Little Ealing Primary School Review 2026: Top-Tier Results in a Community Setting

In a residential corner of Little Ealing where Victorian semis meet modern terraces, Little Ealing Primary School has transformed itself into one of London's strongest state primaries. The 2024 Key Stage 2 results place the school among the top 3% of primaries in England. 95% of pupils met expected standards in reading, writing, and mathematics combined, a figure that sits far above local and England averages. Three-form entry means approximately 90 children per year group, creating a school large enough for breadth but structured to ensure every child is known.

The school occupies a suburban site on Weymouth Avenue, serving the Little Ealing community and surrounding streets. At drop-off, families arrive on foot, by bike, and occasionally by car, though parking is limited. The gates open to reveal a campus that has evolved over decades, with the original Victorian building extended to accommodate growing numbers and a modern nursery block added to serve younger children.

Mrs Sarah Johnson has led the school since 2018, arriving from a deputy headship in Hounslow. Under her leadership, the school achieved its current Good rating from Ofsted in 2022. Inspectors noted the calm, purposeful atmosphere and high expectations for all pupils. Staff turnover is low, and the teaching team includes several who have been at the school for over a decade, providing continuity and deep knowledge of the community.

The school's stated values are Respect, Responsibility, and Resilience. These are not abstract concepts. Teachers reference them explicitly when discussing behaviour and expectations. Pupils use the language naturally when talking about their learning and relationships. Displays throughout the building celebrate pupils who demonstrate these values in action.

Behaviour is calm and consistent. Pupils move through the building quietly during lesson transitions. In the playground, play is active but supervised effectively. The behaviour policy emphasises positive reinforcement, though consequences are clear when needed.

The school serves a diverse community. Over 40 languages are spoken by pupils at home, with Polish, Arabic, and Somali among the most common. The school has invested in bilingual support and celebrates linguistic diversity through assemblies, displays, and International Week each summer.

In 2024, 95% of pupils met the expected standard in reading, writing, and mathematics combined, compared to the England average of 62%. This places Little Ealing firmly above the typical performance seen across state primaries. Reading scaled score averaged 110 (England average: 100). Mathematics averaged 110 (England average: 101). Grammar, punctuation, and spelling averaged 110 (England average: 100).

The school ranks 423rd in England for primary outcomes (FindMySchool ranking based on official data), and 5th among 77 primaries in Ealing, placing it among the highest-performing schools in England (top 3%). Locally, this represents a strong position, outperforming 72 other Ealing primaries.

At the higher standard, 45% of pupils achieved greater depth in reading, writing, and mathematics, compared to the England average of 8%. This is a striking figure that demonstrates the school's success with pupils working beyond age-related expectations. In reading alone, 56% achieved the higher standard. In mathematics, 54% did so. These are pupils who have mastered the curriculum and are working at levels typically seen in older year groups.

Science results were exceptional, with 99% of pupils meeting the expected standard compared to the England average of 82%. The school's emphasis on practical investigation and specialist science teaching in Year 6 appears to pay dividends.

Results have been consistently strong for the past five years, indicating this is not a one-year spike but sustained high performance. The school's approach to teaching, assessment, and intervention appears embedded and effective.

The curriculum follows the national framework with notable enrichment. French begins in Year 3, taught by a specialist who visits weekly. Pupils in Year 6 leave with conversational confidence and a solid grasp of grammar. Setting in mathematics starts in Year 5, allowing teachers to tailor lessons more precisely to pupils' needs. Year 6 receives additional morning booster sessions in the spring term to consolidate learning before SATs, though staff emphasise these are about confidence rather than cramming.

Teachers have strong subject knowledge and explain concepts clearly. Lessons observed during the Ofsted inspection were well-structured, with clear learning objectives and effective use of questioning to check understanding. Phonics teaching follows a systematic synthetic phonics programme, with daily sessions in Reception and Year 1. The phonics screening check results are consistently above national averages.

Reading is prioritised throughout the school. Each class has a well-stocked book corner, and the library is open at lunchtimes. Pupils in Key Stage 2 participate in reading challenges, tracking books read and discussing favourites with peers. The school subscribes to an online reading platform that allows pupils to quiz themselves on comprehension after finishing a book.

