Shalom Noam Primary School Review 2026: High-performing Orthodox Jewish primary in Barnet

A single-form-entry Jewish primary with an unusually clear identity, Shalom Noam runs an integrated day that combines National Curriculum learning with substantial Jewish studies, daily prayer, and a strong focus on middos (character and conduct). Its move into a purpose-built building in 2020 is part of a wider growth story that began as a small community school and became state-aided in 2019.

Academically, the headline is Key Stage 2 performance. In 2024, 92.33% of pupils met the expected standard in reading, writing and maths combined, and 30% achieved the higher standard. This sits comfortably above the England averages of 62% and 8% respectively. Shalom Noam ranks 948th in England and 14th in Barnet for primary outcomes (FindMySchool ranking based on official data), placing it well above England average (top 10%).

The current head teacher is Mrs Deborah Danan.

The school’s tone is set by a simple idea repeated across its own materials and reinforced by external review, happy pupils learn well. That comes through in the way routines are framed. Behaviour is treated less as compliance and more as habit and identity, with clear expectations around consideration for others and respect for learning time. The latest inspection judged behaviour and attitudes to be Outstanding, which matters here because the day is long and full, and calm transitions protect both Kodesh and Chol learning.

Faith is not a bolt-on. Orthodox Jewish law and practice shapes the school week, from tefillah to festival rhythms, and the language of middos is explicit. At the same time, the school is deliberate about British values, including practical safety education and structured pupil voice through a school council.

The building itself is part of the experience. The move into new premises is described as a key milestone, and the school foregrounds the benefits of large, airy classrooms and improved facilities for wellbeing and learning.

Start with the broad measure parents understand. In 2024, 92.33% reached the expected standard in reading, writing and maths combined, versus the England average of 62%. The higher standard figure is 30%, compared with 8% across England. Those are not marginal gains; they describe a cohort where high attainment is normal rather than exceptional.

Drilling down, average scaled scores in 2024 were 109 in reading, 109 in maths, and 109 in grammar, punctuation and spelling. The combined reading, maths and GPS total score was 327. A particularly striking feature is the proportion reaching the expected standard in maths, at 97%, alongside 90% for GPS, 87% for reading, and 93% for science.

Rankings put this in context. Ranked 948th in England and 14th in Barnet for primary outcomes (FindMySchool ranking based on official data), the school outperforms around 90% of primaries nationally (top 10%). For parents comparing local options, the FindMySchool Local Hub and Comparison Tool is the quickest way to line up these figures against nearby schools without losing the England context.

This is a curriculum-led school. The latest inspection describes a broad and demanding curriculum and highlights particularly strong planning in reading, mathematics and science. One tangible example is the way mathematics is broken down into precise knowledge and sequenced so pupils practise and master problems before moving on. That sequencing helps explain why the maths expected-standard figure is so high.

Reading has been treated as an implementation project rather than a generic priority. A new, ambitious reading programme was introduced in September 2022, with structured checking of letter-sound knowledge and additional keep-up sessions for those who need confidence. In practice, this is the difference between pupils “doing phonics” and pupils actually catching up quickly when gaps appear.

Specialist teaching is used where it adds value. The inspection notes specialist input in areas such as physical education and music, with precise feedback that helps pupils improve skills rather than simply take part.

Nursery and Early Years

Early Years is woven into the school’s identity, not treated as a separate unit. The published Early Years approach is book-led, using a Power of Reading model with core texts at the centre, then building learning out through experiences, guided activities and child-initiated exploration. Continuous provision is planned for both indoor and outdoor learning, and the school explicitly describes balancing adult guidance with children’s interests.

Settling-in is structured. The Early Years policy describes a phased start for Nursery in September, with children attending either morning or afternoon sessions in the first week before moving to full days from the second week, unless staff and parents agree a different pace for an individual child. Transition work includes induction meetings and short “new class” sessions before September.

As a primary school, the key question is secondary transition. The pattern is shaped by faith community. Formal religious education reporting notes that pupils typically move on to Jewish secondary schools, with Hasmonean High School and Menorah Grammar or Menorah High School cited as the most common destinations.

That matters for planning from Year 5 onwards. Families who already know their intended secondary route can align choices early, while those considering a broader set of options should ask directly how the school supports transition beyond the most common pathways.

