La Petite Ecole Bilingue Review 2026: Small bilingual primary with a dual French and English curriculum

For this school, published national performance statistics are limited in the available results, and there is no FindMySchool ranking available for primary outcomes here.

Instead, the strongest current academic evidence comes from the June 2024 ISI inspection narrative. It states that pupils make good progress across the curriculum, supported by schemes of work that cover required areas of learning across both languages without unnecessary repetition.

For families, the practical implication is that the academic proposition is less about headline Key Stage 2 figures and more about curriculum design and consistency. If you are comparing options, it is worth asking how literacy in both languages is assessed over time, and how the school supports children who arrive stronger in one language than the other.

The core teaching model is bi-curricular, with both the English National Curriculum and the French Éducation Nationale programme taught in parallel.

That structure can be a genuine advantage when it is well planned, because it gives breadth in content and approach, and it keeps pathways open for families who may later move between systems. The June 2024 ISI report supports the planning piece, describing schemes of work that set out required learning and are covered in both languages without repetition, with teachers planning effectively against the curriculum.

Early years provision is a meaningful part of the picture because children can start from age 3. ISI notes that early years staff are well trained to manage learning and welfare needs, and that by the end of Reception children are well prepared for transition to Year 1.

As a primary school, the “next step” question is about transfer to secondary rather than sixth form destinations.

The school is explicit that it serves a bilingual cohort, so many families will be thinking about a future pathway that maintains French and English at a high level. The best next-step fit will depend on whether a family wants a continuation within a French-linked route, a UK independent senior school, or the state system locally. Because published destination lists and numbers are not clearly presented in the available sources for this Kentish Town branch, parents should ask directly which secondary schools recent leavers most commonly move on to, and how the school supports that transition.

Admissions are direct to the school, not local authority co-ordinated.

The school states that pre-application is free and can be made at any time of year via an online form. Places are offered in line with the school’s admissions policy, with offers valid for 10 days once issued.

The published admissions policy adds more structure around timing. It identifies Nursery and Reception as the main points of entry, and states that in the Autumn term preceding the year of entry, families on the waiting list may be asked for the child’s most recent school report, and children may be invited to an informal interview with the head teacher (including remotely for families living abroad).

The policy also states that the school is not academically selective, but it reserves the right to offer places to children who have the academic ability to benefit from the bi-curricular education and contribute positively to school life. For later entry, it notes that basic academic standards are required from Year 1 onwards so children can access the curriculum and integrate into an established year group.

A small bilingual setting can be particularly supportive for children who are new to a language or to London, because close tracking matters. The June 2024 ISI report states that pupils appreciate the support they receive, and that pastoral care and safeguarding provision support pupils effectively. It also flags a practical improvement point, record keeping is thorough but less well organised, with a recommendation to develop more organised systems for recording pastoral concerns so information is easier to access and trends are easier to identify.

SEND is addressed in the inspection summary, which notes that pupils with SEND are well supported. The admissions policy also states the school welcomes pupils with disabilities and or special educational needs where it can offer the needed support and the site can accommodate them, and it encourages early discussion with the school about requirements and reasonable adjustments.

The school references a project-based teaching approach and frequent school outings as part of its wider model, which can be particularly effective for language development because it pushes vocabulary into real contexts.

For named provision, the school runs a Wednesday Club in the middle of the week, with published arrangements for the 2025 to 2026 year.

It also offers after-school care every day, with current hours given as 4.00pm to 6.30pm for 2025 to 2026.

If your child is likely to rely on wraparound care regularly, it is sensible to clarify how places are allocated, because the 2025 to 2026 after-school care annex indicates it is reserved for children registered for the full term on specific days, with changes not permitted mid-term.

This is an independent school, so fees are central to the decision.

For the 2025 to 2026 school year, the published fee sheet gives a total per term for Primary (MS to CM2) of £5,996 for Term 1 and £4,580 for Terms 2 and 3, with a stated total annual school fee for Primary of £15,156. It also states that tuition fees for Primary are subject to a 20% VAT charge.

One-off and admissions-related charges are also published. The admissions page states a £1,200 first application fee and a £1,000 advance on first term fees, alongside non-refundable wording for cancellation.

Nursery fee amounts are not included here; parents should refer to the school’s published fee documents for early years pricing.

Term dates for 2025 to 2026 are published, including an autumn start on 03 September 2025 and summer term ending after school on 02 July 2026, with INSET days listed separately.

Wraparound care is explicit. After-school care runs daily until 6.30pm, and Wednesday Club operates weekly during term time, with its own arrangements and timings.

Visits are described as reserved for parents who have already pre-applied, with appointments arranged directly.

• Data transparency on results. There is no published primary performance data in the available results for straightforward comparison against other local options. Your decision will rely more on curriculum design, inspection evidence, and fit.

• Admissions are not calendar-driven in the usual way. Pre-application can be done at any time, but the formal offer process in the admissions policy references the Autumn term preceding the year of entry, which can make timelines feel less fixed than UK state admissions.

• Pastoral record systems were flagged for improvement. The June 2024 ISI report recommends more organised recording of pastoral concerns so trends are easier to identify. Parents who value rigorous safeguarding systems may want to ask what has changed since June 2024.

• Wraparound care may not suit last-minute changes. Published arrangements indicate after-school care is reserved for children registered for the full term on specified days. Families with variable schedules should check flexibility.

A small, mission-driven bilingual primary, best suited to families who want high exposure to both English and French, and who value a structured dual-curriculum approach over league-table comparability. The recent ISI inspection provides reassurance on standards and safeguarding, and it also highlights practical areas to monitor, particularly pastoral record systems. This will suit children who enjoy switching between languages and families who can engage proactively with a non-standard admissions rhythm.