La Fontaine Academy Review 2026, a high performing Bromley primary with an ambitious curriculum

At drop-off, the tone is purposeful and upbeat, with a clear emphasis on learning and kindness. La Fontaine Academy is a mixed, state primary for pupils aged 4 to 11, serving families in Bickley within the London Borough of Bromley. It opened as a free school academy in September 2014 and is part of STEP multi academy trust.

Performance data places it among the highest performing primaries in England. In 2024, 94% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 49% reached greater depth, far above the England average of 8%. The school is ranked 175th in England and 3rd in Bromley for primary outcomes (FindMySchool ranking based on official data), which places it among the highest performing in England (top 2%).

Admissions demand is real. For Reception entry, there were 261 applications for 86 offers in the latest available dataset, which is roughly 3.03 applications per place.

A strong sense of pride runs through the school. Pupils are described as enthusiastic about learning, with staff using consistent approaches so that pupils understand what they are aiming for in each lesson. That consistency matters in a large primary, because it reduces classroom variation and helps pupils move through year groups without repeatedly relearning routines.

Expectations are high without feeling performative. Behaviour is described as exemplary, with pupils showing mature attitudes towards study, and a clear understanding of kindness and respect. The implication for parents is that children who learn best in calm, structured classrooms are likely to settle quickly, while families seeking a looser, more informal style should ask detailed questions about classroom routines and behaviour systems.

The wider culture aims beyond academics. The school’s trust values include positivity, aspiration and passion, and these are positioned as practical drivers of school life rather than slogans. Pupils also have planned opportunities to support the local community through charity fundraising, which signals that personal development is treated as a core part of the primary years, not an optional extra.

The results profile is unusually strong for a state primary, and it is broad rather than narrow.

In 2024:

• 94.33% reached the expected standard in reading, writing and maths combined, compared with an England average of 62%.

• 49.33% reached the higher standard in reading, writing and maths, compared with an England average of 8%.

• Average scaled scores were 110 in reading, 111 in maths, and 112 in grammar, punctuation and spelling.

• The combined reading, grammar, punctuation and spelling, and maths score total was 333.

Rankings reinforce the same picture. Ranked 175th in England and 3rd in Bromley for primary outcomes (FindMySchool ranking based on official data), the school sits among the highest performing in England (top 2%). For parents, the practical implication is that the school is likely to feel academically focused across multiple year groups, not just in Year 6.

Curriculum ambition is a defining feature. Pupils study a curriculum described as going beyond the breadth and scope of the national curriculum, with French taught from Reception onwards. That early start matters, because it normalises language learning as part of primary life, rather than treating it as an occasional enrichment activity.

Reading is treated as foundational. A structured and ambitious early reading approach begins from Reception, and pupils who need extra support receive additional help so they can keep pace. The report also references a carefully developed “literary canon” of classic and modern texts used in class, linking reading to wider curriculum learning. One concrete example given is Year 3 reading Secrets of the Sun King as part of history and geography learning, as a way of building knowledge about Ancient Egypt and deserts. The implication is a knowledge rich approach, where reading supports subject understanding, and subject understanding supports reading comprehension.

Mathematics teaching is also described as cumulative, with regular recap built into learning, including times tables retrieval, and purposeful checks for understanding so misconceptions are corrected quickly. For families, this typically translates into confident learners who are used to explaining methods, not just producing answers.

As a primary, the main transition point is into Year 7. For Bromley families, applications for secondary school places are handled through the local authority, with the September 2026 Year 7 cycle opening on 1 September 2025 and closing on 31 October 2025, with offers released on 2 March 2026.

La Fontaine’s strong KS2 outcomes suggest pupils should be well prepared for academically demanding secondary settings. Families considering selective routes should treat that as a separate decision, because secondary selection depends on each school’s admissions arrangements rather than primary performance alone. The most sensible next step is to shortlist likely secondary options early, then check eligibility carefully against published criteria.

Reception admissions are coordinated through Bromley. For September 2026 entry, applications open on 1 September 2025, the national closing date is 15 January 2026, and the national offer date is 16 April 2026.

Demand data indicates a competitive picture. The most recent dataset shows 261 applications for 86 offers for Reception entry, which equates to 3.03 applications per place, and the school is recorded as oversubscribed.

For families weighing the move, the key planning point is timing. Secure your shortlist early in the autumn term, then use the FindMySchool Map Search to sense check your home to school distance against realistic local demand patterns. Distance details can shift year to year, even in the same neighbourhood, so it is wise to treat any single year snapshot as guidance rather than certainty.

A consistent behaviour culture supports wellbeing, because pupils understand expectations and routines across classrooms. The safeguarding arrangements are confirmed as effective in the most recent report, which is a baseline requirement but still important for parental confidence.

Support for pupils with special educational needs and disabilities is described as precise, with staff making the necessary adjustments so pupils can learn successfully. The practical implication is that parents should be able to have a detailed conversation about identification, classroom strategies, and what “adjustments” look like in day to day teaching, especially for children whose needs are subtle rather than immediately obvious.

Staff wellbeing is also addressed, including workload management and training to support curriculum delivery. For families, this often correlates with classroom stability and consistent teaching, because staff retention is typically stronger when workload is managed well.

Extracurricular life is positioned as part of broader development rather than an add on. Pupils take part in local sports tournaments and perform at events including music festivals and assemblies, which gives children visible opportunities to represent the school and build confidence in front of audiences.

After school activities include robotics and police cadets, both unusually specific options at primary phase. Robotics is a clear signal of practical STEM enrichment, while cadets suggests structured personal development and teamwork. For some pupils, these types of clubs provide an alternative route to confidence, especially if sport or performance is not their natural comfort zone.

Cultural education is also described as planned and curriculum linked, including a “diversity week” that features visiting speakers sharing real world experiences. This kind of programming can be particularly valuable in primary years because it builds language for respectful discussion, and helps pupils understand difference as normal rather than exceptional.

La Fontaine Academy is in Bickley, within Bromley. For many families, everyday practicality will centre on the school run, wraparound options, and the fit with work patterns. The school is non boarding and state funded.

Specific start and finish times are not included in the sources accessed for this review, so families should confirm the current school day timetable directly. Wraparound care appears to be available on site via dedicated before and after school provision listed at the same postcode, and parents should verify session times, fees, and availability early if childcare is a deciding factor.

• Competition for Reception places. The latest dataset shows 261 applications for 86 offers, around 3.03 applications per place. Families should plan early, keep a realistic list of preferences, and understand the local authority timetable.

• An academically serious feel. With results at top tier levels, the curriculum and classroom routines are likely to suit children who respond well to structure and clear expectations. Families should ask how the school supports pupils who need more time to build confidence.

• Check operational details early. If wraparound care is essential, confirm availability and timing well ahead of application deadlines, as these practical constraints can matter as much as the education itself.

La Fontaine Academy reads as a high expectation primary with a calm culture and a curriculum designed for depth, not just coverage. The outcomes data is exceptional by England standards, and the wider offer includes concrete enrichment such as robotics, police cadets, performance opportunities, and structured cultural experiences.

Best suited to families in Bromley who want a structured, academically ambitious primary experience, and who are prepared to manage a competitive admissions process.