Khalsa Primary School, Southall Review 2026: Sikh faith primary with high Key Stage 2 outcomes

A Sikh voluntary aided primary serving Norwood Green and the wider Southall area, this is a school with a clear cultural and faith identity and a strong record at the end of Key Stage 2. The school opened in 2009 and moved into a new, purpose-built, sustainable building in September 2010, a useful point of context for families who value modern, accessible space.

Leadership is long-established. Ms Parmjeet Kaur Sehmi is the current headteacher and has held the post since June 2011, giving the school continuity across its growth into a full primary.

This is a faith school in the most literal sense of the term. The admissions policy sets out that Sikh tenets and practice permeate the life of the school, alongside delivery of the National Curriculum and a Sikh and Punjabi Studies curriculum. That matters for daily culture, assemblies, language, and the way families are expected to engage, including those who are not Sikh.

External review evidence supports a calm, courteous tone. The October 2023 Ofsted inspection described pupils as exceptionally polite and kind, with staff placing consistent emphasis on manners and mutual respect.

For parents weighing fit, it is helpful to separate two aspects of atmosphere. First, the community dimension: a school where many pupils share language and heritage, and where identity is treated as a foundation rather than an add-on. Second, the expectations: pupils are encouraged to take on responsibility through defined roles, including school council representatives and mindfulness leaders, which tends to suit children who respond well to structure and a clearly signposted behaviour culture.

Nursery-aged children are part of this picture. The school’s statutory age range starts at 3, and the admissions arrangements include a nursery route that is administered by governors rather than through the Local Authority coordinated process used for Reception. Importantly, a nursery place does not guarantee a Reception place.

The headline story is high attainment at the end of Key Stage 2. In the most recent published outcomes (2024), 94.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 37.67% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. Reading (109) and mathematics (110) scaled scores are also strong, with grammar, punctuation and spelling at 110.

Rankings reinforce that picture. Ranked 566th in England and 6th in Ealing for primary outcomes (FindMySchool ranking based on official data), the school sits well above England average (top 10%).

A practical implication for families is that the school appears to combine two things that do not always coexist: high attainment across the cohort and a meaningful proportion reaching the higher standard. For children who enjoy academic stretch, that can translate into lessons that move at pace and expect precision in written work, reading, and mathematics.

If you are comparing several local primaries, FindMySchool’s Local Hub comparison tools can help you see these results side-by-side across Ealing schools, rather than relying on impressions from open events.

Teaching and curriculum intent are described in clear, concrete terms in the October 2023 inspection. Vocabulary and spoken language are treated as priorities across subjects, and pupils are encouraged to articulate their thinking in full sentences. Reading is positioned as a cornerstone, with a well-sequenced phonics programme delivered by trained staff, early identification of pupils falling behind, and timely extra support.

Mathematics teaching is described in a way parents will recognise. In early years, children practise talking about number. By Year 1, pupils use complete sentences to compare quantities. By Year 6, pupils are expected to talk through fractions and decimals using accurate subject vocabulary.

A balanced review also needs to cover what is still being refined. The October 2023 inspection flagged that, in a small number of subjects, checks on pupils’ learning were not always precise enough to pick up gaps and misconceptions, and that the school should ensure assessment approaches are consistently purposeful across the curriculum.

For parents, the implication is not that standards are weak, but that there may be variation between subjects in how tightly learning is checked and corrected, particularly outside the areas most frequently monitored.

Nursery and Reception are not treated as a separate world. The school has been explicit for years about supporting children who begin school as beginner users of English, and about building language alongside early literacy. This is often a strength for families who want structured early language development rather than a purely play-led model.

As a primary school (Nursery to Year 6), the key transition is into Year 7 at a secondary school. The October 2023 inspection notes that pupils receive a curriculum that prepares them successfully for the next stage of education, which is the core promise parents want to hear at this point.

Beyond that, the practical reality is that secondary transfer is managed through Local Authority admissions, with choice shaped by distance, availability, and parental preference. Families considering this school should treat Year 6 transition planning as something to start early, particularly if aiming for a specific secondary option.

For nursery families, there is an earlier transition point to keep in mind. Nursery admission does not guarantee a Reception place, so families who start at age 3 should plan for the possibility of making a separate Reception application through the coordinated process.

