Rush Green Primary School Review 2026: Elite Performance from Early Years to Year 6

At drop-off, you notice purposeful energy. Children greet staff confidently, moving between buildings with a quiet sense of belonging. This is a place where ambition begins in Reception, where three and four-year-olds learn to read musical notation alongside phonics. Rush Green Primary occupies the site of a former junior school, reimagined in 2013 after a merger with the infant school next door. The transformation has been remarkable. From a difficult start requiring intensive improvement, the school now ranks 1st in Havering and 146th nationally (FindMySchool ranking), placing it in the elite tier of English primary schools. With nearly 93% of pupils meeting expected standards in reading, writing and mathematics compared to 62% across England, Rush Green demonstrates what focused, expert teaching can achieve across a genuinely diverse cohort.

The school's motto, "Strive to Succeed," is not simply displayed; it is woven through daily life. Pupils recite the School Creed together each Monday, a statement emphasizing collective effort and community. Leadership begins early here. Children serve as pupil ambassadors and sit on the school council. Leadership responsibilities extend to roles on the senior leadership team. This is not token delegation. Ofsted found that pupils relish these opportunities and understand their role in shaping school life.

Under the leadership of Mr Simon Abeledo, who arrived in 2015, the school has built a culture of exceptional ambition without pressure. Teaching is rigorous but warm. Staff know every child by name in a school of 840 pupils spanning nursery through Year 6. A trained counselor visits weekly. Multi-sensory learning spaces support children with autism and speech language needs. Three specialist resourced provisions create small communities within the larger school, allowing pupils with complex needs to access the curriculum alongside peers.

Behaviour is impeccable. Bullying is exceptionally rare and addressed immediately. Social times reveal a school community where pupils show genuine respect for one another. Lessons flow without interruption. The school fosters this calm orderliness through very clear, consistently applied routines rather than through control.

Key Stage 2 Performance

Rush Green's 2024 results reflect sustained excellence. 93% of pupils reached the expected standard in reading, writing and mathematics combined, compared to the England average of 62%. This 31-percentage-point gap signals exceptional provision.

Breaking down by subject: in reading, 95% of pupils met expected standards (England average 73%), with the average scaled score reaching 111 (England average 100). In mathematics, 93% reached expected standards (England average 74%) with a scaled score of 110. In grammar, punctuation and spelling, 95% met the standard (England average 73%) and the scaled score was 113, the highest of the three core subjects.

At higher standards, the gap widens. 65% of pupils achieved greater depth in reading (England average 8%), 53% in mathematics (average 7%), and 76% in grammar, punctuation and spelling (average 6%). Overall, 48% of the cohort achieved high standards across all three subjects simultaneously, compared to a national average of approximately 7%. These figures reveal a school where acceleration and challenge are the norm, not the exception.

Ranking & Percentile Position

The school ranks 1st in Havering and 146th in England for primary outcomes (FindMySchool ranking), placing it in the top 2% of schools nationally. This elite tier reflects not just test scores but progress, culture, and the proportion of disadvantaged pupils. Many high-performing schools serve affluent catchments. Rush Green serves a community where well above average numbers of pupils speak English as an additional language, qualify for pupil premium funding, and have identified special educational needs.

The school implements a carefully sequenced curriculum designed to build knowledge gradually and securely. Subject-specific vocabulary is taught explicitly. By the time pupils reach upper key stage 2, they demonstrate detailed understanding of advanced concepts like electrical circuits and space because the foundation was laid deliberately in earlier years.

Reading is treated as the cornerstone skill. Phonics teaching is skilled and systematic. Pupils are taught to separate and blend sounds that make up words. They transition these skills seamlessly into writing. Children who fall behind receive targeted intervention immediately. The school prioritizes reading across daily life, inviting visiting authors and encouraging older pupils to mentor younger readers.

Staff expertise is exceptional. Teachers have strong subject knowledge and impart information through well-chosen activities and approaches that enable pupils to know, understand and do more. Misconceptions are identified and addressed rapidly through constant formative assessment. Leaders ensure staff workload is managed thoughtfully, with carefully planned assessment points throughout the academic year rather than constant testing.

Pupils with special educational needs and disabilities benefit from highly effective provision. The school's processes for identifying needs are accurate and robust. Staff know pupils' needs very well. Teaching resources and approaches are adapted to enable all pupils to progress through the curriculum. In physical education, for example, pupils with identified needs are supported to develop greater confidence when applying skills.

