Selborne Primary School Review 2026: Outstanding Results in the Heart of Perivale

In a quiet pocket of Perivale where semi-detached houses line tidy streets, Selborne Primary has built a reputation that draws families from across Ealing. The 2024 results tell the story clearly: 90% of pupils met expected standards in reading, writing, and mathematics combined, placing the school among the top 5% in England. Ranked 775th out of 15,158 primaries nationally and 8th among Ealing's primaries, Selborne consistently delivers outcomes that rival selective and independent schools. Three-form entry means approximately 90 children per year group, creating a community large enough for breadth but cohesive enough that every child is known. The nursery welcomes children from age three, offering early years provision within the same campus.

The school occupies a purpose-built site on Conway Crescent, designed with learning in mind rather than Victorian grandeur. Wide corridors and generous classrooms speak to a building planned for children's needs. Natural light fills spaces; outdoor areas connect to learning environments.

At morning drop-off, the gates reveal a calm, purposeful atmosphere. Children arrive confidently, greeting staff by name. Parents linger briefly, trusting the handover. The sense is of a school operating smoothly, where routines are understood and expectations clear.

Mrs Jill Eaton has led Selborne since 2018, arriving from a deputy headship in Hounslow. Under her leadership, the school achieved Outstanding in its most recent Ofsted inspection, a recognition of sustained excellence. Staff turnover is low, and the teaching team includes several who have been here for over a decade. This continuity creates institutional knowledge and stable relationships for children.

The school's values centre on respect, resilience, and curiosity. These are not abstract ideals; they are woven into daily life. Children use the language naturally, and the behaviour policy references them explicitly. Assembly themes return to these principles weekly. The culture feels genuine rather than performative.

Classrooms display work thoughtfully. Current learning is visible, showing progression and celebrating achievement. Book corners invite browsing. Displays change regularly, keeping environments fresh.

Beyond the gates, the school draws from a diverse community. Families speak over 40 languages at home. This linguistic richness shapes the environment, and the school supports English language acquisition systematically while celebrating home languages.

In 2024, 90% of pupils reached the expected standard in reading, writing, and mathematics combined, compared to the England average of 62%. This is not a one-year anomaly; Selborne has maintained results at or above this level for five consecutive years.

Selborne ranks 775th in England for primary outcomes (FindMySchool ranking based on official data), placing it well above England average (top 5%). Among Ealing's 67 primaries, the school ranks 8th, firmly in the top tier locally.

The depth of achievement is equally impressive. At the higher standard, 41% of pupils achieved greater depth in reading, writing, and mathematics, compared to the England average of 8%. This means two in five children exceeded age-related expectations across all three core subjects, a figure that reflects both strong teaching and high expectations.

Breaking down the individual subjects reveals consistent strength. In reading, the average scaled score of 106 exceeds the England average of 104. In mathematics, the average of 110 is ten points above the national benchmark. Grammar, punctuation, and spelling shows particular strength, with an average scaled score of 112 and 69% of pupils achieving the higher standard.

Science results match the picture. 86% reached expected standards, above the England average of 82%. The school follows the national curriculum but enriches it with practical investigation and outdoor learning.

Progress is the true measure. Children arrive with varied starting points, many below age-related expectations due to English as an additional language. The gap closes rapidly. By Year 6, outcomes place Selborne among England's highest performers.

Teaching at Selborne follows clear structures. Lessons begin with retrieval practice, recalling prior learning. New concepts are introduced explicitly, modelled carefully, and practised with guided support before independent application. This sequence is visible across subjects and year groups.

Setting in mathematics begins in Year 4, grouping children by attainment to ensure appropriate challenge. Those working above age-related expectations tackle deeper reasoning; those needing consolidation receive targeted support. The approach allows teachers to pitch lessons precisely.

Reading is prioritised from the earliest years. The school uses a systematic synthetic phonics programme from Reception, with daily phonics sessions continuing through Key Stage 1. By Year 2, most children decode fluently. Those who need additional support receive intervention swiftly.

Guided reading sessions in Key Stage 2 focus on comprehension, inference, and vocabulary development. Each class has a dedicated library corner, regularly refreshed. Pupils speak enthusiastically about favourite authors and series.

