Fitzjohn's Primary School Review 2026: Academic Excellence in Hampstead

Half a mile from Hampstead Heath, in a leafy pocket where Victorian villas meet post-war mansion blocks, Fitzjohn's Primary School has built a reputation that far exceeds its modest single-form entry. The 2024 KS2 results place it in the top 5% of primaries in England, with 84% of pupils meeting expected standards in reading, writing, and mathematics combined. This is a small school where every child is genuinely known, yet one that consistently delivers outcomes rivalling the capital's selective independents.

Single-form entry means approximately 30 children per year group, creating an intimacy that larger schools cannot replicate. The school occupies a Victorian building on Fitzjohn's Avenue, extended and adapted over decades to provide modern learning spaces while retaining period character. Parents describe a calm, purposeful atmosphere where academic ambition and genuine warmth coexist without tension.

Beyond the gates, the building reveals itself as a warren of interconnected spaces: high-ceilinged classrooms with original cornicing, a light-filled extension housing the youngest children, and a playground that spills onto multiple levels. The site is compact, typical of inner-London primaries, but staff have made clever use of every corner.

Mrs Cheryl Dixon has led the school since 2018, arriving from a deputy headship in neighbouring Westminster. Under her leadership, the school achieved Good in its most recent Ofsted inspection, with inspectors noting the strong sense of community and high expectations for all pupils. Staff turnover is low by London standards, and several teachers have been at the school for over a decade.

The school's values, Respect, Resilience, and Responsibility, are referenced throughout the day. Children use the language naturally, and behaviour is excellent. At break, the playground hums with activity, but the calm returns instantly when the bell rings. This is not achieved through rigid control; it reflects a culture where children understand what is expected and mostly want to meet it.

Camden is one of London's most diverse boroughs, and Fitzjohn's reflects this. Approximately 40% of pupils speak English as an additional language, with over 30 languages represented. This diversity is treated as an asset. International Day celebrations showcase the breadth of cultures, and the modern foreign languages curriculum begins with exposure to multiple languages before focusing on French from Year 3.

In 2024, 84% of pupils met the expected standard in reading, writing, and mathematics combined, compared to the England average of 62%. This places Fitzjohn's well above typical performance. The school ranks 674th in England for primary outcomes (FindMySchool ranking), and 8th among 49 primaries in Camden, placing it firmly in the top tier locally.

At the higher standard, 39% of pupils achieved greater depth across reading, writing, and mathematics, compared to the England average of 8%. This five-fold difference reflects not just the ability profile of the intake, but the school's success in stretching the most able.

Subject-by-subject, the picture is equally strong. The reading scaled score of 109 exceeds the England average of 105, with 89% of pupils reaching the expected standard and 46% achieving the high score. In mathematics, the scaled score of 107 sits comfortably above the England average of 104, with 82% meeting expectations and 36% scoring highly.

Grammar, punctuation, and spelling is a notable strength. The scaled score of 113 is exceptional, with 89% meeting the standard and 68% achieving the high score. These figures suggest a school where language precision is taught systematically and reinforced across the curriculum.

The school's consistent performance over multiple years indicates that these results are not anomalies. Parents considering Fitzjohn's can reasonably expect their child to be part of a cohort making strong academic progress.

The curriculum follows the National Curriculum with notable enrichment. French begins in Year 3, taught by a specialist teacher who brings native fluency. The music curriculum is ambitious, with all Year 4 pupils learning the recorder and progression to other instruments available through peripatetic teaching. Art and design technology are taught by a specialist, ensuring that creative subjects receive proper attention rather than being squeezed by academic pressures.

Mathematics follows a mastery approach, with careful sequencing ensuring that concepts are embedded before moving forward. Setting begins in Year 5 for mathematics, allowing more precise targeting of teaching. Writing is taught through high-quality texts, and the emphasis on grammar shows in the results.

Teachers have strong subject knowledge and explain concepts with clarity. The school invests in continuous professional development, and staff speak positively about the support they receive. Lesson observations during the recent inspection noted that pupils are engaged and curious, asking questions that push their understanding forward.

Year 6 receives additional booster sessions in the spring term, consolidating learning before SATs. These are structured and targeted, not panicked cramming. The school is realistic that results matter, but maintains balance.

Each class has a dedicated teacher and teaching assistant, ensuring that support is always available. The special educational needs coordinator works four days per week, overseeing provision for approximately 20 pupils on the SEN register. The school holds the Inclusion Quality Mark, recognising its work supporting children with additional needs.

The behaviour policy is clear and consistently applied. Positive reinforcement is emphasised, and children respond well. Exclusions are rare. A trained counsellor visits weekly, working with children who need additional emotional support. This proactive approach means that small issues are addressed before they escalate.

The small size means that senior leaders know every child by name. Parents describe a school where concerns are heard quickly and addressed seriously. The head teacher is visible on the gate most mornings, greeting families and picking up on anything that needs attention.

The extracurricular programme runs four days per week after school, with clubs changing termly to maintain variety. Current offerings include football, netball, chess, coding, drama, choir, and art. Participation rates are high, with over 70% of pupils attending at least one club regularly.

Sport is taken seriously despite the limited outdoor space. The school uses nearby facilities including Parliament Hill athletics track and Swiss Cottage leisure centre. Competitive fixtures are arranged in football, netball, and athletics, with teams performing well in local tournaments. The emphasis is on participation alongside competition; less sporty children are encouraged to find an activity they enjoy rather than being sidelined.

