Courtland School Review 2026: Top-Tier Primary in Mill Hill

Tucked between Mill Hill village and the bustle of the North Circular, Courtland School occupies a quiet residential street where Victorian villas meet leafy avenues. This one-form-entry primary, serving just 210 pupils aged 4 to 11, delivers results that place it among the very best in England. In 2024, 99% of pupils met expected standards in reading, writing, and mathematics combined, a figure that outperforms 100% of primary schools in the country. Ranked 7th in England and 1st in Barnet for primary outcomes, Courtland achieves outcomes that many fee-paying schools would envy, all while serving its local community without charge.

The school building itself is modest in scale, a compact red-brick structure with later extensions that create a surprisingly generous footprint. Inside, the corridors hum with purposeful energy. Classrooms display ambitious work: Year 5 poetry exploring complex themes, Year 4 science investigations documented in meticulous detail, Year 3 art projects referencing historical movements. The library, small but well-stocked, is used constantly. Pupils speak about books with genuine enthusiasm, rattling off authors and titles with the ease of regular readers.

Mrs Georgina Nutton has led Courtland since 2013, arriving from a deputy headship in Westminster. Under her stewardship, the school has moved from Good to Outstanding and established itself as the highest-performing primary in Barnet. Staff tenure is notably stable. Several teachers have been here for over a decade, creating continuity that benefits both pupils and parents. The teaching team includes specialists in mathematics and phonics, alongside class teachers who demonstrate expert subject knowledge across the curriculum.

The school's ethos centres on high expectations without pressure. Pupils are encouraged to aim high, to persist when work feels difficult, and to take pride in effort as much as achievement. This culture is visible in how children approach tasks: they ask questions, correct errors calmly, and demonstrate resilience when faced with challenge. Behaviour is exemplary. Pupils move through the building with purpose, greet visitors politely, and settle to work quickly. The atmosphere is warm but purposeful, calm but never stifled.

The 2024 KS2 results position Courtland at the very top of the primary school landscape. 99% of pupils met expected standards in reading, writing, and mathematics combined, compared to the England average of 62%. This is not a one-year anomaly; the school has maintained this level of performance consistently for several years.

Courtland ranks 7th in England for primary outcomes (FindMySchool ranking based on official data), and 1st among 65 primaries in Barnet, placing it in the elite tier of schools in the country. Of the 15,158 ranked primaries in England, only six achieved higher results.

Breaking down the individual subjects reveals the depth of achievement. Reading scaled scores averaged 113, well above the England average of 104. Every pupil reached the expected standard, and 70% achieved the higher standard. In mathematics, the picture is identical: an average scaled score of 113, with every pupil meeting expectations and 70% exceeding them. Grammar, punctuation, and spelling scores were even stronger, averaging 116, with 87% of pupils achieving the higher standard.

At the higher standard, 57% of pupils achieved greater depth in reading, writing, and mathematics combined, compared to the England average of 8%. This is not a school that teaches to the test; it is a school that ensures deep understanding across all three core subjects.

Science results mirror the pattern: 97% met expected standards, compared to the England average of 82%. The school's total score across reading, grammar, and mathematics was 342, placing it comfortably within the top 1% of schools in the country.

Teaching at Courtland follows a structured, knowledge-rich curriculum that builds systematically from Reception through Year 6. Phonics begins early and is taught daily through a systematic synthetic phonics programme. By the end of Year 1, the vast majority of pupils meet the phonics screening threshold. Reading is prioritised across the school. Pupils read widely and often, both in guided sessions and independently. Book choices reflect careful curation: classic children's literature sits alongside contemporary fiction, poetry, and non-fiction.

Mathematics teaching emphasises fluency, reasoning, and problem-solving in equal measure. Pupils are taught to articulate their thinking, to explain methods clearly, and to apply learning to unfamiliar contexts. Setting begins in Year 5 for mathematics, allowing teachers to tailor pace and challenge more precisely. Mental arithmetic is practised daily. Times tables are secure before pupils leave Year 4, creating a foundation for more complex work in upper Key Stage 2.