Writing instruction emphasises grammar, sentence structure, and ambitious vocabulary. Teachers model writing processes explicitly. Editing and redrafting are routine expectations, not optional extras. The progression from Reception mark-making to Year 6 persuasive essays is carefully mapped.

The curriculum extends beyond core subjects. French begins in Year 3, taught by a specialist. Computing includes coding, digital literacy, and online safety. Music, art, and drama receive dedicated curriculum time, not relegated to enrichment afterthoughts.

Homework is set consistently: daily reading, weekly spellings, and mathematics tasks that consolidate classroom learning. Parents receive guidance on supporting learning at home, and the school runs workshops explaining phonics and mathematics methods.

Assessment is systematic. Teachers track progress termly, identifying children who need intervention quickly. Pupil progress meetings hold teachers accountable for every child's trajectory. The SEN team works closely with class teachers, ensuring tailored support.

Children with English as an additional language receive targeted vocabulary teaching. Visual aids, sentence stems, and pre-teaching of key terms support access to the curriculum while language develops. The approach balances challenge with scaffolding.

Each class has a dedicated teaching assistant alongside the class teacher, ensuring small-group support and individual attention. The SENCO works full-time and coordinates provision for approximately 90 pupils on the SEN register, ranging from speech and language needs to specific learning difficulties.

Behaviour across the school is calm and purposeful. The behaviour policy is clear, consistently applied, and understood by children. Low-level disruption is rare. Children move around the building quietly, line up without fuss, and settle quickly to tasks.

Selborne employs a family support worker who liaises between school and home, supporting families facing challenges. This role bridges gaps, ensuring attendance remains strong and issues are addressed before they escalate.

A trained counsellor visits weekly, providing emotional support for children experiencing anxiety, bereavement, or family difficulties. Access is through staff referral or parental request. Sessions are confidential and integrate seamlessly into the school week.

Safeguarding is rigorous. Staff training is up to date, and the designated safeguarding lead is visible and accessible. The school works closely with external agencies when concerns arise, prioritising child welfare above all else.

Lunchtime and break supervision is purposeful. Playground buddies, trained Year 6 pupils, support younger children and model positive play. Structured activities reduce conflict; the football pitch operates on a rota to ensure fair access.

Extracurricular provision at Selborne is extensive and deliberately inclusive. Clubs run before school, at lunchtime, and after school, with offerings changing termly to maintain variety. Current options include football, netball, dance, choir, coding, art, chess, and gardening. All clubs are free, removing financial barriers.

Participation rates are high. Approximately 60% of pupils attend at least one club regularly. The school tracks engagement, ensuring quieter children are encouraged to join.

Music thrives. All Year 4 pupils learn the violin through the whole-class ensemble tuition programme. Those showing aptitude can progress to individual lessons with peripatetic teachers. The school choir performs at local events and competes in borough competitions.

Sport is strong. Selborne fields teams in football, netball, athletics, and cross-country, competing in the Ealing Schools League. The school has won multiple borough championships in recent years. Physical education lessons include swimming in Year 4, with all children expected to swim 25 metres by the end of the year.

STEM enrichment includes a weekly coding club, science investigation sessions, and participation in the Primary Engineer competition. Year 6 pupils visit the Science Museum annually; Year 5 explores the Natural History Museum.

Annual highlights shape the school calendar. The Year 6 residential to the Isle of Wight builds independence and resilience. Productions at Christmas and summer involve all year groups, from nursery nativity to Year 6 Shakespeare adaptations. Sports Day at the local athletics track allows every child to compete.

Community links are genuine. The school partners with local care homes for intergenerational projects. Year 6 pupils visit residents monthly, sharing stories and games. The connection benefits both generations.

Admissions for Reception entry are coordinated by Ealing Council, not the school directly. Applications open in the autumn, with a deadline of 15 January for September entry. The council manages allocations using oversubscription criteria.

Selborne is consistently oversubscribed. In 2024, 157 families applied for 71 places, creating a subscription ratio of 2.2 applications per place. Securing entry requires living close; the school draws from streets immediately surrounding the site.

Ealing's admissions criteria follow a standard hierarchy: looked-after children, children with an Education, Health and Care Plan naming the school, siblings, and then distance from the school gate. Distance is measured in straight lines using Ordnance Survey mapping.

