Krishna Avanti Primary School, Edgware Review 2026: High-attaining Hindu primary with a distinctive ethos and very strong outcomes

Academic results here are exceptional by any state-school benchmark. In 2024, 96.7% of pupils met the expected standard in reading, writing and mathematics combined, far above the England average of 62%. Scaled scores were also high (Reading 109; Mathematics 111; GPS 112), with 41.7% reaching the higher standard in reading, writing and maths compared with 8% nationally.

That performance places the school among the highest-performing primaries in England. It ranks 240th in England and 2nd in Harrow for primary outcomes (FindMySchool ranking based on official data), which equates to being among the highest-performing in England (top 2%).

The school’s identity is closely tied to its Hindu character and the Avanti Schools Trust, with a strong sense of shared purpose and community. It is also highly sought after: for Reception entry, 249 applications competed for 60 offers in the most recent admissions cycle reflected.

There is a clear, coherent ethos here, rooted in a Hindu religious character and a structured approach to school routines. The most recent inspection describes a calm, purposeful atmosphere and pupils who are proud of their school, with high expectations for both achievement and conduct. The same report also highlights the strength of the school community, including how well staff, parents and pupils align around the school’s aims.

A distinctive element is the way faith, reflection and learning are intentionally interwoven through the day, especially in the early years. Published class timetables show time allocated to whole-school prayers and temple, alongside curriculum learning and activities such as yoga. For some families, that integration is exactly the draw: values and routines feel consistent rather than bolted on as an add-on.

The site itself also signals that difference. Avanti Schools Trust documents describe a campus that includes a temple built from hand-carved marble, plus landscaped elements such as a meditation garden and an outdoor amphitheatre. Architecture coverage similarly describes the school arranged around a central temple and courtyard garden, aligned with Vastu principles. These are not cosmetic features; they shape how the school presents itself, and how children experience a daily rhythm that includes reflection as well as academic work.

Leadership is stable and clearly presented. The head is Ms Shriti Gadhia, with trust documentation indicating a start date recorded as 01 January 2021. That matters because the school’s recent trajectory includes a move from a Good judgement previously to a full set of top grades under the current inspection framework.

Outcomes at the end of Key Stage 2 are a headline strength. In 2024, 96.7% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 41.7% reached greater depth in reading, writing and mathematics combined, compared with 8% across England. Those are not marginal differences; they indicate a cohort where the vast majority leave Year 6 secure and a very large minority leave working significantly above age-related expectations.

The scaled scores reinforce that picture. Reading averaged 109 (England average: 100), mathematics 111, and grammar, punctuation and spelling 112. Expected standard rates by subject are also striking: reading 97%, mathematics 98%, and GPS 93%. Science at the expected standard is 95%. Taken together, this points to consistent attainment across the core and a curriculum that is not narrowly focused on one area.

Rankings translate those figures into a broader context. Ranked 240th in England and 2nd in Harrow for primary outcomes (FindMySchool ranking based on official data), the school sits among the highest-performing in England (top 2%). For families comparing schools locally, that “2nd in Harrow” detail is often more meaningful than a national rank, because it signals just how far the school is outperforming nearby alternatives on the same measures.

It is worth noting what these results do and do not mean. They do not guarantee that every child will thrive, as fit depends on ethos and pace as much as raw attainment. They do, however, provide strong evidence that pupils are leaving Year 6 academically well prepared for the next stage.

The most recent inspection describes a broad and ambitious curriculum that has been carefully sequenced so that knowledge and vocabulary build over time from early years to Year 6. It also points to consistent classroom practice, with staff presenting information and structuring activities in a way that is predictable for pupils, which helps them retain and recall learning. That kind of consistency often shows up as “low friction” in lessons: fewer behavioural interruptions, and more time on task.

Early reading stands out as a particular strength in the official account, including rapid identification of pupils who struggle and targeted support to help them catch up. The report also highlights deliberate work to build a love of reading, including author and poet workshops. That matters for long-term attainment because it supports both comprehension and wider curriculum access, especially in Key Stage 2 when reading demands rise sharply.

Computing is another area where the school publishes clear intent. Curriculum documents describe progression across digital literacy, information technology and computer science, with programming, media creation and web page work included across the primary years. For families with children who are motivated by making and building, this can be a practical way to keep engagement high while also developing modern core skills.

The school’s Hindu character also shows up in the learning experience through routines and, in some year-group materials, structured time for worship, reflection and Sanskrit. The balance will suit some children exceptionally well, especially those who value routine and meaning-making. Others may prefer a more secular environment or a less structured approach.

As a primary school, the key transition point is secondary transfer at the end of Year 6. The school is part of Avanti Schools Trust, and there is a practical link to the trust’s secondary provision in local admissions criteria. Harrow’s secondary guidance includes criteria that prioritise children attending Krishna Avanti Primary School at the time of application for Avanti House School, which may be relevant for families who want continuity of ethos into secondary.