This is a competitive school in admissions terms, and the numbers support that. The latest demand data shows 62 applications for 29 offers, a ratio of 2.14 applications per place, and the school is recorded as oversubscribed.

For Reception, applications are coordinated through the local authority Common Application Form (CAF), and the school also requires a Supplementary Information Form (SIF) for those seeking priority under faith criteria. The admissions policy describes how oversubscription criteria are applied and notes that where a category is oversubscribed, a random ballot can be used within that criterion, with an independent observer.

Dates matter. If you are applying via Barnet for Reception entry in September 2026, key local authority dates include the 15 January 2026 on-time closing date and 16 April 2026 offer day, with an acceptance deadline of 30 April 2026.

Nursery admissions run differently. The school’s admissions page states that Nursery applications for September 2026 are made directly to the school, and must be received by 5 December 2025. It also makes a point many parents miss: a Nursery place does not guarantee a Reception place, which requires a separate application through the normal route.

Open days are positioned as an autumn-term fixture, with the exact date published nearer the time.

Pastoral provision is unusually concrete in the published evidence. The inspection describes leaders supporting pupils’ mental health through planned activity such as a wellbeing awareness day, and it even names a therapy dog, Oscar, who works weekly with selected pupils. This is not a gimmick; it signals a school that treats emotional regulation and readiness to learn as part of daily practice.

Safeguarding is a strength in the most recent inspection, with effective arrangements and clear staff training and reporting expectations.

For pupils with additional needs, the school emphasises inclusion within the main curriculum. The inspection states that pupils with special educational needs and disabilities follow the full curriculum, and leaders work with external agencies, parents and teachers to support consistent progress.

The extracurricular picture is more specific than many primaries. Clubs explicitly referenced in the latest inspection include chess, netball and typing. The practical implication is that provision is not limited to sport and performing arts; there is space for quiet interest clubs and applied skills too.

There is also a structured culture of participation and responsibility. Pupil voice runs through a school council, and older pupils are given roles that support younger pupils’ reading habits and help keep communal spaces organised. These small systems are often where a school’s values become real.

Faith-linked enrichment shows up in named competitions. The school references the Etgar interschool quiz as part of its wider opportunities and values programme, and Kodesh curriculum materials for Year 5 explicitly position the Interschool Etgar competition within general knowledge and learning.

School opening hours are published as 08:25 to 15:55 Monday to Thursday, and 08:25 to 15:15 on Fridays, with a note that Friday timings can vary.

Term dates reflect the Jewish calendar, including planned school closures and earlier finishes around major festivals, as shown in the published 2025 to 2026 dates.

Travel and parking are a genuine practical consideration. The school is located in a Controlled Parking Zone that operates 08:00 to 18:30 Monday to Friday, and the school advises families to plan accordingly, including parking on the A5 if needed. The school also reports achieving Gold status for its School Travel Plan, which usually indicates sustained work on safer and more sustainable journeys.

Wraparound care (breakfast club and after-school provision) is not clearly set out in the published material. Families who need it should ask directly about hours, availability, and whether clubs are run by the school or external providers.

• Faith commitment and eligibility. The school is explicit about its Orthodox Jewish character and uses a Supplementary Information Form in admissions. This will suit families seeking a fully integrated Kodesh and Chol education; it may not suit families looking for a lighter-touch faith element.

• Competition for places. Demand materially exceeds supply, and not every applicant can be offered a place. For Reception entry in Barnet, missing the 15 January 2026 deadline materially reduces options in competitive schools.

• Curriculum development is ongoing. The latest inspection highlights that in some subjects, leaders need sharper sequencing of knowledge and skills, so pupils revisit and retain key content consistently across the curriculum.

• Drop-off logistics. The Controlled Parking Zone has active enforcement during the school run window, so families reliant on car drop-off should plan routes, timing and parking carefully.

Shalom Noam offers a distinctive mix: a strongly Orthodox Jewish culture, a clear moral and behavioural framework, and outcomes that sit well above England averages at Key Stage 2. It is at its best for families who want an integrated Kodesh and Chol day, value structure and calm conduct, and are comfortable engaging with faith-based admissions and community expectations. The limiting factor is admission rather than the education itself.