The St Teresa Catholic Primary School Review 2026: High expectations, clear routines, and a strong Catholic identity in Becontree Heath

Clear routines and high expectations shape daily life at The St Teresa Catholic Primary School, and the outcomes data suggests it is working. In 2024, 88% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 40% reached greater depth, far above the England average of 8%. This performance places the school well above England average and within the top 10% of primaries nationally on FindMySchool’s ranking (ranked 950th in England).

The setting is a mainstream Catholic primary with nursery provision, serving pupils aged 3 to 11. Places are competitive, with 76 applications for 30 Reception offers in the latest admissions cycle shown here (2.53 applications per place). For families who value faith life, structured expectations, and strong basics in English and maths, this is a compelling shortlist option.

Catholic life is not a bolt-on here. Weekly Gospel assemblies run on set days for Key Stage 1 and Key Stage 2, supported by a chaplaincy team, and the school marks key moments in the liturgical calendar, including a Feast Day Mass for St Teresa. That rhythm gives the week a familiar structure, especially for families already connected to parish life.

Leadership is relatively new. Mr Brendan Campling is the headteacher, and he was appointed in January 2024, so the current direction is best understood as a recent chapter rather than a long-set pattern. The school also sits within the Good Shepherd Catholic Trust, which matters for governance, curriculum support, and how improvement work is prioritised.

Behaviour expectations are explicit and consistently reinforced. Pupils are expected to manage routines confidently, and leadership roles are part of the school culture, including participation in assemblies and wider responsibilities that help build confidence and community contribution.

This is a results-strong primary by any mainstream benchmark. In 2024, 88% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 40% reached greater depth, compared with an England average of 8%. Reading and maths scaled scores were both 108, and grammar, punctuation and spelling was 111.

Rankings add context. The school is ranked 950th in England and 5th locally in Barking and Dagenham for primary outcomes (FindMySchool ranking, based on official data), placing it well above England average and within the top 10% of schools in England on this measure.

A useful way to interpret the data is that the fundamentals are a clear strength. The inspection evidence also aligns with that picture, describing very strong outcomes for English and mathematics, alongside continued work to tighten consistency across other subjects.

Parents comparing multiple local primaries can use the FindMySchool Local Hub and Comparison Tool to view outcomes and rankings side by side, rather than relying on word of mouth.

Early reading is treated as a priority, with systematic phonics starting straight away in Reception and a clear expectation that pupils build fluency quickly. That early momentum helps explain the strong reading measures at the end of Key Stage 2, and it also reduces the risk that children who start behind remain behind.

The wider curriculum is framed as broad and ambitious, and the inspection narrative points to knowledgeable teachers and engaging lessons, plus careful sequencing, particularly in English and mathematics. Where the school is still tightening practice is in ensuring classroom checks on what pupils already know are consistently sharp across foundation subjects, so teaching always builds securely and deepens understanding over time.

Music is part of the weekly experience rather than an occasional treat. The curriculum information references access to instrumental teaching allocated across the borough, plus opportunities and performances that can include both school events and parish-linked settings.

As a primary, the key transition is Year 6 to Year 7. Most families will apply through the local authority’s secondary admissions process, balancing distance, sibling links, and faith preference depending on household circumstances.

For Catholic secondary transfer, a nearby pathway families often consider is The Palmer Catholic Academy, which sits within the same wider trust landscape, although allocations depend on admissions criteria and residence.

The school’s strong Key Stage 2 outcomes suggest pupils generally leave Year 6 with a secure base for secondary, particularly in reading, writing and maths. For families weighing multiple options, it is worth looking beyond headline scores and asking how the secondary schools you are considering support transition, especially for pupils who thrive with clear routines.

Reception entry is coordinated through the London Borough of Barking and Dagenham. For September 2026 entry, the borough states applications open from 1 November 2025. The national closing date for Reception applications is 15 January 2026. National Offer Day for primary places is 16 April 2026, and families must respond promptly.

