 January 2026

• National allocation day: 16 April 2026

The school also lists parent tours for nursery or Reception applications for September 2026 on 12 January 2026, 21 January 2026, and 29 January 2026 (each at 9:30am).

Demand is a key part of the story. The most recently published admissions dataset in this profile shows 64 applications for 28 offers (oversubscribed), which is around 2.29 applications per offer. For families, the implication is straightforward: you should treat admission as competitive and build a realistic shortlist. If distance becomes relevant for your household, use FindMySchool’s Map Search tools to check how your home compares with recent offer patterns (and always keep in mind that distance outcomes can shift year to year).

Nursery admissions sit slightly differently. The school publishes separate nursery admissions arrangements and runs nursery sessions within the school day structure.

Pastoral care is described through practical structures rather than vague reassurance. SIAMS notes that wellbeing and mental health are prioritised, supported by staff training and an explicit commitment to helping pupils seek support early.

One specific feature is the “hands of trust” approach described in the SIAMS report, each pupil identifies five trusted adults, giving children a simple, memorable route to asking for help. A nurture room is also referenced as a safe space for pupils who need it.

Safeguarding is presented as a high priority with consistent staff awareness. Online safety, road safety training and a culture of speaking up are explicitly referenced in the Ofsted report, which matters for families weighing both the rural setting and the practical reality of daily travel.

Outdoor learning is the school’s standout differentiator, and it is backed by specifics. The prospectus describes woodland, a nature trail used across subjects, and a prayer trail designed by pupils. The school’s wider development is also linked to the local area, including regular opportunities connected to a nearby farm.

Pupil leadership is unusually developed for a small primary. Roles include Play Leaders, Eco Warriors and Well-Being Champions, plus pupil council structures that link to citizenship and democracy. The St Paul’s Challenge Award is also repeatedly referenced as a framework for pushing pupils to develop skills and contribute beyond school.

Clubs and activities are a mix of in-house and external provision. The published clubs material for Autumn 2025 includes external providers such as Apex Street Dance, Mad Science and a football club, alongside choir activity linked to the Young Voices programme. Spring 2026 listings include after-school football and a cricket club, plus choir information for the same wider programme.

Music appears as a sustained thread rather than a one-off concert. The staffing information notes a specialist music teacher for Years 3 to 6 on a half-termly basis, and choir appears consistently in the clubs programme.

This is a state primary school with no tuition fees.

The school day for Reception to Year 6 is set out as 8:50am to 3:30pm, with nursery sessions running 9:00am to 12:00pm. Wraparound care is available through an external provider, with breakfast club running from 7:30am on weekdays in term time.

For travel, most families will be thinking in practical driving terms, as the school is positioned near major roads and the local village network, and the wider site is part of what families choose it for.

• Competition for places. The latest published admissions figures show an oversubscribed profile, with 64 applications for 28 offers (around 2.29 applications per offer). If you are targeting a Reception place, treat admission as uncertain and keep strong alternatives in view.

• Church school admissions paperwork. As a voluntary aided school and its own admissions authority, the process can involve both the Hertfordshire application and a Supplementary Information Form. This suits families who value the Church school ethos, but it does add an extra admin step.

• Reading transition after phonics. Formal evaluation highlights a specific improvement area, older pupils who have completed phonics do not always have books closely matched to their reading stage. For confident readers this may be irrelevant, but for children still building fluency it is worth asking how book selection is managed now.

• Wraparound costs sit outside the school budget. Breakfast provision is delivered by an external provider, which can be helpful for continuity and flexibility, but families should assume additional charges and confirm availability for the days needed.

This is a small, strongly rooted Church of England primary where the local setting is used as a genuine learning asset. Results at Key Stage 2 are well above England averages, and the wider development offer is unusually specific, with woodland learning, leadership roles, and structured community contribution.

It suits families who want a clear Christian ethos, a one-form entry feel, and an outdoor-rich school experience alongside strong academic outcomes. The main challenge is admission, so it works best for families who can approach the process early, complete all required forms, and keep a realistic shortlist.