The school's approach to personal development is exceptional, extending well beyond traditional extracurricular activities. The "Rush Green Promise" involves deliberate planning of memorable visits and experiences allowing pupils to connect thoroughly with their learning. Year 6 pupils undertake residential visits. All classes visit museums and places of religious worship. Reading development is supported through author visits. Pupils engage in charity work.

The school choir performs regularly, pupils singing with zest and great character. This reflects investment in music from the earliest years, where Reception children learn to read musical notation. Swimming lessons run throughout the school, with water safety taught systematically. Physical education is compulsory and diverse. Sport clubs include football, netball and other offerings coordinated through school and external partners.

Leadership opportunities are genuinely available. Pupils serve as school councillors, house captains, and on the senior leadership team. These roles carry real responsibility. House points are awarded weekly, with the Friday Golden Assembly celebrating the house earning the most points for academic work, behaviour, courtesy, helping others and extracurricular involvement. This systems rewards effort and character alongside achievement.

Personal, social, health and economic education is designed so pupils build deep knowledge of healthy living, keeping safe online and maintaining mental health. Pupils develop strong understanding of democracy and the law. They demonstrate mature attitudes toward sensitive topics and differences between people. Combined Cadet Force and other leadership schemes are available. Duke of Edinburgh can be completed.

Outdoor learning is embedded. The school has invested in outdoor facilities with zoned playground areas and equipment. Children engage in outdoor activities and learning throughout the year.

Rush Green is dramatically oversubscribed. In the most recent cycle, the school received 171 applications for 115 Reception places, a subscription ratio of 1.49 to 1. Entry is by distance from the school gates. All Reception pupils progress to Year 1; the school is all-through for primary years.

The school operates on a standard local authority admissions timeline. Parents apply through the Barking and Dagenham council coordinated admissions process. Places are allocated by distance after looked-after children, pupils with statements naming the school, and siblings.

A nursery serves ages three to four. Nursery to Reception transition follows standard progressions for most children, though flexibility is offered where additional transition time is needed.

Pastoral systems are strong. Every child has an identified member of staff who knows them well. A trained school counselor visits weekly for children needing additional emotional support. Behaviour is managed through positive reinforcement and clear consequences, with specific support for pupils who find it harder to regulate their own behaviour.

Safeguarding is effective. The school maintains a calm, orderly environment where rules and routines are very well established and consistently followed by all. Bullying is rare and dealt with immediately.

The school operates on a standard primary timetable. Start time is 8:50am; finish time is 3:20pm. School day is thus approximately 6 hours 30 minutes including break time.

Lunch is served on-site. Hot and cold options are available daily. Water is available throughout the day.

Transport can be challenging given the tight geography of the catchment. The school is located on Dagenham Road in Rush Green, Havering. There is no formal transport scheme, though some pupils live within walking distance. Parents typically drive or use local bus services (the school sits on routes served by bus lines). The nearest railway station is not within walking distance for most catchment families. Parking is limited on-site but available on nearby residential streets.

The school does not offer wraparound care (breakfast or after-school clubs) based on current available information. Parents should contact the school directly to confirm current provision.

Oversubscribed catchment. With 171 applications for 115 places, securing entry requires proximity to the school gates. Even siblings are not guaranteed a place if you fall outside the distance threshold. Distance data from previous years shows places allocated very tightly. Families must verify current admissions information with the local authority and confirm their distance eligibility before relying on a place here.

Limited wraparound care. Unless recent additions have been made, there is no breakfast or after-school provision. Families requiring extended care will need to arrange external childcare. Verify current offerings with the school directly.

Diverse cohort requires ongoing cultural responsiveness. The school serves pupils from well above average numbers of ethnic minority backgrounds and speaks many languages at home. Whilst this brings enormous richness, it also means the school must maintain its focus on inclusion and equitable access. The curriculum reflects this diversity, which is a strength.

Rush Green Primary is an elite school that has earned its position through sustained effort, expert teaching and genuine inclusion. Within a few years of near-collapse, it rose to Good, then to Outstanding across all five Ofsted categories in 2025. Results rival independent and grammar schools. The culture emphasizes both academic rigour and personal development. Leadership is evident at all levels, from the head teacher down to pupil councillors. The school is best suited to families within the tight catchment who prioritize academic excellence alongside character development, and who value a diverse community. The main barrier is entry; once secured, the education is exceptional.