This is a Catholic school, so documentation matters. For nursery admissions for September 2026, the school asks for original documents including a full birth certificate, baptism certificate, and proofs of identity and address, with collection of the nursery pack from 02 February 2026 and return by 20 March 2026. For Reception admissions September 2026, the school highlights the importance of accepting the offer by 30 April 2026 to avoid losing the place.

Demand is high. The latest figures here show 76 applications for 30 offers, meaning around 2.53 applications per place. This is not a school to assume you will “just get”. Families should shortlist realistically, and use FindMySchool Map Search to sense-check how location might interact with admissions criteria, while remembering that criteria, not convenience, determines allocation.

Nursery Provision

Nursery is part of the offer, and the school is explicit about entry points. Children can join the term after they turn three, with starting points in September, January and April, and there is also a specific Rising Threes January 2026 pathway for children who turned three by 01 January 2026.

For nursery fee details, the school directs families towards official childcare funding guidance and eligibility routes rather than publishing a single fixed figure. Government-funded hours are available for eligible families; check the official childcare funding scheme rules when planning wraparound and affordability.

Pastoral strength here is closely tied to consistency. Pupils are expected to follow routines, behaviour disruptions are described as rare, and there is a strong emphasis on children feeling safe and knowing who to go to for help.

Support for pupils with special educational needs is framed as inclusive, with adaptations intended to keep pupils learning the same curriculum content as peers, supported by additional scaffolding where needed. Leadership also places attention on attendance, with monitoring and family support strategies used to address underlying causes of absence.

Ofsted’s graded inspection in September 2024 judged Behaviour and attitudes as Outstanding and Personal development as Outstanding, alongside Good judgements for Quality of education, Leadership and management, and Early years provision. The inspection also confirmed safeguarding arrangements are effective.

Extracurricular provision is presented with specificity rather than vague “lots of clubs”. The Autumn term 2025 programme listed Netball (Years 5 and 6), Yoga (Years 3 and 4), Multi Sports (Years 1 and 2), Athletics (Years 3 and 4), Board Games (Years 1 and 2), Football (Years 5 and 6), and a Young Voices O2 Choir slot for older pupils.

A nice example of how this links to school culture is the way enrichment sometimes connects to wider community traditions and celebration. The school references Irish dancing linked to a St Patrick’s assembly, which signals an approach where performance, confidence, and cultural celebration are encouraged, not treated as optional extras for a small minority.

Curriculum-linked enrichment also appears in reading and homework support, with recommended reading lists by year group available to families. For pupils, this can turn reading from a “school task” into a visible, shared habit.

The school day is clearly timed. Gates open at 08:30, gates close at 08:50, and pupils finish at 15:15, with pre-booked after-school clubs finishing at 16:15.

Wraparound care is available on site via an external provider, with breakfast provision running 07:30 to 08:40 and after-school care running 15:15 to 18:00 on weekdays.

Uniform information is published for nursery through Year 6, so families can plan early for practical costs such as kit, shoes, and branded items. Transport will depend heavily on where you live in Becontree Heath and nearby areas; families typically combine walking with local bus links and nearby District line stations.

• Entry is competitive. Demand is high, with 76 applications for 30 offers shown here (2.53 applications per place). That level of competition makes second and third preferences important, even for families who feel this is the ideal fit.

• Curriculum consistency beyond English and maths is still being tightened. The school is working to ensure assessment and sequencing are consistently strong across foundation subjects, so pupils deepen understanding over time rather than collecting disconnected facts.

• Catholic life is central. Weekly Gospel assemblies and regular worship are part of the calendar, and this will feel very natural for some families and less comfortable for others.

• Nursery administration is document-heavy. Original documents are required for nursery applications, and timelines for September 2026 nursery entry are specific (pack from 02 February 2026, return by 20 March 2026).

High outcomes, strong routines, and a clearly lived Catholic ethos define The St Teresa Catholic Primary School. The published figures suggest pupils leave Year 6 with a secure base, especially in reading, writing and maths, and the wider offer includes structured leadership opportunities and a concrete clubs programme. This suits families who want a faith-shaped primary experience with clear expectations and ambitious basics. Securing a place is the main hurdle, so realistic shortlisting matters.