Sacred Heart Catholic Primary School, Ruislip Review 2026: High-attaining Catholic primary with a broad enrichment menu

Morning routines start gently here, with an 8:40am soft start that helps families ease into the day before registers close at 9:00am. That calm organisation matters in a large, popular primary with nursery provision and a full age range from 3 to 11, where consistency and clear expectations shape daily life.

Academic outcomes are a clear strength. In the most recent published Key Stage 2 results (summer 2024), 88% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. A sizeable 27% reached the higher standard, compared with an England average of 8%, which points to strong stretch as well as secure foundations. Alongside that, reading and maths scaled scores sit at 108, with grammar, punctuation and spelling at 107. (FindMySchool rankings based on official data place the school 2,290th in England and 14th in Hillingdon for primary outcomes.)

Pastoral culture and enrichment keep pace with the results. The latest Ofsted inspection (18 and 19 June 2024) graded the school Outstanding overall and Outstanding in every judgement area, including early years.

Leadership is currently shared, with Miss S Morahan and Mrs C Stockwell named as Co Headteachers on the school website.

The school’s self-description, “Where we love and learn with Jesus”, is not treated as decoration. It sits alongside a Catholic mission statement that places faith at the centre of the school’s purpose, and you see that emphasis reflected in how the school talks about community, responsibility and relationships. The practical implication for families is simple: this is a Catholic school in ethos as well as admissions criteria. Families who value prayer, liturgy, and a faith-framed approach to moral education will find that the language of school life aligns closely with their own.

Day-to-day tone is described in external evidence as warm and relationship-led, with pupils feeling safe and supported, and with behaviour expectations understood and consistently applied. What matters for parents is the combination of that pastoral steadiness with high ambition. In many schools, strong results come with a narrow focus. Here, the public evidence points to a curriculum and co-curricular offer that tries to keep breadth in view, including practical experiences, trips and pupil responsibility roles.

Because the school includes nursery and runs through to Year 6, families also need clarity on early years culture. The nursery curriculum is framed around the Early Years Foundation Stage and is organised through a “Story of the Week” approach, with learning journeys shared through Early Essence. In practice, that suggests a balance of structured routines and play-based exploration, with communication and language, personal and social development, and early literacy treated as priorities from the start.

Leadership structure is worth noting, because it has shifted over recent years. The June 2024 Ofsted report names Theresa McManus as headteacher at the time of inspection, while the school website now lists Co Headteachers, which indicates a change since that inspection. For parents, that is not automatically a concern, but it does make it sensible to ask how responsibilities are divided across the co-headship, and how continuity is maintained for curriculum and pastoral systems.

If you want a short summary, results are significantly above England averages, and the published figures suggest strength at both the expected standard and at greater depth.

In the most recent published Key Stage 2 outcomes (2024), 88% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. Science also looks strong at 93% meeting the expected standard, and the school’s combined “expected standard” measure across reading, writing, maths, grammar, punctuation and spelling, and science sits at 87.8%.

Depth matters too. 27.33% reached the higher standard in reading, writing and maths, compared with an England average of 8%. High scores in reading (42%) and maths (38%) add to the picture that the school is not only securing basics, it is also extending its strongest learners.

Scaled scores reinforce that message. Reading is 108, maths is 108, and grammar, punctuation and spelling is 107. In a world where 100 is the national reference point for scaled scores, those numbers indicate consistently high attainment.

Rankings offer another lens for comparison, especially for parents choosing between several local primaries. FindMySchool’s rankings (based on official data) place the school 2,290th in England for primary outcomes and 14th within Hillingdon. That position corresponds to performance above the England average, comfortably within the top 25% of schools in England (10th to 25th percentile).

A practical way to use this information is to compare like-for-like in your area. Families can use the FindMySchool local hub and comparison tools to view key measures side-by-side across nearby Hillingdon primaries, rather than relying on anecdotes.

The clearest public evidence about teaching and learning comes from how the curriculum is described and how it is evaluated externally. The curriculum is presented as “tailored to the unique needs of our pupils” through a blend of adapted published schemes and the school’s own planning, with an emphasis on sequencing knowledge and skills over time. The real-world implication is that parents should expect a structured curriculum with clear progression, rather than an ad hoc approach.

Early reading is a headline priority. The inspection evidence highlights systematic phonics teaching and careful matching of books to taught sounds. That matters because strong phonics is one of the most reliable predictors of later reading confidence, and it typically reduces the number of pupils who need catch-up interventions later in Key Stage 2.

Mathematics and physical education are both used in external evidence as examples of cumulative skill-building, starting in early years and becoming more complex over time. In practice, that suggests teaching that returns to prior learning, builds from it, and expects pupils to remember and use earlier concepts, rather than treating topics as isolated units.

For pupils with additional needs, the public evidence points to well-established identification systems and a clear approach to adaptations. The school also references a purpose-built SEN suite in recruitment information, which indicates dedicated space and resourcing beyond what many mainstream primaries can offer.

As a state primary, the main transition point is Year 7, and families need to think early about secondary choices, especially in a borough where both faith and selective routes exist.

Hillingdon’s secondary admissions process for September 2026 entry sets an on-time application deadline of Friday 31 October 2025, with national offer day on Monday 2 March 2026. For Sacred Heart families, the practical message is to treat Year 6 autumn as a planning season, not a last-minute scramble.

Because this is a Catholic school, some families will prioritise secondary options with a Catholic character, while others will look at non-faith schools, or grammar routes where relevant. The right next step is to read the borough’s admissions guidance carefully and match it to your own preferences, including travel time, pastoral fit, and how strongly you want faith formation to continue through secondary.

