St Lawrence Catholic Primary School Review 2026: Faith-led, high-performing primary with a tight-knit feel

A Catholic primary with nursery provision, set right on Feltham High Street, St Lawrence combines a clear Gospel-rooted ethos with outcomes that are comfortably above England averages. The school reports a long-established local role, with a founding date of 1934, and leadership stability that has helped it keep direction over time.

Academically, the most recent published Key Stage 2 picture is strong: 77% of pupils met the expected standard in reading, writing and maths combined in 2024, compared with an England average of 62%. At the higher standard, the gap is even more striking.

Admissions are competitive for Reception. In the most recent entry-cycle data provided here, there were 132 applications for 60 offers, around 2.2 applications per place, so families should approach this as an oversubscribed option rather than a guaranteed local default.

The tone is explicitly Catholic and parish-linked, not as a bolt-on, but as the organising language of school life. That comes through in the school’s own framing of its mission, and in how responsibility and service are built into pupil roles and routines.

A distinctive feature is the “Little Larries” identity in Key Stage 2, tied to the patron saint and used for service and faith-in-action. In the most recent inspection narrative, pupils are described as taking the lead in practical contributions, including tending the prayer garden and organising donations for local families. That practical service strand is reinforced by school-led community support, including an on-site food bank initiative described as The Hub.

The make-up of the cohort also shapes day-to-day experience. The school highlights that more than 43 languages are spoken across the community, and the inspection text notes that many pupils learn English as an additional language. The implication for parents is twofold: first, there is likely to be strong routine attention to vocabulary and oracy; second, children new to English are less likely to feel like an outlier here than they might in a more linguistically uniform intake.

Nursery is part of the fabric rather than an afterthought. The school refers to its Acorn Nursery classes and presents early years as a clear entry point from age three, with structured opportunities for number exploration and early mathematical language embedded in classroom organisation.

The results profile is one of consistent strength rather than a single standout headline.

In 2024, 77.33% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%. At the higher standard, 29.33% achieved the higher benchmark in reading, writing and maths combined, compared with an England average of 8%, which is a meaningful indicator of stretch for higher-attaining pupils.

The scaled scores reinforce that picture. Reading was 106, maths 108, and grammar, punctuation and spelling (GPS) 109, with a combined score of 323. Science outcomes are also positive, with 89% reaching the expected standard compared with an England average of 82%.

On ranking context, this school is ranked 2,507th in England and 17th in Hounslow for primary outcomes (FindMySchool ranking, based on official performance data). That places performance above England average, within the top quarter of schools in England.

What this means in practice is that parents can reasonably expect secure basics and a strong chance of higher-attaining children being extended, particularly in maths and GPS where the high score proportions are substantial. For families comparing several local options, the FindMySchool local hub comparison tool is the quickest way to view the same measures side by side, using consistent definitions.

Teaching is described in the latest inspection evidence as carefully sequenced, with knowledge built in a logical order and structured opportunities to revisit and deepen prior learning. A concrete example given is computing, where pupils move from simple data entry to adding notations and then to using formulas as they progress through year groups.

Reading is treated as a core priority, with phonics starting from the beginning of Reception and a stated aim that pupils read fluently by the end of Year 2. Leaders have invested in new reading books, and catch-up support is used when pupils fall behind.

A practical nuance for parents is that the inspection evidence also flags a specific technical weakness: a small number of staff were less skilled at consistently matching early reading books to pupils’ phonics knowledge. That is a narrow issue, but it matters, because the confidence-building loop in early reading depends on accurate book-band matching.

SEND support is framed as integrated rather than siloed. The inspection text references in-house speech and language therapy and occupational therapy, and the published staff list includes speech and language support within the wider intervention team. The implication is that support is more likely to be embedded in classroom practice, rather than reliant purely on occasional external visits.

As a state primary, the main “destination” is secondary transfer at the end of Year 6. The school notes that there are six Catholic secondary schools in the local area, and positions Year 6 guidance as part of the transition process, including a parent meeting in September and encouragement to attend secondary open events.

For parents, the practical takeaway is that secondary planning should start early in Year 6, with careful attention to your home local authority’s application process if you do not live in Hounslow. If your priority is a Catholic secondary pathway, you will usually need to prepare supporting documentation in good time, as faith schools commonly require additional forms or evidence alongside the local authority application route.

