Notre Dame Catholic Primary School Review 2026, high-performing Catholic primary with strong KS2 outcomes

Morning routines at this school are deliberately structured. The whole-school timetable for 2025 to 2026 sets a clear entry window, 8:45am to 8:55am, and a similarly managed end-of-day exit, 3:15pm to 3:25pm, which matters for families juggling siblings, commuting, and wraparound care.

The academic picture is a key draw. In 2024, 87.67% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 45.67% reached greater depth across reading, writing and mathematics, compared with 8% across England. That profile suggests many pupils are not only secure, but pushing beyond the basics by the end of Year 6.

Demand is real. In the latest published entry-route dataset, 56 applications competed for 16 offers, an oversubscription ratio of 3.5 applications per place. For families considering Reception entry, that competitive context should sit alongside the faith-based admissions criteria, which prioritise Catholic practice and parish links.

The school’s public-facing language is direct about purpose. The mission statement places Gospel values at the centre of daily life and names a set of values chosen by children and staff: Faith, Forgiveness, Love, Friendship, Honesty, Respect, and Compassion. In practical terms, this is the vocabulary pupils are expected to use when talking about relationships, behaviour, and how they treat one another.

Catholic life is not presented as a bolt-on. The calendar and wider school communications repeatedly reference worship and liturgy, and the school runs a Prayer Heroes role for the 2025 to 2026 year, with pupils applying and being selected by the previous cohort. For families who want a school where prayer and reflection are visible rather than background, that pupil leadership model is a helpful indicator of how faith is integrated.

Day-to-day culture is framed around calm behaviour and belonging. The school places weight on courtesy and conduct, and it also presents itself as deliberately inclusive within its Catholic identity, welcoming families of other Christian denominations and other faiths who support the ethos. That balance tends to suit households who want explicit faith formation alongside a community that reflects local diversity.

Leadership is clearly signposted. The headteacher is Mrs Nicola McNelis, and the school positions headship as closely linked to safeguarding, with the headteacher also identified as the main Designated Safeguarding Lead.

The headline KS2 outcomes are strong, and the detail supports that impression. In 2024:

• 87.67% met the expected standard in reading, writing and mathematics combined (England average 62%).

• 97% met the expected standard in science (England average 82%).

• Reading and mathematics scaled scores were both 110; grammar, punctuation and spelling scaled score was 108.

The higher-attaining end is notable. 45.67% achieved the higher standard in reading, writing and mathematics, compared with 8% across England. Writing depth is also prominent, with 27% recorded at greater depth in writing.

Rankings provide extra context for parents comparing local options. Ranked 797th in England and 7th in Greenwich for primary outcomes (FindMySchool ranking based on official data), results sit well above England average and are competitive within the borough. Parents comparing multiple schools can use the FindMySchool Local Hub page to view these outcomes side-by-side using the Comparison Tool, which is often the fastest way to translate raw percentages into a shortlist.

Curriculum intent is described as ambitious, with careful attention to sequencing and building knowledge over time. That matters in a primary setting because it is often the difference between pupils remembering topics for a term and pupils retaining them into Year 6. External review material highlights a strong focus on early reading, with staff trained to deliver phonics consistently, and additional support for pupils who fall behind so they can catch up.

A useful detail for parents is how the school links subjects rather than treating them as isolated blocks. English reading choices are described as connecting with history and geography learning, and teaching is framed around regular checking for understanding and revisiting prior learning. The practical implication is that pupils are more likely to build vocabulary and background knowledge that supports comprehension across the curriculum, not only in English lessons.

The school also signals specialist input in creative areas, stating that additional expertise helps extend musical and artistic abilities. The presence of a published School Music Development Plan, even if the detail sits in a separate document, is usually a sign that music is treated as a planned curriculum area rather than a purely extracurricular offer.

As a primary school serving ages 5 to 11, the main transition question is Year 6 to Year 7. The school’s admissions policy and wider communications frame it as serving Catholic communities linked to specific parishes, which often means some families will prioritise Catholic secondary education routes when the time comes.

The school is part of St Oscar Romero Catholic Academy Trust, and one secondary school within the trust is St Thomas More Catholic Comprehensive School. For some families, being within a Catholic trust family can make information-sharing and transition conversations feel more joined-up, even though secondary transfer is not automatic and remains subject to the relevant admissions process.