For other families, the next step will typically be a Harrow coordinated secondary place, or in some cases selective routes outside the borough depending on family preference and eligibility. The school’s KS2 outcomes suggest that many pupils will be academically ready for ambitious options, but families should still consider fit, travel time, and whether they want a faith-based secondary environment.

Transition support is also important for pupils who have attended the on-site nursery. The admissions policy is explicit that nursery attendance does not guarantee a Reception place, which can be an adjustment for families who assume internal progression is automatic.

Demand is high. The dataset indicates 249 applications for 60 offers for the main entry route, a ratio of 4.15 applications per place, and the school is recorded as oversubscribed. In 2024, the last distance offered was 0.316 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. This is the central admissions reality: families who do not qualify under higher-priority criteria should treat distance as a key deciding factor.

Reception admissions are coordinated by the local authority, with the school’s own admissions policy setting out oversubscription criteria and the need for a Supplementary Information Form (SIF) for certain faith-based categories. The policy also states that nursery parents must still apply for Reception by 15 January 2026.

Harrow’s published timetable is clear for September 2026 entry. Applications open on 1 September 2025 and close on 15 January 2026. Offers are issued on 16 April 2026, with an acceptance deadline of 30 April 2026 and appeals closing on 15 May 2026. This is standard Harrow practice, but it is still worth diarising early because missing the deadline usually harms your chances.

Nursery admissions are handled through a council route for school nurseries, with the nursery admissions policy stating that applications in the main round must be made by 15 January, and late applications are processed after 15 March 2026. The nursery policy also explains how funded entitlement works and that parents may need to provide eligibility codes for extended funded hours where offered.

Given how tight distances can be, parents should use the FindMySchool Map Search to check their precise distance from the school gates and compare it with the last distance offered, then treat that as a planning indicator rather than a guarantee.

Pastoral strength is a consistent theme in the most recent inspection. Pupils are described as happy, with exemplary attitudes, and the atmosphere is characterised as calm and productive. The report also notes that pupils are taught how to resolve issues with classmates, and that the school explicitly supports emotional recognition and self-control. That kind of explicit teaching tends to reduce low-level conflict over time, which is often what parents mean when they ask whether a school “feels settled.”

Inclusion is also highlighted in the official account. The inspection notes rapid identification of needs and support for pupils with special educational needs and disabilities, with a clear emphasis on full inclusion in activities. For families with children who need additional support, the critical question is not only what interventions exist, but whether they are integrated into ordinary classroom life. The inspection evidence suggests this is taken seriously.

Safeguarding is confirmed as effective in the most recent report.

Clubs and enrichment are not left to chance, and the school publishes detailed termly club schedules. For families, this is useful because it signals what is actually running rather than what is theoretically available.

A practical example is wraparound care. Published club schedules show an on-site wraparound offer delivered through a sports provider, with sessions listed from 2:45pm to 5:45pm in at least one termly schedule, and separate flyers also referencing provision running to 6:00pm. For working families, that breadth matters because the standard school day ends earlier than many local primaries.

The activity mix also reflects the school’s distinctive identity. Examples from published club lists include Bharatnatyam (dance), Tabla club, Indian vocal music, and Lamda, alongside chess, French club, arts and crafts, cricket, football, taekwondo and martial arts. The value here is not just variety. It is coherence: the extracurricular offer reinforces both cultural breadth and core skills, giving pupils multiple ways to belong and to shine.

Leadership opportunities are also part of the wider experience. The inspection report references pupil leadership roles such as school council and arts council, plus eco warriors who take environmental responsibility seriously. For children who gain confidence from responsibility, these structures can be an important part of school satisfaction, not just a “nice to have.”

The published school day is earlier than many Harrow primaries. The parent handbook notes that the school day finishes at 2:25pm, with expectations around punctuality for morning registration. Gate timings in early years transition materials indicate gates opening from 7:50am for drop-off in at least one published schedule. Families should plan childcare accordingly, especially if siblings attend schools with different finish times.

Wraparound and after-school provision is available, including structured on-site wraparound sessions run by a provider and a wide set of clubs. However, timings and availability can vary by term, and some clubs are delivered by external providers with their own booking processes.

Term dates are published through the trust’s calendar documents, with specific references to faith-linked observances and occasional early-finish notes in some calendars. As always, families should rely on the most current published calendar for the relevant academic year.

• Competition for places. With 249 applications for 60 offers, and a last distance offered of 0.316 miles in 2024, admission is the obstacle. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• A genuine Hindu ethos. Faith and reflection are integrated into routines and, in some year-group planning, are visible within the school day. This will feel deeply affirming for some families; others may prefer a more secular environment.

• Nursery does not guarantee Reception. The admissions policy is explicit that a separate application is required, even for children already attending the nursery.

• An early finish compared with many primaries. The standard finish time is 2:25pm, so most working families will want to plan around wraparound care or clubs where needed.

This is a high-performing state primary with an unusually distinctive identity and a clear track record of outcomes well above England averages. It suits families who want a Hindu faith environment woven through daily routines, and who value strong academic expectations alongside structured enrichment. The main barrier is getting in, so families should treat admissions planning as essential, not optional.