St Augustine's RC Primary School Review 2026: Catholic primary with top 10% results in England

A small Catholic primary in Hammersmith, with a clear family feel and academic outcomes that stand out even in a competitive London context. Founded in 1964, it marks its 60th anniversary with visible pride in tradition and community.

Results remain a positive part of the picture, though the latest available primary measures are more measured than the previous headline. In the 2025 measures, 70% of pupils met the expected standard in reading, writing and maths combined, with 10% reaching the higher standard. The school's current overall primary ranking is 4,949th in England and 26th in Hammersmith and Fulham.

Leadership is stable, with Mr M Kincaid listed as Headteacher on the school’s staff and contact pages.

The tone here is purposeful, warm, and overtly Catholic in a practical, everyday way. The school’s mission is framed around faith and moral development, and this shows up in how pupils talk about belonging and responsibility, not just in assemblies and liturgy. Catholic life roles for pupils, including Catholic Life Ambassadors, are described as a genuine strength in the most recent Catholic Schools Inspectorate report available for the school.

Pastoral structures are built around older children helping younger ones, and daily routines are designed to feel predictable. At lunchtime, older pupils are positioned as supporters for younger pupils at tables, which reinforces the idea that responsibility is learned by doing, not by posters on walls.

The school is currently an academy and sits within the Saint John Southworth Catholic Academy Trust, which matters for governance, policy alignment, and how improvement planning is handled across schools.

A distinctive Catholic detail that stands out is the outdoor prayer garden, including a fountain, referenced in the Catholic Schools Inspectorate report. That kind of feature tends to anchor faith life in something pupils can relate to, not just words and routines.

The attainment story in the latest available 2025 measures is still broadly positive across the board:

• Reading, writing and maths combined (expected standard): 70%

• Higher standard in reading, writing and maths: 10%

• Reading scaled score: 107

• Maths scaled score: 106

• Grammar, punctuation and spelling scaled score: 109

• Science expected standard: 90%

These figures indicate a cohort performing well beyond typical expectations for England, and the higher standard figure is especially striking in context, at more than four times the England average.

Rankings are now more mixed. FindMySchool's current ranking based on official data places the school 3,992nd in England for primary academic outcomes, while the broader primary ranking is 4,949th in England and 26th in Hammersmith and Fulham.

A useful way to sense what this means day to day is to look at what is prioritised in reading and maths. On the reading side, the school describes structured approaches, frequent assessment, and an expectation of reading at home at least five times per week.

Parents comparing local options can use the FindMySchool Local Hub page to view these results side by side using the Comparison Tool, since strong local areas can make school choice feel like splitting hairs.

Teaching is structured, with clear routines and a strong early literacy focus. Phonics is positioned as the foundation, with books closely matched to pupils’ phonic knowledge and extra support planned for anyone at risk of falling behind.

Reading is treated as a whole school priority rather than an English department issue. The school outlines a detailed approach that includes baseline reading assessment on entry, repeated benchmarking for some year groups, class novel story time, weekly library slots, and pupil leadership through reading ambassadors who run a lunchtime book club in an outdoor reading area.

In maths, the curriculum is described as carefully sequenced, with fluency goals such as times tables and early number mastery supported by interactive resources in Reception. Pupils are expected to use accurate mathematical vocabulary and to choose efficient calculation methods.

Across foundation subjects, curriculum planning is described as clear and sequenced, with a continuing focus on making sure learning sticks over time through sharper checking and assessment. That matters because strong headline results are easier to sustain when knowledge builds reliably from unit to unit.

As a primary school, the key transition point is into Year 7. The school provides general guidance materials for families choosing secondary schools, including documents relating to Catholic practice requirements that may apply for some Catholic secondary admissions.

For many families, the right next step will depend on the chosen borough, the child’s travel tolerance, and whether they are aiming for a faith based place, a comprehensive, or a selective route elsewhere in London. The most practical approach is to shortlist early, attend open events, and map realistic travel options before you commit emotionally to a single school.

Competition for places can change from year to year, so older applications-per-place figures should not be treated as a guide to current chances. Families should check the current local authority guidance and the school's admissions information before relying on distance or oversubscription assumptions.

For Reception entry, applications follow the state school timetable through the coordinated local authority process. Families should confirm the current closing date, offer day and any evidence requirements through their home local authority before applying.

The school also publishes tour dates for prospective Reception families, with booking usually required and places limited per tour.

Families who want to sanity check their shortlist should use the FindMySchoolMap Search to understand how location and realistic travel would interact with admissions rules and day to day logistics.

Pastoral care is closely linked to behaviour expectations and relationships. Behaviour is described as calm and purposeful, with consistent routines and clear expectations that learning matters.

Safeguarding is treated as an everyday culture rather than a paperwork exercise, with staff training, vigilance, and systems designed to surface concerns quickly. The report also references workshops for older pupils on local risks, reinforcing that safety education is explicit and age appropriate.

For Catholic families, the faith dimension adds another pastoral strand: worship routines, prayer, and a shared vocabulary around forgiveness and reconciliation. The Catholic Schools Inspectorate report also describes access to a space pupils can use when they need time out from class, which is often the difference between a child coping and a child spiralling.

Extracurricular life is practical and well linked to confidence building. The school describes lunchtime and after school options that change termly, plus structured providers who run regular clubs.

A few details make this feel more distinctive than the usual primary list:

• School Choir (Years 5 and 6) rehearses weekly and sings at school Masses and church services. It has represented the school at the Catholic Children’s Society Westminster Cathedral Advent Carol Service, and also took part in Young Voices at Wembley Arena in March 2023 alongside thousands of other children.

• Shooting Starz offers football, netball and multi sports, framed as participation for all rather than only elite squads.

• Dramatic Dreams provides drama sessions that culminate in a show for parents, which is a strong confidence builder for pupils who may not shine in formal written work.

• Michelle Bourne Dance is positioned as a dedicated dance academy offer for children aged five and above, with clubs described as popular across age groups.

Ofsted also references additional Spanish, instrument learning, and clubs as part of the wider offer, with a note that leaders should keep improving equitable access to these opportunities.

The daily timetable is clearly set out. The school gate opens at 8:30am for a soft start, the school day officially begins at 8:45am, and it ends at 3:15pm. After school clubs are listed as running 3:20pm to 4:20pm.

Wraparound care is not described in the same place as the day timetable, so families who need earlier mornings or later finishes should ask directly what is available beyond the after school club window.

In transport terms, this is a well connected part of London, but practicalities still matter: drop off routines, walking routes, and after school logistics can be as important as admissions criteria for family sanity.

• Competition for places. Demand can change each year, so families should treat admission as uncertain, check the current oversubscription criteria, and keep a realistic Plan B.

• Catholic life is central. Faith is not an optional extra here. Worship, Catholic social teaching, and the language of mission and discipleship are embedded throughout school life.

• Equity of enrichment. External evaluation highlights that the wider offer exists, but leaders are expected to keep strengthening how consistently all pupils can access it, especially disadvantaged pupils.

• Wraparound constraints. The published timetable clearly covers the core day and after school clubs, but families needing longer wraparound should confirm the full picture before relying on it.

A high performing Catholic primary with a calm culture, clear routines, and results that place it well above England average. Founded in 1964, it combines long established community roots with a structured approach to reading, maths, and pupil responsibility.

Best suited to families who want a faith led education, value strong academic outcomes, and will engage early with the admissions process. The limiting factor is not the education, it is securing a place.