Ark Conway Primary Academy Review 2026: One-form entry, high expectations, consistently strong outcomes

A small primary where routines are clear, expectations are high, and pupils are encouraged to speak up and think hard. As a one-form entry academy in White City, Ark Conway keeps year groups small enough for staff to know families well, while still offering a structured enrichment programme that starts from Reception. The most recent Ofsted inspection (July 2024) judged the school Outstanding in every area.

Academically, the headline figures are striking. In the latest published key stage 2 results 93% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 59% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. These outcomes align with the school’s stated emphasis on strong foundations in reading and a curriculum that builds knowledge deliberately across subjects.

This is a school that puts oracy and confidence on the timetable, not just in assemblies. Pupils are encouraged to share opinions and develop clear spoken communication, including through structured roles such as a lunchtime committee that meets with the chef to discuss menu changes. That emphasis matters for families who want children to build social confidence early, particularly in mixed-ability settings where some pupils need more practice speaking up.

Relationships and behaviour are described in official evidence as calm and purposeful, with adults and pupils working in a respectful, supportive tone. It is also a school that expects pupils to contribute beyond themselves, for example through class-led community projects such as collecting books to send to children in need internationally. That combination of high expectations and social responsibility tends to suit families looking for firm structure without a harsh culture.

Leadership continuity is another stabiliser. The principal is Mrs Rebecca Ross-Wood, and the headteacher role has been in post since 2018. In practical terms, that length of tenure often shows up in consistent routines, clear staff training, and a coherent approach to curriculum sequencing rather than constant reinvention.

The performance picture is strongest where parents usually care most at primary: core literacy and numeracy.

• Combined reading, writing and mathematics (expected standard): 93%, compared with an England average of 62%.

• Higher standard (greater depth) in reading, writing and mathematics: 59%, compared with an England average of 8%.

• Reading scaled score: 110, mathematics: 111, grammar, punctuation and spelling: 109.

On the FindMySchool ranking, Ark Conway Primary Academy is ranked 476th in England and 10th in Hammersmith and Fulham for primary outcomes (FindMySchool ranking based on official data). This places the school well above the typical England performance range.

A useful way to interpret these numbers is as consistency rather than a single spike. Very high reading attainment (97% reaching the expected standard) alongside strong mathematics (90%) usually indicates that teaching and intervention systems are working across the cohort, not only for the very highest attainers.

Parents comparing nearby primaries can use the FindMySchool Local Hub page to view these outcomes side-by-side with other local schools, particularly helpful in areas where several academies sit within short travel distance.

Curriculum ambition is not presented as a slogan here, it is evidenced through concrete choices. French is introduced from early years, with pupils building vocabulary and sentence confidence by the end of Year 6. For families who value languages early, that is a clear differentiator from many primaries where languages begin later or rely on inconsistent delivery.

Reading is treated as a core priority with a tight system around phonics delivery, matched books for early readers, and rapid identification of pupils who fall behind. The implication is not just higher attainment, but reduced anxiety for children who struggle early, because the school’s approach is designed to catch gaps quickly and consistently.

There is also an intentional “beyond lessons” strand that ties learning to home life. Examples include Discovery Boxes that go home with activities and guidance linked to curriculum topics, and routine knowledge-building time in the school day (described in official evidence as daily “WIN” time). For children who enjoy sharing learning with parents and carers, that structure can make homework feel more purposeful rather than a battle.

As a primary academy, Ark Conway’s main destination pathway is local state secondary transfer at Year 7 through coordinated admissions. The school’s location in Hammersmith and Fulham means families often consider a mix of nearby borough options, depending on home address, sibling links, and travel patterns.

What Ark Conway clearly prioritises is readiness for the transition itself: strong reading fluency, confident writing, and the ability to speak clearly and work with peers. The school’s emphasis on oracy and routines can be particularly helpful for children moving from a small one-form entry setting into a larger secondary environment.

Families planning ahead should check the relevant local authority secondary transfer rules early, then use FindMySchoolMap Search to sense-check travel distance and realistic options for Year 7, especially where multiple borough boundaries affect eligibility.

Ark Conway is a non-selective local primary with 30 Reception places each year. Applications are made through Hammersmith and Fulham’s coordinated admissions process rather than directly to the school. For September 2026 entry, the school states the application deadline as 15 January 2026, with offers notified on 16 April 2026.

Demand is the key pressure point. Recent admissions data indicates 101 applications for 30 offers, and an oversubscription ratio of 3.37 applications per place, which means many families who apply will not receive an offer. The most practical implication is that families should treat this as a competitive local option and plan alternatives alongside it, not as a certainty.

For in-year entry outside the main round, the school directs families to apply via the local authority and notes that outcomes are typically provided within 15 school days.

Open events appear on the school calendar and have historically been scheduled in November. When dates listed on the website relate to a past cycle, the safest assumption is that the school repeats a similar pattern annually, with exact dates confirmed on the school calendar.

Pastoral support is closely tied to routine and clarity. The school sets expectations early, and those routines create predictability for pupils, particularly in early years. Pupils with special educational needs and disabilities are described in official evidence as fully included in wider school life, with staff adapting teaching and using external agency support where needed.

Attendance is tracked carefully, with early action when patterns weaken. This matters in real terms because primary attendance gaps often translate into reading and writing gaps that become harder to close later.

Ofsted confirmed safeguarding arrangements are effective.

Enrichment is built into the weekly rhythm from the start. From Reception onwards, pupils attend an enrichment club every week, and the school describes these as Spark clubs. In official evidence, examples include mixed-age groups learning new skills such as fashion design, yoga and chess. The implication for families is that enrichment is not limited to older year groups or to children whose parents can organise clubs externally.

The school’s published clubs list adds more specifics. Current options include gymnastics, Musical Explorers, hockey, ballet, Mandarin, Inventors, choir, drama, cookery and cheerleading, with enrichment clubs typically running 3.45pm to 4.45pm after school.

Performing arts is presented as a meaningful strand rather than an occasional production, with whole-school concerts and opportunities to perform in the community at events such as festivals and celebrations. There is also an annual talent competition referenced in official evidence, which can be a useful confidence-builder for pupils who thrive with an audience and a clear goal to work towards.

The school day runs 8.35am to 3.30pm Monday to Thursday, and 8.35am to 3.00pm on Fridays. Breakfast club is listed as starting at 7.45am, and the school also runs after-school care from 3.45pm to 6.00pm, charged on an hourly basis.

As a state school, there are no tuition fees. Families should still budget for typical extras such as uniform, trips, and any paid clubs they choose to join.

Transport-wise, this is a West London school serving a local intake, so families generally prioritise walkability and short public transport journeys. For day-to-day reality checking, it is worth mapping routes at typical drop-off and pick-up times rather than relying on off-peak journey estimates.

• High competition for Reception places. Recent admissions data indicates more than three applications per place. Families should shortlist realistic alternatives alongside this choice.

• Small school, smaller year-group social pool. One-form entry can be excellent for consistency and relationships, but children seeking a very large peer group may prefer a bigger setting.

• Clubs and wraparound costs. Breakfast club is listed as free, but after-school care and some enrichment clubs carry charges, so families should factor this into weekly planning.

• Structured expectations. This style suits many pupils, especially those who benefit from routine. Families who want a looser, more informal culture may want to check fit carefully through visits and conversations.

Ark Conway Primary Academy combines a small-school feel with unusually strong academic outcomes and an organised enrichment offer. It is best suited to families who want clear routines, ambitious learning, and a school day that supports working patterns through breakfast and after-school care. Entry remains the limiting factor, so families should approach admissions with a plan A and plan B mindset.