Reception entry is coordinated through the London Borough of Hounslow, with the standard application window opening on 01 September 2025 and closing on 15 January 2026 for September 2026 starters. The local authority publishes 16 April 2026 as offer day, with 30 April 2026 as the deadline to accept an offer.

Because this is a Catholic voluntary aided school, families should expect a parallel paperwork track alongside the local authority form. The school’s admissions guidance states that a supplementary information form is required, and it asks families to provide documentation such as a birth certificate and, where applicable, a baptism certificate and a Certificate of Catholic Practice signed by a parish priest.

Competition is real. Using the admissions demand data provided here, there were 132 applications for 60 offers for the primary entry route, which equates to around 2.2 applications per place, and first preferences were slightly higher than offers. In other words, being local helps, but it does not remove the need to treat this as a planned application rather than a fallback.

Nursery admissions are handled differently. For September 2026 nursery entry, the school states applications open on 01 January 2026 and close on 06 March 2026, with forms submitted directly to the school. Places include part time 15-hour options and full time 30-hour options for working parents, and parents should still assume that nursery attendance does not automatically translate into a Reception place.

If you are trying to understand how realistic a Reception offer is from your address, FindMySchoolMap Search is the most practical starting point, because it lets you compare your precise distance to historic offer patterns. Distances can shift year to year, so treat any single year as indicative rather than definitive.

Behaviour and relationships are presented as a clear strength. The inspection evidence describes pupils as polite and courteous, with bullying described as rare, and staff training and vigilance around safeguarding embedded in routines.

Structured pupil leadership roles also support belonging and responsibility. Examples referenced include digital ambassadors supporting safe technology use, and service roles linked to charity and community support, which align closely with the school’s Catholic social teaching approach.

Parents wanting an external, current snapshot of sentiment can also look at Ofsted Parent View, where recent responses show very high agreement on core items such as happiness and feeling safe, based on the latest response set displayed.

This is an area where the school gives unusually concrete detail, which is helpful for parents who want to picture weekly life rather than read generic claims.

The school publishes a structured clubs offer that includes both lunchtime and after-school options, and it also uses some before-school slots. Named examples include Choir (Years 3 to 5), Gardening Club (Years 4 to 6), Computing (Years 1 and 2), Lego Model (Year 5), Maths (Year 1), Mindful Enrichment (Years 3 and 4), Table Tennis (Year 4), Homework club (open), and Caritas Ambassadors, labelled as Little Larries.

The most recent inspection evidence adds further texture by referencing cooking, sewing, choir and percussion as part of the enrichment mix, plus alternative sports such as boccia. The implication is that enrichment is not purely sport-led, and that pupils who prefer practical, creative or service activities can find a defined niche.

The school states a standard day running from 08.45 to 15.15, with morning registration at 08.55, and it publishes term dates well ahead.

On transport, the school positions itself as highly accessible: multiple bus routes stop within a short walk of the High Street, and it states it is around a five minute walk from Feltham train station. It also asks families to avoid stopping cars on surrounding roads at drop-off and pick-up for safety reasons.

Wraparound childcare beyond clubs is not clearly set out in the publicly available pages surfaced in this research. Clubs listed on the school site include some before-school slots starting at 08.00 and after-school provision running until 16.15 on club days; families needing care beyond those hours should ask the school directly what is available and whether places are capped.

• Oversubscription pressure. With 132 applications for 60 offers in the most recent entry-cycle data provided here, admission is the obstacle more than the education itself. Plan for alternatives early, including realistic preference ordering.

• Faith documentation. Families pursuing Reception entry should be ready for a dual process, local authority application plus supplementary information, and the school’s stated document set includes faith evidence where applicable. This can be straightforward if you are already active in a parish, but time-consuming if you are gathering paperwork late.

• Early reading consistency. External review evidence identifies a specific improvement need around ensuring all early reading books are closely matched to pupils’ phonics knowledge. For most children this will not be a visible issue, but parents of early readers may want to ask how book selection checks are quality-assured.

• Wraparound clarity. The school publishes club timings, but longer wraparound childcare provision is not clearly set out in the material surfaced here. If you have fixed working hours, verify exactly what is available, and whether places are limited.

A high-performing Catholic primary with nursery provision, clear routines, and a values-driven culture that places service and responsibility at the centre of pupil life. Best suited to families who want a faith-shaped education, are prepared to manage the admissions paperwork carefully, and would benefit from the school’s strong outcomes and structured enrichment. Entry remains the primary hurdle, so treat this as a first-choice target only if you also have a sensible Plan B.