The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Early primary education rises or falls on routines, relationships, and whether children feel safe enough to take risks with reading, writing, friendships, and independence. This Dollis Hill Catholic infant and nursery school has built its identity around those fundamentals, with a clear faith-led ethos and a very structured approach to early learning.
The current headteacher, Philomena Bourne, has been in post since September 2014, giving the school long-term leadership stability through its academy conversion and the changes that come with modern early years expectations. The school sits within All Saints’ Trust, and is explicitly faith-centred in both culture and admissions priorities, so it suits families who want Catholic formation to sit alongside academic and personal development.
An infant school cannot be judged on Key Stage 2 SATs, but it can be judged on curriculum quality, phonics, behaviour, inclusion, and how well it prepares children for junior school. The most recent inspection outcome places it in the highest category across the board, including early years, which matters here because nursery and Reception are prominent parts of the experience.
The school’s mission language is explicit and consistent: “We are learning to grow and love like Jesus”. That is not just signage. It anchors how the school describes behaviour, relationships with families, and the role of parish life and worship within the week. For parents seeking a Catholic infant education where Gospel values are not an add-on, that clarity will feel reassuring. For families who prefer a lighter-touch faith character, it is worth reading the admissions documentation carefully, because the stated admissions priorities are rooted in Catholic practice and parish participation.
Age range matters. With pupils aged 3 to 7, the school’s culture is built around early childhood. That typically means more emphasis on predictable routines, gentle transitions, and early language development than you might see in a larger primary setting. The school day structure is tightly defined, with gates closing promptly for an 8.30am start and collection at 3.10pm, which supports calm starts for young children but also requires punctuality from families.
Leadership stability is one of the clearest signals of a coherent culture. Philomena Bourne has led the school since 2014, and the staff structure published by the school includes a clearly identified deputy headteacher who also holds the SENCO role. That blend often works well in infant settings because it helps align classroom practice with early identification and support for additional needs.
The site itself is part of the school’s story. The school states it opened in September 1972 as a two-form entry infants’ school and was designed as a semi-open plan building with “three suites” and shared practical areas. For families, the practical implication is that this is a layout built for cooperative learning and shared adult support, which can be a real advantage in Reception and Key Stage 1 when children benefit from movement, hands-on tasks, and flexible groupings.
Nursery is not a bolt-on here. The parent information published by the school describes a dedicated nursery building opened in April 2018, and sets out clear session times and staffing structure for early years. The nursery caters for children across the 3 to 4 age range, including a September intake and, when capacity allows, additional “Rising Three” intakes later in the year. That approach can suit families whose childcare needs do not neatly align with September starts, but the school also reserves the right to close rising three admissions during the year to protect places and staffing quality.
Because the school is an infant and nursery school, there are no Key Stage 2 SATs outcomes for parents to compare, and that changes how you should evaluate academic strength. The most useful indicators are the quality of early reading, the coherence of curriculum progression from Nursery to Year 2, and whether behaviour and classroom focus are strong enough to support learning for all children, including those with additional needs.
The latest Ofsted inspection (5 and 6 December 2023) judged the school Outstanding overall, and rated every graded area as Outstanding, including early years provision.
The inspection report also sets out what that looks like in practice: an ambitious, carefully sequenced curriculum from Nursery through Year 2; strong subject knowledge among staff; and a reading culture beginning in the early years with systematic phonics and closely matched reading books. Those are the mechanics that typically translate into confident readers by the end of Year 2, which then makes the junior school transition much smoother.
In an infant setting, “teaching quality” is less about exam technique and more about whether staff can build language, attention, and independence while keeping learning joyful and structured. Here, the published curriculum cues and inspection evidence point to a deliberately designed progression model across Nursery, Reception, and Key Stage 1.
A standout feature, based on the inspection detail, is the focus on early reading, beginning in early years and continuing with targeted support when children struggle to keep up. The practical implication for parents is that the school is likely to be particularly effective for children who need repetition and clear structure to become fluent readers, not only for those who arrive already keen on books.
You should not expect an infant school to have specialist subject departments, but you can expect a coherent approach that builds knowledge gradually. The inspection notes deep dives included reading, mathematics, art, and science, which gives a useful clue about what leaders prioritise and how seriously subject-specific teaching is taken even at this young age.
Quality of Education
Outstanding
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
FMS Inspection Score calculated by FindMySchool based on official inspection data.
For a 3 to 7 school, “destinations” is really about two things: readiness for junior school and the practical pathway families take at age 7.
The school states it works in partnership with the local junior school, and the Ofsted report notes federation with the local junior school. For families, that usually signals aligned curriculum thinking and smoother transition planning. It does not automatically mean guaranteed places, so parents should treat junior school entry as a separate admissions step and check the junior school’s criteria and deadlines.
Academically, the key destination outcome is whether children leave Year 2 reading fluently, writing confidently for their age, and able to manage the routines of a larger setting. The inspection evidence of strong phonics practice, high expectations for behaviour, and well-established routines suggests children are likely to be well prepared for that next stage.
Admissions here work differently for Nursery and Reception, and this distinction catches families out every year.
Nursery applications are made directly to the school. The school describes a 52-place nursery for children who are at least three by the end of August for a September start, and also notes that a limited number of “Rising Three” places may be offered for January and potentially April entry, depending on numbers on roll and staffing capacity.
Even if a child attends the nursery, families should assume they still need to apply separately for Reception through the local authority process, unless the school’s admissions policy explicitly states otherwise in a given year.
Reception applications are coordinated by Brent. For September 2026 entry, applications opened on 1 September 2025 and the on-time deadline was Thursday 15 January 2026, with national offer day on 16 April 2026. In practice, this means parents should plan well in advance, particularly if they need to gather evidence for faith-based criteria and complete supplementary forms where required.