Homework is set weekly: reading daily, spellings to learn, and a mathematics task. In Year 6, this increases to include topic-based research projects. Parents report homework is manageable but purposeful.

Assessment is rigorous. Pupils are tested termly using standardised assessments, and data is analysed to identify gaps and target intervention. Teachers know exactly where each pupil sits in relation to age-related expectations and what needs to happen next.

Each class has a dedicated teaching assistant alongside the class teacher. The Special Educational Needs Coordinator (SENCO) works full-time and coordinates support for approximately 60 pupils on the SEN register, around 9% of the school population. This is below the national average, but the school ensures those identified receive targeted support. Interventions include phonics catch-up, speech and language therapy (delivered by a visiting therapist), and small-group numeracy support.

The school holds the Inclusion Quality Mark, an external validation of its inclusive approach. Pupils with English as an additional language receive tailored support, with bilingual assistants available for newly arrived pupils who speak little English.

Behaviour is excellent across the school. The behaviour policy is clear and consistently applied. Rewards include house points, certificates in assembly, and a weekly Headteacher's Award for pupils who have gone above and beyond. Sanctions are rare but used when necessary, starting with a warning and escalating to loss of playtime or, in serious cases, internal exclusion.

A trained counsellor visits one day per week for pupils needing additional emotional support. Referrals come through class teachers and the SENCO. The school also runs friendship groups and social skills sessions for pupils who find peer relationships challenging.

Safeguarding is robust. All staff are trained annually, and procedures are followed meticulously. The Designated Safeguarding Lead is accessible and works closely with external agencies when concerns arise.

The extracurricular programme runs Monday to Friday after school, with clubs changing each term. Current offerings include football, netball, basketball, chess, coding, choir, drama, art, and gardening. Some clubs are free; others charge a small fee to cover materials or specialist coaches. All Year 4 pupils learn the recorder as part of the music curriculum. Those showing aptitude can progress to other instruments through peripatetic lessons, though these incur a charge.

Music is a strength. The school choir performs at local events and has sung at the Royal Albert Hall as part of a regional concert. Pupils in Key Stage 2 can join the orchestra, which rehearses weekly and performs at the summer and winter concerts.

Annual highlights include a Year 6 residential to the Isle of Wight (three days, two nights), a whole-school production at Christmas (Year 6 take the lead roles, with other year groups contributing songs and scenes), and Sports Day at a local athletics track in July. Year 5 pupils attend a day trip to a rural farm, and Year 4 visit the Science Museum as part of their electricity topic.

The school has a small outdoor space, but staff make creative use of it. A vegetable garden, maintained by the gardening club, provides produce for the school kitchen. The playground includes zoned areas for ball games, quiet play, and equipment such as climbing frames and balance beams.

Trips are curriculum-linked and purposeful. Year 3 visit a local Hindu temple as part of their RE curriculum. Year 6 tour the Houses of Parliament during their democracy topic. Each year group has at least two trips per year, balancing educational value with cost to families.

School hours are 8:50am to 3:30pm Monday to Friday. Gates open at 8:40am, and pupils are expected to be in class by 8:50am. Late arrivals are recorded and followed up if patterns emerge.

Breakfast club runs from 7:45am, offering toast, cereal, and fruit. The cost is £5 per session, payable half-termly. After-school club operates until 6pm, with activities including homework support, games, and outdoor play. The cost is £12 per session. Both clubs are popular and sometimes have waiting lists, so early booking is advised.

Wraparound care is also available through a private provider operating on site, offering extended hours and holiday club during main school holidays. Details and booking are managed directly with the provider.

School lunches are prepared on site and cost £2.80 per day for Key Stage 2 pupils. Infant pupils (Reception to Year 2) receive universal free school meals. The menu is published online and caters for dietary requirements including vegetarian, halal, and allergen-free options. Packed lunches from home are also permitted.

Uniform is navy blue sweatshirt or cardigan, white polo shirt, grey trousers or skirt, and black shoes. PE kit is a white t-shirt, navy shorts, and trainers. Uniform can be purchased from the school office or local suppliers. Second-hand uniform is available through the Parent-Teacher Association.