At school level, transition typically works best when children leave with strong reading fluency, secure maths foundations, and the confidence to manage a larger, more complex timetable. The school’s KS2 outcomes and curriculum emphasis suggest pupils are well prepared for that step.

Admission is competitive. For the primary entry route in the available data, the school is oversubscribed, with 239 applications for 89 offers, which is about 2.69 applications per place. First preference demand is also above supply, with first preferences running at 1.24 times the number of offers.

The school is Catholic and operates as a voluntary aided primary, so admissions typically involve two parallel actions: applying through the local authority process and completing the school’s supplementary information requirements where relevant. Hillingdon’s own guidance is explicit that faith schools may require a supplementary information form, and it also states that the deadline for on-time supplementary forms aligns with the main primary deadline.

For Reception entry, the key system-wide date for September 2026 entry is the national deadline of 15 January 2026, with national offer day on 16 April 2026 and an offer acceptance deadline of 30 April 2026. The school’s admissions page for Reception 26/27 also references the 15 January closing date and emphasises that late applications are not considered until after the initial allocation process.

Nursery admissions run on a separate timeline. The school website states a closing date of 30 January 2026 for Nursery 2026/27 applications.

If you are relying on distance, treat it as a risk, not a plan. The available data does not include a published “last distance offered” figure for this school, so families should base decisions on the published oversubscription criteria and, where needed, use a precise distance calculator. FindMySchool’s Map Search can help you model your exact distance and shortlist realistically, but for faith schools, distance usually sits behind other criteria, so always read the policy carefully before assuming proximity is decisive.

Pastoral support is best judged by consistency of routines, clarity of expectations, and how the school responds when pupils struggle, academically or emotionally. The public evidence points to high expectations for behaviour and established routines starting from early years, with additional support available where pupils need it.

Wellbeing support is not just generic language in the inspection evidence. Talking and drawing therapy are mentioned as examples of specialist support provided when pupils need help. That is a meaningful detail for parents because it signals provision that goes beyond a basic “chat to a trusted adult” model.

Safeguarding is a baseline requirement for any school, but parents still want reassurance. Ofsted confirmed that safeguarding arrangements are effective at the time of the June 2024 inspection.

Attendance is also treated as a priority in the published evidence, with the school identifying patterns and working with families and agencies to improve attendance and punctuality where needed.

A strong primary does not only teach well, it gives children reasons to enjoy school and opportunities to take responsibility. The enrichment picture here has two strands: in-school roles and activities, and structured clubs and wraparound programmes.

Pupil roles are part of the culture. The inspection evidence describes pupil voice as integrated into school life and gives concrete examples, including eco-warriors growing herbs to dry and sell at a summer event, and pupil librarians running competitions and changing library themes to engage peers. The implication is that responsibility is treated as a normal part of growing up, not just a reward for Year 6.

Clubs and co-curricular activities are wide-ranging. The inspection evidence lists sport, cooking, gardening and musical instrument learning as part of the wider offer. The school’s own clubs page adds specific structured options such as Musical Theatre, Spanish classes, and a “Jam Coding Club” with programme materials that reference Code Quest for Year 1 to Year 3 and Minecraft Hackers for Year 4 to Year 6. For parents, that breadth matters because it allows quieter children, as well as sporty or highly academic children, to find their “thing” and build confidence.

Sport and activity also show up through external providers. The school states it uses the PSD group to provide after-school sports clubs, and it lists a Tennis Club option. If you are choosing between similar primaries, details like this can be the difference between a workable weekly routine and a constant scramble.

Faith life sits alongside enrichment rather than replacing it. Pages on prayer and liturgy, Catholic social teaching, and school-specific faith activities reinforce that spiritual formation is treated as part of normal school life. For Catholic families, this can be a meaningful continuity between parish life and school life.

The school day runs from an 8:40am soft start, with the official start at 8:50am and the end of the school day at 3:15pm. Registers close at 9:00am. Nursery sessions are structured within that timetable, with the nursery morning session ending at 11:30am and the afternoon beginning at 12:30pm.

Wraparound care is available through Junior Adventures Group, with breakfast provision branded as “Rise then Shine” and after-school provision branded as “Stay and Play”. Exact times and pricing vary, so it is worth checking the provider details via the school’s clubs page before committing to a weekly plan.

This is a state school with no tuition fees. Families should still budget for the usual costs associated with primary education, such as uniform, trips, and any optional clubs or instrumental tuition.

• Competition for places. Demand is strong, with 239 applications for 89 offers in the available primary admissions data. Families should read the oversubscription criteria carefully and keep backup options on their list.

• Catholic admissions requirements. As a Catholic voluntary aided school, faith-based criteria and supplementary forms may apply. Missing paperwork, or submitting it late, can materially reduce your chance of an offer.

• Leadership transition context. Public documents show a shift from a single headteacher named in June 2024 to a current co-headship listed on the school website. Families who prioritise stability should ask how responsibilities are divided, how decision-making works, and what continuity looks like in day-to-day practice.

• A large setting. With a published capacity in the mid-600s, this is not a small village primary. That scale can be positive for breadth of clubs and peer groups, but some children thrive better in smaller settings.

This is an ambitious, high-attaining Catholic primary where strong outcomes sit alongside a genuinely broad set of enrichment opportunities. The timetable and wraparound options support working families, and the evidence points to a culture where pupils are trusted with real responsibility, from eco projects to library leadership. Best suited to families who want a faith-centred education and who are organised enough to meet admissions deadlines in a competitive market.