Hasmonean Primary School Review 2026: High-performing Jewish primary in Hendon

Academic outcomes are the headline here. Hasmonean Primary School’s Key Stage 2 figures place it among the highest-performing state primaries in England, with results that are consistently well above national benchmarks. In FindMySchool’s primary outcomes ranking (built from official data), it sits 189th in England and 5th in Barnet, which places it among the highest-performing schools in England (top 2%).

This is a Jewish voluntary aided primary with nursery provision from age two, so faith and community are not an “add-on”, they shape daily life and admissions. The school’s own guiding principle, Torah Im Derech Eretz (Torah and worldly engagement), signals a dual focus on religious and wider curriculum experience.

Hasmonean’s identity is tightly linked to its origins within the Jewish Secondary School Movement, established during Chanukah in 1944 and associated with Rabbi Dr Solomon Schonfeld’s legacy. That heritage matters because it frames the school’s purpose today, a setting where Jewish life is integrated into routines, values language, and the way pupils learn to contribute to wider community life.

Leadership has also been a clear turning point in recent years. Mrs Hayley Gross took up the headship in January 2022, after leading another Jewish primary for an extended period, and her introduction is consistently presented as part of a broader modernisation and “rebranding” agenda.

Day to day, the published evidence points to a warm, structured atmosphere. Pupils are described as happy and proud to belong, staff-pupil relationships are presented as a strength, and behaviour is supported by consistent routines that encourage positive attitudes to learning and calm movement around the school.

The performance picture is unusually strong for a state primary.

FindMySchool ranking context

Ranked 189th in England and 5th in Barnet for primary outcomes (FindMySchool ranking based on official data). This places the school among the highest-performing schools in England (top 2%).

Key Stage 2 attainment (most recent figures provided)

• Reading, writing and maths combined: 91% reached the expected standard, compared with an England average of 62%.

• Higher standard (greater depth) in reading, writing and maths: 41%, compared with an England average of 8%.

• Reading scaled score: 111; Maths scaled score: 110; GPS scaled score: 112.

For parents, the practical implication is that the school is not merely “above average”, it is operating at a level where most pupils are secure in core skills by the end of Year 6, and a very large minority are working at greater depth. If your child is academically confident, they are likely to find peers who take learning seriously. If your child needs extra input, the school’s published approach suggests early identification and targeted support rather than a wait-and-see model (covered further below).

The latest inspection evidence emphasises a curriculum that has become more ambitious and deliberately sequenced, with clear identification of the knowledge pupils should learn from early years onwards in most subjects. Regular checks for understanding are part of the teaching model, with teachers expected to spot misconceptions quickly and clarify before moving on.

Reading is positioned as a strategic priority. Staff training in the phonics programme is highlighted, and early reading starts in Nursery through rhymes, stories, and songs. Books are described as closely matched to the sounds pupils already know, which is a key marker of effective early reading practice.

Mathematics is described in practical, classroom terms rather than as a generic strength. Pupils are expected to solve problems and explain their methods, which typically indicates a balance between procedural fluency and reasoning.

One important nuance is that the curriculum story is not uniformly “finished”. In a small number of foundation subjects, especially those more recently developed (design and technology is explicitly referenced), subject leadership expertise and full embedding are described as weaker than in the stronger areas. This matters if you prioritise breadth and depth across every subject, not only the core.

As a state primary, progression routes are shaped by Barnet’s coordinated secondary admissions, family preference, and faith considerations. The school does not publish a destination list or transition statistics in the material reviewed, so it is sensible to treat secondary planning as a parallel research task rather than assuming a single default pathway.

Practically, parents should shortlist likely secondaries early, then sanity-check travel time and admissions criteria. FindMySchool’s Local Hub comparison tools can help you compare nearby secondaries side-by-side once you have an initial list.

This is a Jewish voluntary aided faith school, and admissions are closely tied to religious practice. For Reception entry for September 2026, the school publishes a clear requirement to apply through the local authority process and also submit the school’s own application documentation. The stated closing date for that round was 15 January 2026.

For families applying under Orthodox Jewish priority, the school uses a Supplementary Information Form (SIF) specifically to determine eligibility under the oversubscription criteria.

Demand is meaningful even before considering faith criteria. The latest admissions figures provided show 51 applications for 29 offers for the main entry route, which is about 1.76 applications per place, and the school is recorded as oversubscribed. The implication is straightforward, eligibility matters, and families should treat securing a place as competitive rather than routine.

Nursery provision and entry

Nursery admissions are handled directly by the school rather than via the local authority route. The school states it admits up to 30 children into Nursery each September, with eligibility based on date of birth for the academic year in question.

Open events are published as part of the admissions approach, but families should treat dates as time-sensitive and verify the latest schedule on the school’s website.

Pastoral strength is presented as grounded in consistent relationships and clear systems. Pupils are described as confident that staff will help resolve worries, and the behaviour approach is presented as consistent and predictable, which tends to matter for both learning and emotional safety.

Support for pupils with special educational needs and/or disabilities is described as proactive. Identification and intervention are said to happen quickly, with leaders working closely with external partners and specialists, and teaching typically adapted effectively to meet needs.

The latest Ofsted inspection (3 to 4 July 2024) confirmed the school continues to be Good, and safeguarding arrangements are effective.

Extracurricular breadth is visible and distinctive because it reflects both general primary enrichment and Jewish life.

On the general side, the school lists clubs and activities spanning sport and the arts, including football, netball, gymnastics, chess, drama, French, sewing, art and crafts, and ICT. There are also boys’ and girls’ choirs, plus participation in the Barnet Music Festival and inter-school choir concerts.

On the faith and community side, Kodesh enrichment includes after-school and Sunday morning Gemorrah and Mishna groups, plus a monthly Avos Uvonim session. The calendar includes events such as an annual Melava Malka involving Years 5 and 6, alongside Shabbatonim through the year.

Pupils also take on structured responsibilities. The school council is explicitly referenced, alongside play leaders and class leaders, which is useful for families who want visible leadership opportunities at primary age.

The school runs a “soft start” from 8.15am, with all children expected to be in by 8.40am for the register. Finish times vary by phase, Nursery finishes at 3.30pm and Key Stage 2 at 4.00pm.

Wraparound care is available through breakfast and after-school arrangements, with timetables published separately and varying by term.

For travel planning, Hendon is a well-connected part of Barnet. Families should validate the safest and most realistic daily route using current public transport and walking information, particularly if aiming to arrive reliably for the 8.40am register.

• Faith-based admissions reality. The school is voluntary aided and uses a Supplementary Information Form to assess Orthodox Jewish priority within oversubscription criteria. Families who do not meet priority criteria should approach admissions with realism about competition.

• A longer day for older pupils. Key Stage 2 finishes at 4.00pm, which is later than many primaries. This suits some families well, but it is a practical consideration for commuting and after-school schedules.

• Curriculum embedding is not uniform. The most recent inspection highlights that curriculum changes are not fully embedded in some foundation subjects, which can limit depth over time if not addressed.

• Competition for places. The most recent demand figures show more applications than offers for the main entry route. Early planning and careful paperwork matter.

Hasmonean Primary School is a high-performing state primary with a clear Jewish ethos and a curriculum and results profile that put it among the strongest primaries in England. It will suit families who actively want a faith-integrated setting, value strong academic outcomes, and are comfortable engaging early with admissions requirements and documentation. The limiting factor is usually admission, not educational quality for those who secure a place.