Writing is taught through high-quality texts. Pupils study authors in depth, analysing techniques before applying them in their own work. Grammar is taught explicitly and practised in context. By Year 6, pupils write with clarity, control, and increasing sophistication. Standards in spelling and punctuation are high, reflecting the systematic approach to language from Reception onwards.

Science, history, and geography follow well-sequenced schemes of work. Lessons involve practical investigation, research, and discussion. Specialist teaching in music and physical education ensures progression in these subjects. French is taught from Year 3, with emphasis on spoken language and phonics.

Homework is set consistently and purposefully. Expectations are clear, and pupils generally rise to meet them. The school provides online learning platforms that support both homework tasks and independent practice.

Class sizes are small, averaging 30 pupils per year, and each class benefits from the consistent presence of one teacher and one teaching assistant. Pupils are known individually. Teachers notice when a child is quieter than usual, when confidence dips, or when family circumstances shift.

The special educational needs coordinator works closely with class teachers to identify and support pupils who need additional help. Approximately 15% of pupils receive some form of additional support, whether for learning needs, speech and language development, or social and emotional wellbeing. Provision is tailored and responsive. Interventions are time-limited and reviewed regularly.

Behaviour expectations are high and consistently applied. The school uses a clear rewards and consequences system that pupils understand. Serious behaviour incidents are rare. Low-level disruption is addressed promptly and calmly. Pupils describe feeling safe and well cared for.

A trained counsellor visits weekly for pupils who would benefit from one-to-one emotional support. This service is available at no cost to families and is accessed through referral by staff or parents.

Extracurricular opportunities are broad for a small primary school. Clubs run after school four days a week, with offerings that change termly to maintain variety. Recent options have included football, netball, rounders, choir, art, coding, and chess. Participation rates are high; most pupils join at least one club during the year.

Music is a particular strength. Every child in Year 4 learns the recorder as part of the curriculum. Those showing aptitude and interest can progress to other instruments, with peripatetic lessons available for piano, guitar, violin, and woodwind. The school choir performs regularly, both within school and at community events. Annual productions involve the whole school, with Year 6 taking leading roles and younger pupils contributing through ensemble pieces and movement.

Sport is taken seriously. The school competes in local leagues for football, netball, and athletics. Results are respectable, though the small cohort size means the school cannot always field the strongest teams. Physical education lessons are taught by a specialist coach twice weekly, supplemented by class teachers delivering additional curriculum PE.

Residential trips provide memorable experiences. Year 6 pupils spend three days at an outdoor education centre in Hertfordshire, participating in activities such as climbing, archery, and orienteering. Year 4 pupils visit a local farm for an overnight stay. These trips build independence, teamwork, and resilience.

Enrichment extends into the classroom. Visiting authors, scientists, and historians share their expertise. Trips to museums, galleries, and historical sites bring learning to life. Year 5 visits the National Gallery; Year 3 explores the British Museum. These experiences are planned carefully to connect with curriculum topics.

Admissions are coordinated by Barnet Council. The school is one-form entry, with 30 places available each year in Reception. Competition for these places is fierce. In 2024, 134 families applied, resulting in 4.5 applications for every place. The proportion of first-preference applicants to first-preference offers was 1.81, confirming that this is a highly sought-after school.

After children with Education, Health and Care Plans naming Courtland, and looked-after children, places are allocated strictly by distance from the school gates. There is no catchment area. Proximity is everything. Families living outside a very tight radius have minimal chance of securing a place.

The admissions process itself is straightforward. Applications open in the autumn term of the year before entry and close in mid-January. Offers are made in mid-April. Barnet operates a coordinated scheme, so families apply through the local authority portal rather than directly to the school.

Parents are encouraged to visit the school before applying, though a visit does not affect admissions chances. Tours typically run during the autumn term and must be booked in advance through the school office.