This is a state school with no tuition fees. The admissions process, however, is more involved than for a community primary because the school is voluntary aided and has a Sikh religious character.

Reception entry is coordinated through the Local Authority, with the school’s own supplementary forms used alongside the standard application. Ealing’s published guidance for primary admissions states that the application process for September 2026 entry opened on Monday 01 September 2025 and that applications were due by 15 January 2026.

For families applying in future years, the practical takeaway is that the key deadline is typically mid-January, with the process opening in early September, and late applications considered after National Offer Day.

The school’s 2026 to 2027 admissions criteria set out a faith-based framework: after looked-after children and a limited staff criterion, the governors reserve 80% of remaining places in Reception and Nursery for applicants practising the Sikh faith, with remaining places allocated across other criteria including siblings and distance.

Families should be prepared to provide the evidence required by the policy and to complete any supplementary documentation, particularly if applying under faith criteria.

Demand is real. In the most recent Reception entry snapshot there were 110 applications for 50 offers, indicating oversubscription at about 2.2 applications per offer. Without a published last-offered distance families should avoid relying on proximity assumptions and instead focus on understanding the criteria in detail.

Where distance matters for a shortlist, FindMySchool’s Map Search is a practical step, particularly for families balancing several Ealing primaries, even when the school’s criteria are not purely distance-led.

The school’s behaviour culture is described as calm and purposeful, with clear expectations that pupils understand and follow. Attendance improvement is linked to collaborative work with parents and the Local Authority, which is relevant for families who value consistent routines and want a school that takes attendance seriously.

The October 2023 Ofsted inspection confirmed that safeguarding arrangements are effective.

For parents, this is the most important non-negotiable indicator, and it provides reassurance that systems and culture are doing what they should.

Pastoral life also links back to identity. The curriculum is designed to teach democracy and diversity, and the school builds pupils’ wider understanding through assemblies and exposure to people from different professions. This tends to suit children who like explicit moral language and schools that teach values through both curriculum and routines.

Enrichment at this school has a distinctive shape. Rather than treating identity as a bolt-on, the wider life of the school includes opportunities tied to faith and culture. The school’s published material highlights Kirtan and Path Seva as part of school life, which will matter to Sikh families and can also help non-Sikh families understand the role of faith in everyday routines.

The inspection evidence also points to purposeful wider development. Pupils take on responsibility through defined roles and the school council; mindfulness leaders are explicitly named as part of pupil leadership.

Sport and activity are present as well. The October 2023 report refers to a variety of sporting activities available at playtimes, and to a broader programme of experiences including educational outings, use of local areas of historical and geographical interest, and assemblies that introduce pupils to different professions such as law and art.

The implication for families is that enrichment is not only after school. It is also built into curriculum design and the way the school uses its local context.

This is a Nursery to Year 6 primary (ages 3 to 11) with a published capacity of 472. The school operates its own breakfast club and after-school club, which is a material benefit for working families who need wraparound provision.

Daily start and finish times are not clearly published in the accessible sources used for this review. Families who need precise hours, session timings for Nursery, or the operational detail for wraparound care should request the current schedule directly from the school office.

• Faith expectations are substantive. The admissions policy is explicit that Sikh character permeates school life and that families are expected to support the ethos. This suits many families very well, but it is not neutral territory.

• Reception entry can be paperwork-heavy. Coordinated admissions sit alongside supplementary forms and evidence requirements for faith criteria, so organisation matters.

• Nursery is not a guaranteed pathway. Nursery admissions are handled separately and a nursery place does not guarantee a Reception place, so families should plan for a second application process.

• Assessment consistency is still being tightened in some subjects. External review noted that checks on learning were not equally precise across all subjects, which may matter for parents who prioritise consistent feedback in every area.

For families looking for a Sikh faith primary with a clear identity, long-established leadership, and very strong Key Stage 2 attainment, this school is a compelling option. Pastoral culture reads as orderly and respectful, with pupil responsibility and routines that reward good habits. Securing a place, and navigating the admissions requirements, is where the difficulty lies.

It suits families who want faith and culture integrated into daily school life, and who value strong academic outcomes alongside structured expectations.