For families who want clarity early, the best approach is to map likely secondary options during Year 5 rather than waiting for Year 6. Use FindMySchoolMap Search to check travel practicality and to explore realistic alternatives if your first-choice route looks highly competitive.

This is a state-funded school with no tuition fees. Admissions are shaped by two overlapping realities: borough-wide coordinated admissions and a faith-based oversubscription policy.

Competition is evident in the latest published entry-route dataset: 56 applications for 16 offers, and an oversubscription ratio of 3.5 applications per place. The implication is straightforward, securing a place can be difficult even for families who broadly match the school’s ethos.

The published admissions policy for 2025 to 2026 is explicit that the school exists primarily to serve the Catholic community, with priority given to baptised Catholic children of practising Catholic families, including those linked to specific parishes and those with siblings already on roll. Evidence requirements are set out, including baptism evidence and a priest reference for certain categories, and the policy also explains that distance is used as a tie-break within categories via the local authority’s straight-line measurement system.

For September 2026 primary admissions in Greenwich, the local authority timetable states: applications open 1 September 2025; the closing date is 15 January 2026; offers are published 16 April 2026; acceptance closes 30 April 2026; appeals close 14 May 2026. Schools that require supplementary forms have the same 15 January 2026 deadline for those documents.

A consistent theme in formal review material is that pupils feel safe and trust staff to help them if there is a concern. Bullying is described as not being a persistent problem, with issues addressed quickly when they arise. That matters because it points to adult follow-through, the part that families often find hard to judge from a website alone.

The latest Ofsted visit in February 2023 reported that the school continues to be Good.

Ofsted also judged safeguarding arrangements to be effective.

The headteacher is named as the main Designated Safeguarding Lead, which is a practical signal of how seriously the school takes safeguarding accountability at leadership level.

Enrichment is positioned as both interest-led and confidence-building. Formal review material describes opportunities such as joining the school band and training with a local professional football team, alongside trips to local museums and visits from people talking about their work. The implication for pupils is a broader sense of what learning connects to, not only what sits in a textbook.

The school’s own wraparound provision is specific. Breakfast Club runs 7:30am to 8:45am and is priced at £5.00 per child per day, with bookings handled through the school’s usual payments platform. For working families, that time window can be the difference between a manageable morning and a daily rush.

After-school provision combines care and clubs. The on-site After School Club runs in partnership with All Kids Can, operating Monday to Friday from 3:30pm to 5:00pm.

For 2025 to 2026, published club schedules show named sports options across the week, including Hockey Club, Dodgeball Club, Football Club, Multiskills Club, Tag Rugby, Tennis, Cricket, and Basketball (availability varies by half term). These are not generic placeholders; they are defined programmes with set durations, which tends to suit pupils who like routine and progression rather than one-off activities.

The published whole-school timetable indicates a structured day: entry is 8:45am to 8:55am, and the end-of-day exit window is 3:15pm to 3:25pm.

Breakfast Club provides earlier supervision from 7:30am. After-school provision runs on-site until 5:00pm via the partner provider, which is helpful for families needing a single-site solution rather than separate childcare travel.

Uniform expectations are detailed and traditional in style, with clear guidance for pupils and families.

Term dates for both 2025 to 2026 and 2026 to 2027 are published, which helps with holiday planning well ahead.

• Oversubscription reality. With 56 applications and 16 offers in the latest published entry-route dataset, competition is the limiting factor. Have a realistic back-up plan alongside this preference.

• Faith criteria are central. The admissions policy prioritises Catholic practice and parish links and requires specific evidence for some categories. Families who want a Catholic education in principle but are not aligned with the policy details should read the criteria early, not after submitting forms.

• Accessibility note in the admissions policy. The school states that the building and grounds are not fully access friendly and encourages families to visit to check suitability. This is especially important for pupils with mobility needs or for families using pushchairs regularly at drop-off.

• Wraparound is partly partnership-based. After-school care is delivered with an external partner and clubs run in blocks. Families who prefer provision fully run by school staff, or who need later finishing times than 5:00pm, should clarify arrangements early.

For a Catholic primary, the combination of clear faith identity, structured routines, and very strong KS2 outcomes makes this a compelling option in Greenwich. It suits families who actively want Gospel values and prayer to be part of school life, and who value an academically ambitious primary experience with high attainment and a strong higher-standard profile. The main hurdle is admission, so families should treat it as a high-preference choice alongside at least one realistic alternative.