St Margaret's Church of England Voluntary Controlled Primary School Review 2026: Strong KS2 outcomes, clear values, and competitive Reception entry

This is a large, values-led Church of England primary in Horsforth, with an academic profile that sits comfortably above England average and a culture that leans purposeful rather than showy. The school’s stated vision, Flourish, Achieve and Believe, runs through daily routines, assemblies, and behaviour expectations, supported by a simple PROUD framework (Purpose, Respect, Openness, Unity, Determination).

Academically, the headline picture is consistently strong for a state primary. In 2024, 81.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. Higher standard outcomes are also notable, with 28.33% achieving the higher standard in reading, writing and mathematics, compared with an England average of 8%. These results translate into a FindMySchool ranking of 2,933rd in England and 41st in Leeds for primary outcomes, placing performance above England average and within the top quarter nationally. (FindMySchool ranking based on official data.)

Entry is competitive. The most recent admissions data shows 212 applications for 46 offers for Reception, a demand level of about 4.61 applications per place, which helps explain why families tend to start their research early.

A Church of England character is present, but not exclusionary. The headteacher’s messaging is explicit about welcoming families of all faiths and none, and the values language is designed to be easy for pupils to use day to day, rather than a set of slogans reserved for newsletters. The FAB vision is clearly framed as the school’s organising idea, and PROUD is used as the behavioural shorthand that pupils can understand and adults can reinforce consistently.

There is also a visible community strand, with the school highlighting links across Horsforth and local projects such as Horsforth Walk of Art and Horsforth Climate Action. For pupils, this matters because it turns “community” from an abstract idea into real activities, visitors, fundraising, and shared events. For parents, it often shows up as a school that expects children to contribute, not just achieve.

Pastoral expectations appear high, with a strong emphasis on pupils taking responsibility and feeling heard. External review evidence supports a school culture that prioritises safety, politeness, and calm behaviour, alongside an inclusive approach where differences are valued and success is celebrated. (This section is rooted in formal evidence rather than impressionistic description.)

Leadership is worth noting, because it has changed in recent years. The current headteacher is Mrs Rebecca Maiden, with a recorded start date of 01 January 2024. That context matters when parents read older documents that refer to previous leadership, because the tone and priorities can evolve quickly after a headship change.

For a state primary, the most helpful question is not “are the results good”, but “how consistently does the school beat typical outcomes, and is it doing so across the curriculum rather than in one narrow area”. Here, the breadth looks encouraging.

In 2024, 81.67% met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. Reading (average scaled score 108), mathematics (107), and grammar, punctuation and spelling (107) are all strong, indicating that attainment is not being carried by a single subject. At the higher standard, 28.33% reached the higher standard in reading, writing and mathematics, compared with the England average of 8%, which is the kind of figure parents notice when they are trying to understand stretch and depth for higher-attaining pupils.

FindMySchool’s rankings, based on official data, place the school 2,933rd in England and 41st in Leeds for primary outcomes. That equates to performance above England average, placing it comfortably within the top 25% of schools in England.

A final point that matters in real life: strong outcomes do not necessarily mean a high-pressure culture. What parents should look for is whether the school balances results with pupil wellbeing and breadth. Evidence suggests expectations are high, but within a broadly inclusive and supportive approach.

Curriculum intent and implementation appear structured and deliberate. A key theme in external evaluation is that the curriculum is ambitious and logically sequenced, supporting pupils to build knowledge over time rather than treating topics as one-off projects. Teachers are described as confident with the planned content, and classroom practice is characterised by identifying misconceptions quickly and responding with whole-class and individual guidance.

Reading is treated as a priority from the early years, with a phonics programme that staff follow consistently and with ongoing training built in. The practical implication for families is that pupils who need additional help are likely to be spotted promptly, with support put in place quickly, rather than waiting for a half-termly data point.

Outdoor learning is more than a token here. Forest School is built into the curriculum for every class, with weekly blocks across the year and specific skill development such as safe tool use, teamwork, den building, and fire lighting, using a designated space on the school field in all weathers. For many children, this becomes a confidence-builder, especially for pupils who do their best learning when they are active and practical.

Support for pupils with additional needs is an important part of the teaching picture. The school has a specially resourced provision known as the BASE, and formal evidence describes positive integration with peers and purposeful communication between the BASE team and wider staff.

Most families choosing a primary want clarity on transition. The school’s own published information indicates that the most common next step is Horsforth School, the local mixed comprehensive for ages 11 to 18.

The best primaries also focus on transition as a process, not a single event. While this review cannot substitute for a Year 6 open evening programme or a secondary’s induction offer, it is sensible for parents to ask how Year 6 supports organisational skills, independence, and emotional readiness, as well as academic readiness. The presence of structured routines, responsibility opportunities (for example, pupil leadership roles), and consistent behaviour expectations can make that move feel more manageable for pupils.