The vast majority of Courtland leavers progress to local secondary schools, with a significant proportion securing places at grammar schools. Mill Hill County High School, a non-selective comprehensive, is the nearest secondary and takes a number of Courtland pupils annually. For families pursuing selective education, the school's results position pupils competitively for Barnet's grammar schools, including Queen Elizabeth's School for Boys in Barnet, Henrietta Barnett School in Hampstead Garden Suburb, and St Michael's Catholic Grammar School in North Finchley.

In recent years, approximately 40% of Year 6 leavers have secured grammar school places, a figure that reflects both the academic strength of the cohort and the high level of preparation many families invest in. The school provides familiarisation with 11-plus style questions within the classroom but does not offer intensive preparation. Families seeking grammar school entry typically arrange external tutoring or use online resources independently.

Courtland maintains positive relationships with receiving secondary schools. Transition arrangements are thorough, with secondary staff visiting in the summer term and pupils attending taster days. The school provides detailed information to secondaries about each child's academic attainment, personal development, and any specific needs.

The school day runs from 8:50am to 3:15pm for all pupils. Gates open at 8:40am, allowing a calm, staggered arrival. Collection is prompt at 3:15pm, with teachers handing children to known adults at the gate.

Breakfast club operates from 7:45am, offering a supervised, relaxed start to the day. Children are given toast, cereal, and fruit, and have time to socialise or read before the school day begins. After-school club runs until 6pm, providing a safe environment with activities, homework support, and a light snack. Both clubs are available at modest cost and are managed directly by the school.

The school is located on Courtland Avenue, a residential street with limited parking. Most families walk or cycle. The nearest tube station is Mill Hill East on the Northern Line, approximately 15 minutes' walk away. Several bus routes serve the area, including the 221, 240, and 251, which stop within a few minutes' walk of the school.

Uniform is simple and affordable: grey trousers or skirt, white shirt or polo shirt, navy jumper or cardigan, and black shoes. The school logo is optional. PE kit consists of a plain white t-shirt, navy shorts, and trainers. All items are available from standard retailers; there is no requirement to purchase from a specific supplier.

Exceptionally tight admissions radius. With 4.5 applications for every place, only families living extremely close to the school gates have realistic chances of securing a Reception place. Distances fluctuate annually based on the distribution of applicants, but this is not a school where living half a mile away offers any guarantee. Families should verify their exact distance before assuming Courtland is accessible.

High-achieving peer group creates 11-plus culture. With results this strong, many families here pursue grammar school entry. By Year 5, a substantial proportion of pupils are being tutored intensively for the 11-plus. This creates a culture where preparation for selective secondary education is normalised. For families who prefer a less competitive approach to transition, or who are not pursuing grammar school entry, this environment may feel pressured.

One-form entry limits flexibility. With just 30 pupils per year group, children spend seven years with largely the same peer group. For most, this creates strong friendships and a close-knit community. For a child who struggles socially or finds themselves in a difficult dynamic, the small cohort can feel restrictive. There is no opportunity to move to a parallel class.

Limited on-site outdoor space. The school grounds are compact, typical of an urban primary. There is a playground and a small field area, but space is at a premium. Pupils have adequate room for active play, but this is not a school with extensive playing fields or acres of woodland.

Courtland School delivers outstanding primary education within a small, cohesive community. Results place it at the very top of the primary school landscape, not just in Barnet but across England. Teaching is expert, expectations are high, and pupils leave at the end of Year 6 exceptionally well prepared for secondary education. The school combines academic rigour with genuine warmth, ensuring pupils develop both intellectual confidence and personal resilience.

Best suited to families living within a very tight radius of the school who value academic excellence, structured teaching, and a strong sense of community. The school serves those fortunate enough to live close by, offering an education that rivals independent alternatives without the fees. For families who secure a place, the value is extraordinary. The challenge lies in proximity; only those living extremely close have realistic chances of admission.