St Paul’s CofE Primary School NW7 Review 2026: High-attaining VA primary with strong behaviour and an ambitious curriculum

A Church of England voluntary aided primary in Mill Hill, St Paul’s CofE Primary School NW7 is small enough to feel personal but large enough to offer breadth, with a published capacity of 210 pupils. Its most recent graded inspection judged the school Good overall (December 2023), with Outstanding judgements for behaviour and attitudes, personal development, and early years provision.

Academically, the school’s Key Stage 2 results in 2024 were notably strong. 85.7% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 30% achieved the higher standard in reading, writing and maths, well above the England average of 8%. This points to a cohort where high attainment is common, not just occasional.

Demand looks real rather than reputational. In the latest Reception application snapshot provided, there were 85 applications for 30 offers (about 2.83 applications per place), so families should treat admission as competitive and plan early.

This is a school that talks openly about its Christian identity, while signalling welcome across backgrounds. The ethos is framed around Christian faith, understanding others, creativity and the joy of learning, which matches the tone of the official inspection narrative about a close, supportive community and pupils feeling safe and happy.

Behaviour is a defining feature. When a school is graded Outstanding for behaviour and attitudes, it usually means routines are consistent, expectations are explicit, and adults are aligned. Here, the inspection description reinforces that picture, with pupils’ conduct described as exemplary in lessons and at playtimes, and a calm, respectful atmosphere across the site.

There is also a sense of continuity and place. The school’s own history page describes a long educational presence on the current site, with the “national school” decision recorded in 1833 and the school opening on 8 August 1834, designed to support 110 children. It also records a long line of headteachers over time, suggesting a school that takes institutional memory seriously rather than treating it as a decorative story.

Leadership is worth reading carefully because the titles matter. The most recent inspection report (December 2023) lists an executive headteacher and a head of school, which usually signals shared leadership across more than one setting. In the government schools register, the current headteacher is listed as Ms Sarah Bellotti, appointed 9 October 2024. Parents comparing documents should assume the register reflects the current statutory appointment, while the school website may show role titles that support day-to-day operations.

Key Stage 2 outcomes are a major strength on the published figures.

• Expected standard (reading, writing, maths combined): 85.7% in 2024, compared with an England average of 62%.

• Higher standard (reading, writing, maths): 30% in 2024, compared with an England average of 8%.

• Scaled scores also point upward: reading 107, mathematics 107, and GPS 108 (combined total score 322).

Rankings add context for parents comparing nearby schools. Ranked 2,741st in England and 40th in Barnet for primary outcomes (FindMySchool ranking based on official data), this sits comfortably above England average, within the top 25% of schools in England.

The implication is practical. Pupils are not only meeting the expected standard at a high rate, a sizeable proportion are working at the higher standard too. In classrooms, that typically translates into faster curriculum pace for some pupils, more challenge built into “core” lessons, and a peer group where high attainment is normal. Families should see that as a positive if their child enjoys academic stretch; it can feel demanding for children who benefit from slower consolidation.

Curriculum ambition is a recurring theme in the most recent inspection narrative, including a focus on sequencing knowledge from Reception to Year 6 and building secure understanding across subjects. The detail that stands out is the blend of structure and inclusion: the curriculum is described as ambitious and inclusive, including for pupils with special educational needs and or disabilities, and the school’s approach to early reading is clearly systematic, with phonics taught precisely and books matched to pupils’ knowledge.

Early years looks like a particular strength. The inspection report highlights strong indoor and outdoor learning environments and gives a concrete maths example about number work and shape properties, which is usually a marker of confident teaching, clear routines, and purposeful continuous provision. For families considering Reception, that matters because the first term sets the tone for everything that follows.

One area to watch is consistency across subjects. The inspection report flags that a small number of subjects had inconsistency in delivery and checking what pupils remember, which can lead to gaps. That does not mean standards are low, it means the school’s quality varies by subject area or phase and leaders are still embedding changes. For parents, the practical step is simple: ask which curriculum improvements were the focus after the last inspection, and how leaders check that pupils retain learning over time.

As a Barnet primary, Year 6 families will usually be weighing local comprehensive options, faith schools, and selective routes in London and neighbouring authorities. The school’s secondary transfer guidance points parents towards the standard London coordinated process and encourages visiting open evenings, reading admissions criteria carefully, and completing supplementary forms for faith schools where required.