If your family is considering a different secondary route, the practical first step is to map your likely secondary options early and then work backwards. FindMySchool’s Local Hub comparison tools can be useful for checking the local secondary landscape side by side and keeping a shortlist organised as your child approaches Year 5 and Year 6.

Reception entry is coordinated by Leeds City Council, and the timing is clear for 2026 entry. Applications open on 01 November 2025 and the national deadline is 15 January 2026. Leeds publishes an application timeline that includes late application handling and the national offer day of 16 April 2026.

The school also signals that open day tours for prospective Reception families typically run during the school day in September and again in November, with an after-school open evening, and that booking is expected. Because these events are described as seasonal rather than dated, parents should treat September and November as the usual pattern and check the school’s updates as the new admissions cycle opens.

Demand is a significant feature. The latest available admissions data shows 212 applications for 46 offers for Reception, a subscription proportion of 4.61, which indicates strong competition. In practice, families should be realistic about how often first preferences convert into offers when demand runs this high. If you are weighing housing decisions, use FindMySchoolMap Search to check your precise distance and then cross-reference with the most recent allocation outcomes published by the local authority.

This is a state school with no tuition fees. Families should still budget for typical extras such as uniform, trips, clubs, and wraparound care, which vary by child and year group.

Pastoral culture is most persuasive when it is visible in systems, not promises. Safeguarding leadership is clearly defined, with the deputy headteacher listed as Designated Safeguarding Lead and the headteacher as Deputy Designated Safeguarding Lead, supported by a wider safeguarding officer team linked to phases and roles across the school.

A second strand is pupil voice and responsibility. Formal evidence highlights that pupils take on responsibilities and that older pupils mentor younger ones, which tends to be a practical indicator of a school that invests in relationships and community norms.

The third strand is inclusion. The BASE provision is positioned as part of the community rather than an add-on. That matters for families of pupils with SEND, and also for families who value a school where difference is normalised and peers learn how to collaborate across needs and abilities.

A strong primary offer has two dimensions: breadth for participation and a few “signature” activities that help children find their thing. The enrichment programme here is unusually clear about what is currently running, which is helpful for parents trying to picture weekly routines.

For the Autumn Term 2025 after-school programme, the published club list includes Cookery Club (KS2) and a separate Cookery Club option from Year 2 upwards, football, art club (all ages), KS2 choir, Premier Sports, and a Friday School Band that welcomes any pupils who play an instrument. Lunchtime options include a Spanish Club for KS1 and KS2, plus a Snoopy Wellbeing Club led by Year 6 pupils, with chess and a board games club flagged as upcoming.

Forest School deserves a second mention here because it functions like a weekly co-curricular pillar rather than a one-off experience. The programme describes practical skill development, outdoor teamwork, and learning “in all weathers” using the school field space, which often becomes a highlight for pupils who need variety and hands-on success alongside desk-based learning.

Music has encouraging signals too. External evidence indicates that all pupils play a musical instrument at some stage, and the school’s own clubs list shows a structured route for pupils who want to keep going through choir and band. The implication is a music culture that is participatory, not restricted to a small set of specialists.

The school day begins at 8.50am, with gates open from 8.40am to 8.50am. Finish times vary by phase, with Reception ending at 3.10pm and upper key stage 2 finishing at 3.20pm.

Wraparound care is available on site. OWLS Club runs breakfast club from 7.30am to 8.50am and after-school club from 3.10pm to 5.45pm, using the community room known as The Nest, with access to halls and outdoor areas. Availability can vary by day, so families who need specific sessions should check early and expect waiting lists at peak times.

Facilities are described as a blend of modern and preserved older buildings, with two halls, a library, multiple classrooms and group rooms, a community room, and outdoor space that includes a large field with a trim trail, an outdoor classroom, and a polytunnel.

• Reception competition. With 212 applications for 46 offers in the latest available admissions data, entry pressure is real. Families should apply with a balanced set of preferences and use the local authority’s timelines carefully.

• Wraparound capacity. On-site childcare exists, but published information indicates some sessions can be fully booked and may operate with waiting lists. If your work pattern depends on specific days, ask about realistic availability before you assume it will work.

• Leadership transition. The current headteacher has a recorded start date of 01 January 2024. Parents reading older reports should treat them as historically useful but not definitive for current priorities and culture.

• Curriculum monitoring. A clear development point for the school is ensuring subject leaders have sufficient opportunities to evaluate how well curriculum plans are being implemented, so that support and improvement can be targeted consistently across subjects.

St Margaret's Church of England Voluntary Controlled Primary School combines above-average outcomes with a clear values framework and a strong emphasis on inclusion. Forest School, music participation, and a well-specified clubs programme create a wider offer than “lessons plus homework”, while the PROUD and FAB language gives pupils a shared set of expectations and adults a consistent way to reinforce them.

Best suited to families who want a state primary with strong academic results, purposeful routines, and a Church of England ethos that is welcoming rather than narrowly faith-gated. The main challenge is securing a place, so families should plan admissions early and keep alternative preferences realistic.