The nearest stations are South Ealing (Piccadilly line, 0.6 miles) and Northfields (Piccadilly line, 0.7 miles). Bus routes 83 and E2 stop nearby on Northfield Avenue. Many families walk or cycle, and the school provides bike storage. Parking on surrounding streets is residents-only during school hours, so drop-off by car requires planning.

Admissions are coordinated by Ealing Council. The school is consistently oversubscribed, with 418 applications for 90 places in 2024. This represents a subscription ratio of 4.64 applications per place, one of the highest levels of demand in Ealing.

The last distance offered was 0.43 miles in 2024, reflecting the intense local demand. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Parents should use the FindMySchool Map Search to check their precise distance from the school gates compared to the last distance offered.

After looked-after children and those with Education, Health and Care Plans naming the school, places are allocated by straight-line distance from home to the school gate. There is no formal catchment boundary. Sibling priority does not apply; all applications are ranked purely by distance once priority categories are satisfied.

Applications for Reception entry must be submitted through Ealing Council's online portal by 15 January for September entry. Offers are made on National Offer Day in April. Late applications are considered after on-time applications and are less likely to succeed given the oversubscription.

Families moving into the area mid-year can apply for in-year places, but waiting lists are long. In 2023-24, no in-year places became available in any year group.

Nursery provision is available for 3 and 4-year-olds, with places allocated separately from Reception. Attending the school nursery does not guarantee a Reception place, though many nursery families do live within the tight distance criteria. Nursery details, including fees and government-funded hours, are available on the school website. For information on early years funding, see our guide to nursery funding.

The majority of pupils progress to Ealing secondary schools, with Ellen Wilkinson School for Girls, Drayton Manor High School, and Twyford Church of England High School being popular destinations. These are all within reasonable travel distance and serve the local community.

Approximately 10 to 15 pupils each year secure places at grammar schools, including St Benedict's Catholic School (boys, independent but with bursaries), St Augustine's Priory (girls, independent), or selective state schools outside Ealing such as Latymer School in Edmonton or Tiffin Schools in Kingston. The school provides familiarisation with 11-plus style questions in Year 6 but does not offer intensive preparation. Families seeking grammar school entry typically arrange external tutoring.

Transition arrangements are thorough. Year 6 teachers liaise with receiving secondary schools to share information about each pupil's strengths, needs, and any SEN support in place. Pupils visit their new schools during the summer term, and secondary staff often visit Little Ealing to meet their incoming cohort.

Tight catchment. With a last distance offered of 0.43 miles in 2024, securing a place requires living very close to the school. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should verify current distances before assuming a place here. Moving into the area specifically for the school is a decision that requires careful consideration of property costs and the risk that distance criteria may shift.

No sibling priority. Unlike many schools, Little Ealing allocates places purely by distance after priority categories. Families with one child at the school are not guaranteed places for younger siblings unless they still live within the qualifying distance. This can create practical challenges for families with multiple children.

Limited parking. The surrounding streets have residents-only parking during school hours. Families travelling by car will need to park further away and walk, or use public transport. This can be inconvenient in poor weather or for families with younger children in tow.

Nursery does not guarantee Reception. Attending the school nursery does not provide any priority for Reception places. Families should not assume nursery attendance secures a school place. The same distance criteria apply, and many nursery families do not progress to Reception if they live beyond the qualifying distance.

Consistently strong results and a genuine commitment to inclusion make Little Ealing one of Ealing's most sought-after primaries. The school combines academic rigour with a warm, diverse community. Teaching is effective, behaviour is excellent, and pupils leave well-prepared for secondary school. 95% meeting expected standards in reading, writing, and mathematics is not luck; it is the result of clear structures, high expectations, and skilled teaching.

Best suited to families within the tight catchment who want excellent primary education in a setting that reflects the diversity of modern London. The school's strength with pupils working at greater depth means it challenges high attainers while also supporting those who need additional help. The main challenge is securing a place, and families should verify their distance carefully before relying on admission here.

For families who do secure a place, this is a school where children thrive academically and socially, leaving Year 6 confident, well-prepared, and ready for the next stage.