Whitehall Primary School, Leicester Review 2026: A large three-form entry primary with elite KS2 outcomes

A big school with a clear sense of structure, Whitehall Primary School sits at three-form entry and includes nursery classes, which means families get a full early years to Year 6 journey in one place. The latest published Key Stage 2 outcomes are exceptionally strong, with 94% meeting the expected standard in reading, writing and maths combined in 2024, alongside high scaled scores across reading, maths, and grammar, punctuation and spelling (GPS).

The most recent Ofsted inspection (May 2024) judged the school Good overall, with Good grades across quality of education, behaviour and attitudes, personal development, leadership and management, and early years.

Families should expect competition for places. For Reception entry, demand data indicates an oversubscribed picture, with 119 applications and 69 offers in the recorded entry cycle, and Leicester’s admissions arrangements use distance as a tie-break within categories.

The school’s identity is closely tied to its community. In its 2025 to 2026 prospectus, Whitehall describes a multicultural pupil population with high levels of English as an additional language, and it explicitly frames respect for different faiths and traditions as part of daily life. That matters because it shapes what “inclusion” looks like here, not as a bolt-on, but as a core operating principle.

Size is a defining feature. The school has grown over time, moving to three-form entry from September 2019 and expanding the site with additional classrooms during 2015 to 2016. For families, the implication is straightforward: year groups are large enough to provide breadth, from pupil leadership roles to sports fixtures, but children who prefer very small settings may find the scale takes time to adjust to.

There is also a deliberate emphasis on routines and participation. The school calendar and newsletter communications describe regular opportunities for parents to spend short, structured time in classrooms in the morning, plus year-group open sessions that extend those routines. This kind of predictable parent access can help families understand expectations quickly, and it tends to reassure parents who want visibility into learning without needing frequent formal appointments.

Performance at the end of primary is a clear headline. In 2024, 94% of pupils reached the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 40% achieved greater depth in reading, writing and mathematics, compared to the England average of 8%. Reading and mathematics scaled scores were also high (111 and 109 respectively), with GPS at 113.

In England terms, the school’s primary outcomes rank 181st nationally and 3rd in Leicester, based on proprietary FindMySchool rankings built from official data. That places Whitehall among the highest-performing in England (top 2%).

The important nuance for parents is what sits behind those figures. The school serves a community with a high proportion of pupils learning English as an additional language, so strong attainment suggests that systems for vocabulary, reading, and classroom routines are working consistently across year groups, not just at the top end.

Parents comparing local options can use FindMySchool’s Local Hub pages and the Comparison Tool to view these outcomes side-by-side against nearby primaries, using consistent England benchmarks rather than mixed sources.

The most convincing evidence of teaching quality here is the combination of results and curriculum detail. Ofsted’s 2024 report describes a sequenced curriculum across subjects, strong subject knowledge in mathematics, and sustained priority for reading from early years onwards, including early listening and sound discrimination work in Nursery to prepare children for Reception.

In practical terms, this points to a school where learning is built deliberately, and where staff check understanding frequently enough to intervene quickly. That matters for pupils who are developing English proficiency, and for pupils who need additional support, because the difference between “exposure” and “mastery” is often the consistency of checking, revisiting, and explicitly teaching vocabulary.

Staffing and organisation also signal a structured approach. The prospectus sets out an early years model where the Nursery is staffed by a teacher and a Level 3 teaching assistant, and Reception operates across three classes with a class teacher and Level 3 teaching assistant support. Across the wider school, it also describes a PE specialist teacher supporting classroom teachers with planning, preparation and assessment time.

Whitehall is a primary school, so “destinations” means transition to secondary at age 11. The school’s prospectus states that children typically transfer to secondary schools in the Evington area, and it outlines a familiar transition pattern: Year 6 pupils visit their new school, and secondary staff visit Whitehall to support handover.

What families can take from this is the likely stability of transition planning. A large Year 6 cohort can make transition complex, so proactive visits and staff liaison are not just a courtesy, they are a risk control that reduces anxiety for pupils and parents.

If you are building a shortlist, it is sensible to look at secondary options alongside primary choice, then map travel time and likely admissions criteria early. This is particularly relevant in Leicester, where secondary admissions can be shaped by catchment, faith criteria for some schools, or specific policies.