The school is oversubscribed in its Reception entry route, with the latest available application and offer data indicating more applications than places. That is the normal pattern for popular Brent infant schools, and it means families should treat the admissions paperwork and deadlines as non-negotiable.
A practical tip: when you are weighing up realistic options, FindMySchool’s Map Search can help you understand how your home location might compare with recent offer patterns, but use it as a planning tool, not as a guarantee.
The school lists open day events for the 2026 to 27 admissions cycle and places them in October. Because published dates can quickly fall into the past, it is best to treat October as the typical timing and confirm the next event directly with the school calendar.
78.1%
1st preference success rate
57 of 73 first-choice applicants received an offer
Places
60
Offers
60
Applications
131
Pastoral quality in an infant school shows up in three practical ways: safe safeguarding culture, consistent behaviour routines, and adults who know children well enough to intervene early.
Safeguarding is explicitly confirmed as effective in the most recent inspection report.
Beyond that headline, the inspection describes calm, respectful behaviour and a culture where pupils trust staff to resolve worries quickly. It also notes that bullying incidents are rare and handled thoroughly when they occur. For parents, the implication is a setting where small problems are less likely to snowball, which is especially important for children who are just learning how to manage friendships and conflict.
For children with special educational needs and disabilities, the inspection highlights exceptionally high expectations and strong support, and the school’s published staffing structure shows the deputy headteacher also serving as SENCO. In a small-school context, that combination often improves response time and reduces the “handover gaps” that can happen when SEN leadership is separate from daily operational leadership.
Infant schools need enrichment that is concrete, regular, and linked to children’s developmental stage. This school provides several clearly defined opportunities that go beyond generic “clubs”.
Forest School sessions are presented as a long-term programme led by the school’s Forest School Leader, with an explicit emphasis on nature-based learning, observation, independence, and supported risk taking. The faith dimension is also woven into the vision statement through reflection on creation, which will appeal to families who want outdoor learning to connect to wider values rather than sit apart from them.
Leadership roles are unusually visible for an infant setting. The Eco-Councillors meet each half term, with one representative from each class in Reception and Key Stage 1, focusing on eco-friendly and environmental issues within the school. The implication is that the school takes “pupil voice” seriously even for very young children, using structured forums rather than leaving it to informal discussion.
In Year 2, Mini Vinnies meet weekly to reflect on the Gospel and consider practical ways to help others through prayer and fundraising. For Catholic families, that offers an age-appropriate way to connect faith with action and social justice, and it also develops confidence in speaking and teamwork.
A specialist music teacher leads the school choir on a weekly basis. At infant age, the value is less about performance polish and more about listening skills, memory, collective discipline, and confidence.
8.30am to 3.10pm, with children arriving by 8.25am for a prompt start.
The school offers wraparound provision from 8.00am to 5.50pm during the school year. Breakfast club runs 8.00am to 8.30am, and after-school provision operates through the Busy Bees club, including session options that run up to 5.50pm.
part-time morning sessions and full-time sessions are set out clearly by the school, with a separate routine for Foundation Stage 1. Nursery provision includes the government-funded entitlement for eligible families, and parents should check eligibility rules and confirm any chargeable hours directly with the school.
the school states that all children are entitled to a free school meal funded by the government, and that meals are cooked on site by the school’s provider.
The school is in Dollis Hill in Brent, and most families will approach travel planning for walkability, local bus routes, and morning timing. If you are applying from within Brent, treat travel time as part of the daily routine decision, particularly if you plan to use after-school provision.
Faith expectations are real. The admissions narrative places clear emphasis on Catholic practice and parish life as a pastoral priority. Families should read the admissions policy carefully and be realistic about fit.
Admissions are competitive. Oversubscription means process discipline matters; late applications reduce the chance of an offer, especially for popular schools.
Nursery is not the same as Reception entry. Nursery applications are direct to the school, while Reception is coordinated through Brent, with separate deadlines. Plan early so you do not miss the Reception window.
Wraparound is structured and paid. Breakfast club and after-school club are clearly laid out and can be a major practical advantage, but parents should factor the ongoing cost and pickup times into family logistics.
This is a high-performing Catholic infant and nursery school with strong leadership continuity, a clearly articulated faith ethos, and structured early years practice. It suits Catholic families who want a confident, values-led infant setting with strong phonics, calm routines, and purposeful enrichment such as Forest School, choir, and pupil leadership roles. Entry is the main hurdle, so families who are serious about applying should treat deadlines and supplementary requirements as central to the decision.
The most recent inspection outcome rated the school Outstanding overall, with Outstanding judgements across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school’s published curriculum approach also emphasises structured early reading, clear routines, and enrichment that supports pupils’ wider development.
Reception admissions are coordinated by Brent, and places are allocated according to the published oversubscription criteria in the school’s admissions arrangements. Parents should review the current policy documents and Brent’s coordinated admissions guidance, then use distance and criteria evidence carefully when deciding preferences.
For September 2026 entry, Brent’s on-time application deadline was Thursday 15 January 2026, with applications opening from 1 September 2025. Applications are made through Brent’s coordinated admissions process rather than directly to the school.
Nursery applications are made directly to the school. The school also describes “Rising Three” entry points in January and sometimes April when capacity allows, offered in birthday order from a waiting list and in line with the nursery admissions policy.
Yes. The school states it offers wraparound care from 8.00am to 5.50pm during the school year, including an “Early Birds” breakfast club and the Busy Bees after-school club with sessions extending to 5.50pm.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