Music provision extends beyond the classroom. The school choir performs at local events and at the annual winter concert. Pupils learning instruments perform regularly in assemblies, building confidence in front of an audience. Approximately a quarter of pupils receive peripatetic music lessons, a higher proportion than many state primaries.

Annual highlights include a Year 6 residential to an outdoor education centre, whole-school performances at Christmas and summer, and a well-attended summer fair. These events strengthen the sense of community and provide memories that last well beyond primary school.

Admissions are coordinated by Camden Local Authority through the Pan-London admissions system. Applications must be submitted online by 15 January for September entry. The school does not set its own admissions criteria; Camden's standard rules apply.

Fitzjohn's is heavily oversubscribed, with 272 applications for 30 places in 2024. This 9:1 ratio makes it one of the most competitive primaries in north London. After looked-after children, those with Education, Health and Care Plans naming the school, and siblings, remaining places are allocated strictly by distance from the school gate.

In 2024, the last distance offered was 0.456 miles. This represents a straight-line measurement from the child's home address to the school entrance. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families living beyond half a mile should consider Fitzjohn's aspirational rather than certain.

There is no formal catchment boundary. Camden operates a distance-based system across all its schools, meaning families are competing with all other applicants, not just those in a defined area. Parents should use the FindMySchool Map Search to check their precise distance from the school gates and compare this to recent admission patterns before assuming a place is likely.

The school's popularity reflects both its results and its location in an area with limited alternatives. Families seeking a state primary in Hampstead have few choices, intensifying competition for the available places.

The majority of leavers progress to two destinations: Camden School for Girls for girls, and University College School (independent) for boys who secure scholarships or whose families can afford the fees. A smaller number attend other local secondaries including Parliament Hill School, Haverstock School, or independent schools across north London.

Camden operates a selective system for grammar schools, with some families pursuing entry to schools including Henrietta Barnett School for girls and St Marylebone Church of England School for both sexes. Given Fitzjohn's strong academic results, a proportion of pupils secure places at selective secondaries, though the school does not publish specific figures.

The school provides transition support, liaising with receiving schools to ensure smooth handovers. Year 6 pupils visit their chosen secondaries in the summer term, and senior staff from local comprehensives visit Fitzjohn's to meet prospective pupils.

Families should note that Fitzjohn's does not provide intensive 11-plus preparation. The school covers the curriculum thoroughly, but parents seeking grammar school entry typically arrange external tutoring. This is a choice families must make independently; the school focuses on delivering the National Curriculum well rather than coaching for specific entrance tests.

The school day runs from 8:55am to 3:30pm. Gates open at 8:45am. Breakfast club operates from 8:00am, offering a light breakfast and supervised activities until the school day begins. After-school club runs until 6:00pm, Monday to Friday, providing care for working parents. Both clubs are managed by the school and are reasonably priced, though places are limited and allocated on a first-come basis.

The school is located on Fitzjohn's Avenue, a residential street in Hampstead. The nearest underground station is Finchley Road (Jubilee and Metropolitan lines), approximately 0.3 miles away. Several bus routes serve the area, including the 13, 82, and 113. For families driving, parking in Hampstead is challenging. Most families walk or cycle, reflecting the tight catchment.

The building is not fully accessible. There are stairs to upper floors and no lift. The school works with families whose children have mobility needs to ensure appropriate provision, but the Victorian building imposes limitations.

School uniform is required and available from a local supplier. The dress code is standard: grey trousers or skirt, white shirt or polo shirt, navy jumper or cardigan, and black shoes. The uniform is not expensive, and the school operates a second-hand sale where items can be purchased at reduced cost.

Exceptionally tight catchment. With a last distance offered of 0.456 miles in 2024, securing a place requires living extremely close to the school. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families living beyond half a mile are unlikely to succeed unless sibling priority applies. Parents should verify current distances through Camden admissions data before assuming a place is realistic.

Compact site. The school occupies a small urban site with limited outdoor space. The playground is adequate but offers less room than suburban primaries with fields and extensive grounds. For families whose children thrive on space and outdoor learning, this may feel restrictive. The school compensates by using local parks and facilities, but the physical environment is undeniably tight.

Single-form entry. One class per year means approximately 30 children per cohort. This creates intimacy and ensures every child is known, but limits social breadth. Friendship dynamics can feel intense when the peer group is small. Children who struggle to find their place have fewer options than in larger schools. Conversely, many families value the close-knit community and argue that this fosters stronger relationships.

No on-site nursery for external applicants. While the school operates a nursery, priority for nursery places goes to siblings and children already attending the school's provision. External families hoping to secure a nursery place as a route to Reception will find this challenging. Nursery attendance does not guarantee a Reception place in any case; all Reception applications go through Camden's coordinated admissions process.

Fitzjohn's Primary School delivers academic outcomes that place it among the strongest state primaries in London, achieved without the selectivity of a grammar school or the fees of an independent. The combination of excellent results, a diverse and inclusive community, and genuinely warm relationships makes this a school where children flourish academically and socially.

Best suited to families living within the exceptionally tight catchment who want rigorous teaching, high expectations, and a small school where their child will be genuinely known. The school works for children across the ability range, but the pace and ambition particularly suit those who are academically curious and ready to be stretched.

The main challenge is securing a place. Families living beyond half a mile should regard Fitzjohn's as aspirational rather than likely. For those fortunate enough to live close, this represents state education at its best.