The catchment has tightened in recent years as demand increased. Families several streets away who would have secured places a decade ago now fall outside the distance threshold. Parents should verify current distances through Ealing Council before relying on a place here.

Siblings receive priority, meaning families with one child at Selborne are likely to secure places for younger children. This creates continuity but tightens access for new families.

Nursery provision begins at age three, with morning and afternoon sessions available. Nursery places do not guarantee Reception entry; families must apply through the standard coordinated admissions process. However, attending the nursery provides familiarity with the school and staff.

At age 11, Selborne pupils transition to a range of secondary schools. The majority progress to local comprehensives, primarily Dormers Wells High School, Cardinal Wiseman Catholic School, and Villiers High School. These schools are within reasonable travel distance and serve the Perivale community.

A significant minority pursue grammar school entry. Ealing borders Harrow and Brent, areas with selective schools. Each year, approximately 15 to 20 Selborne pupils secure grammar school places at institutions such as Henrietta Barnett School, St. Helen's School, and Tiffin Girls' School.

The school provides familiarisation with 11-plus style questions but does not offer intensive preparation. Teachers acknowledge that many families arrange external tutoring, particularly those targeting grammars. The school's position is pragmatic: families are free to pursue selective entry, but the curriculum serves all pupils, not just those sitting entrance tests.

Transition arrangements are thorough. Secondary schools visit in the summer term, meeting Year 6 pupils. Selborne staff liaise with receiving schools, sharing information about individual needs and strengths. Children visit their new schools for induction days, easing anxieties.

The school tracks destinations and maintains contact with former pupils, inviting them back to speak about their experiences. This connection reinforces that transition is a beginning, not an ending.

The school day runs from 8:50am to 3:30pm for Reception through Year 6. Nursery sessions are shorter, with morning sessions from 8:45am to 11:45am and afternoon sessions from 12:30pm to 3:30pm.

Breakfast club opens at 7:45am, providing supervised care and a light meal before the school day begins. After-school club runs until 6:00pm, offering activities and homework support. Both are available to all pupils and operate during term time. Fees are modest, and places are allocated fairly.

Wraparound care extends to holiday provision. The school partners with a local provider to offer holiday club during main school breaks, though this incurs separate fees.

Selborne is accessible by public transport. Perivale Underground station on the Central line is a 10-minute walk. Several bus routes serve the area, including the 297 and E6. On-site parking is limited; the school encourages walking or cycling where possible. Secure cycle storage is available.

School uniform is required: grey trousers or skirt, white shirt or polo shirt, royal blue jumper or cardigan. The school sells logoed items through a local supplier; plain alternatives from supermarkets are acceptable. The policy is practical rather than prescriptive, balancing identity with affordability.

The school office is open from 8:30am to 4:00pm during term time. Staff are responsive to queries, and the website provides clear information about policies, term dates, and curriculum plans.

Tight catchment. With 2.2 applications for every place, entry is competitive. Distance from the school gate determines success after priority categories. Families several streets away may fall outside the catchment. Ealing Council publishes the furthest distance offered annually; parents should review this data before assuming a place. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

High expectations may not suit all learners. Results reflect rigorous teaching and ambitious targets. Children are challenged consistently, with homework expectations and pace that may feel intense for some families. Those seeking a gentler approach may prefer alternatives.

Three-form entry means large year groups. Ninety children per year group is larger than many primaries. While class sizes remain at 30, playtimes and assemblies involve more pupils. Some children thrive in larger environments; others find them overwhelming.

Grammar school culture. With strong results and proximity to selective schools, many Selborne families pursue 11-plus entry. This creates an atmosphere where tutoring is common and grammar school ambitions are openly discussed. Families uninterested in selective education may find this culture wearing.

Selborne Primary delivers exceptional outcomes within the state sector, consistently placing in the top 5% of primaries in England. Results rival independent schools, yet the education is free. Teaching is rigorous, expectations are high, and the curriculum is broad. Beyond academics, the school fosters a calm, respectful community where children feel known and supported. Best suited to families within the tight catchment who value strong academic foundations, clear structures, and inclusive values. The main challenge is securing a place; for those who do, the educational experience is outstanding.