This is a state school with no tuition fees. Admissions for Reception are coordinated through Leicester City Council’s process. For entry in the 2026 to 2027 admissions round, applications open on Monday 1 September 2025 and close on Thursday 15 January 2026, with National Offer Day on Thursday 16 April 2026.

Whitehall’s published admission number for Reception is 90 for 2026 to 2027. Where applications exceed places, Leicester’s oversubscription criteria apply, and distance is used as a tie-break within categories, measured on a straight-line basis using a geographical information system.

Demand indicators suggest a competitive picture. In the recorded entry cycle, there were 119 applications for 69 offers, which is roughly 1.72 applications per place. The key implication is that families should treat admission as uncertain unless they are strong on priority criteria, and they should plan alternative preferences accordingly.

For nursery entry, the school’s own admissions arrangements apply. Current sources reviewed point families to school-issued forms rather than the council’s coordinated Reception portal, and parents should check directly with the school for up-to-date nursery availability and timings.

Families trying to gauge distance-based likelihood should use FindMySchool’s Map Search to check precise home-to-gate distance, then compare that with local admissions patterns, remembering that policies apply first, and distance operates within categories rather than replacing them.

Whitehall’s pastoral picture is closely connected to behaviour routines and pupil leadership. The 2024 inspection report describes pupils as proud of their school, confident that people are treated fairly, and clear that bullying is rare; it also references structured roles such as school councillors, play leaders, and eco-warriors.

Safeguarding arrangements are effective, and the school sets out clear safeguarding leadership roles in its published policies, including designated safeguarding lead responsibilities at senior level.

For parents, the practical implication is that wellbeing is handled through systems, not just sentiment. Regular routines, clear leadership roles, and defined responses to concerns tend to be what keeps large schools calm and predictable across many classrooms and year groups.

Extra-curricular life is broad and well organised, and the detail published by the school helps it feel concrete rather than generic. The prospectus lists a wide programme spanning sport and creative activities, including cross country, athletics, football, cricket, gymnastics, basketball, performing arts, and art and design technology activities.

What makes the offer distinctive is the named variety and the way activities are threaded through the week. In the November 2025 newsletter, the school lists specific clubs such as Magical Maths, Graphic Novel Club, Young Voices, Scooter Skills Club, Ultimate Frisbee Club, Zorbing Club, Nerf Wars Club, and Fencing Club. This matters because it signals that enrichment is not limited to a small group of high-performing athletes. It includes creative, literacy-focused, and problem-solving options that suit different personalities and confidence levels.

Sport appears particularly well structured for a primary, with evidence of league fixtures and partnerships. The same newsletter references girls’ cricket delivered with Leicestershire County Cricket Club input, plus football fixtures hosted at Judgemeadow. For families, the implication is that children who enjoy sport can find a pathway beyond informal play, while children who prefer quieter clubs still have named options such as Graphic Novel Club.

The published school day runs from 8.45am to 3.15pm, with doors opening at 8.35am. Nursery hours are described as 8.30am to 11.30am for the morning session.

Wraparound care is available, with breakfast club running 7.55am to 8.35am and after-school care running 3.15pm to 5.15pm, offered on a flexible basis.

Travel and drop-off require planning. The prospectus highlights parking restrictions and safety expectations near the zebra crossing, and encourages walking where possible. For families driving, the practical lesson is to anticipate limited kerbside space at peak times, and to treat punctuality as part of the school’s culture rather than an optional extra.

• Competition for places. The Reception published admission number is 90 and demand indicators point to oversubscription. Families should use all available preferences and treat admission as uncertain unless priority criteria are strong.

• Scale and pace. Three-form entry supports breadth, but it also means busy corridors, large year groups, and a school day where routines need to run tightly. Children who need a quieter setting may need time to settle.

• Wraparound hours. Breakfast club starts at 7.55am and after-school care runs to 5.15pm. Families needing childcare beyond that window should plan alternatives early.

• Nursery is part-time by session. Published information emphasises nursery session timings. Parents seeking full-day early years provision should confirm what is currently available and what is prioritised for progression.

Whitehall Primary School combines a large-school structure with consistently high end of primary outcomes. The evidence points to effective reading and maths foundations, clear routines, and a breadth of clubs that goes beyond standard sports options.

It suits families who want strong academic results in a state setting, value a diverse community, and are comfortable with a larger three-form entry environment. The main constraint is admission competition, so shortlisting should be realistic and planned early.