What this means in practice is that the primary-to-secondary transition is treated as an information and planning process, not something left to chance. Families who want a faith-based secondary or a selective pathway will still need to do their own homework on deadlines, tests, and supplementary evidence; the school signals that clearly rather than implying there is a single “default” destination.

Parents comparing options can use the FindMySchool Local Hub pages to view nearby primary outcomes side by side, then shortlist secondaries with an eye on admissions rules, travel time, and pastoral fit.

Reception admissions are coordinated through the local authority, with the school’s voluntary aided status adding a faith dimension for some criteria. For September 2026 entry, the school states that applications open in September 2025 and the closing date is 15 January 2026.

A key practical detail is the Supplementary Information Form (SIF). The school states that the SIF is only required if you are applying under admissions criteria linked to church attendance, and it also signposts how families can check whether their home address falls within the parish. That matters because a local authority application alone may not allow governors to rank your application correctly if you are claiming a faith-based criterion.

Demand data reinforces the competitive picture. For Reception entry, 85 applications against 30 offers is roughly 2.83 applications per place, and first preference demand is also higher than supply. This is not a school where families should assume that being “nearby” is enough. If you are relying on a place here, it is sensible to map your address carefully and understand exactly which oversubscription criteria you meet.

School visits appear to follow a consistent seasonal pattern. For September 2026 entry, the school published tours running through the autumn term and noted that tours typically last about an hour, with the practical rule that young children cannot attend the tours. Since some dates shown online may be from the previous autumn, families should use the school’s latest tour page as the source of truth.

Pastoral strength shows up in two ways: culture and systems. Culturally, the inspection narrative describes pupils feeling safe and happy, staff knowing pupils well, and pupils taking on leadership and responsibility roles (school council, playground friends, house captains). That combination usually means adults are visible, routines are predictable, and pupils learn early that behaviour and contribution matter.

Systemically, safeguarding is described as effective in the most recent report, which is the non-negotiable baseline for any school choice. Beyond safeguarding, the presence of structured roles for pupils and a coherent approach to personal development often correlates with fewer low-level behaviour issues and a calmer classroom climate, which supports learning for everyone, not just the most confident pupils.

Extracurricular life is clearly organised and termly, with published club timetables. Recent timetables show a mix of creative, sporting, and enrichment activities. Examples include Capoeira, Chess, Drama, Dodgeball, Girls’ Football, Art, and Computer Xplorers, with some sessions hosted in a named STEAM Room (used for recorders at lunchtime in the timetable).

The implication for families is breadth without chaos. A published timetable signals a school that plans enrichment rather than treating it as an optional extra. It also means parents can make pragmatic choices about after-school structure: clubs for interest, after-school club for childcare, or both depending on the child and the week.

The school day runs from 8.50am to 3.20pm, with Reception ending at 3.15pm. Gates are open for morning drop-off 8.40am to 8.50am.

Wraparound care is clearly established. Breakfast club runs 7.40am to 8.40am and after-school club runs 3.15pm to 6.00pm. Published charges are £4.25 for breakfast club and £12.50 for after-school club.

Transport planning matters in this part of Barnet. Families should expect a mix of walking, short drives, and public transport depending on where they live in Mill Hill and surrounding neighbourhoods. If admission is a key goal, parents should use a distance tool such as FindMySchoolMap Search to understand how their home position relates to the school’s oversubscription criteria.

• Admission pressure. Demand significantly exceeds supply for Reception, with 85 applications for 30 offers in the latest snapshot. If a place is essential, treat the process as competitive and make sure every required form is completed by deadline.

• Faith criteria detail. As a voluntary aided Church of England school, some admission routes require evidence through a supplementary form. This suits families who actively want a school with a clear Christian identity; others may prefer a community school without faith-based criteria.

• Curriculum consistency. The most recent inspection identified inconsistency in a small number of subjects as changes were being embedded. Parents should ask how leaders now check retention and close gaps across every subject, not only English and maths.

• Paid wraparound and clubs. Wraparound care and many clubs involve additional cost, which is normal but worth budgeting for if you will rely on them regularly.

St Paul’s CofE Primary School NW7 combines strong Key Stage 2 outcomes with a calm, well-ordered culture and a clearly stated Christian ethos. Pupils benefit from high expectations and a wide menu of structured enrichment, and the published results suggest many children leave Year 6 very well prepared.

Who it suits: families who want a Church of England primary with strong attainment, clear routines, and a community feel, and who are ready to engage seriously with the admissions process. The main barrier is entry, not the educational experience that follows.