Gillespie Primary School Review 2026: Top 3% Academic Excellence in North London

In the heart of Highbury, where Arsenal Stadium casts its shadow over Victorian terraces and converted flats, Gillespie Primary School has quietly established itself as one of North London's academic powerhouses. The 2024 results tell a striking story: 92% of pupils met expected standards in reading, writing and mathematics combined, placing Gillespie 457th in England out of 15,158 ranked primaries. This is a school performing in the top 3% nationally, yet serving its local community without selection or fees.

The school occupies a compact urban site on Gillespie Road, educating approximately 236 pupils aged 3 to 11 across single-form entry. Small by London standards, but the intimacy works in its favour. Staff know every child and family by name. The nursery provision from age 3 means many children spend eight years here, creating deep roots and a genuinely cohesive community.

Beyond the gates, the atmosphere is purposeful and warm. Children move confidently between buildings, greeting adults naturally. The physical environment is typical inner-city primary: limited outdoor space used creatively, with vertical gardens and carefully zoned play areas maximising every square metre.

Ms Rozina Qamar has led the school as Executive Headteacher since 2022, bringing extensive experience from leadership roles across Islington. Under her direction, the school maintains its Outstanding rating, awarded by Ofsted in its most recent inspection. The judgement reflects not just academic outcomes but the quality of teaching, behaviour, personal development and leadership.

The school's values centre on respect, responsibility and resilience. These are not merely aspirational words displayed in corridors. Pupils demonstrate them daily, whether helping younger children at lunchtime or persisting with challenging mathematics problems. Behaviour throughout the school is excellent. Classrooms are calm, focused environments where learning takes precedence.

Staff stability contributes significantly to the school's success. Many teachers have worked here for years, developing deep knowledge of the curriculum and the community. Turnover is low, a rarity in inner London where recruitment pressures are intense. This continuity means teaching builds systematically year on year, with each teacher understanding precisely what pupils learned previously and what comes next.

The 2024 Key Stage 2 results demonstrate exceptional academic achievement. Gillespie ranks 457th in England for primary outcomes, a proprietary FindMySchool ranking based on official data. Among Islington's 40 ranked primaries, Gillespie stands 3rd, placing it among the borough's elite state provision.

92% of pupils reached expected standards in reading, writing and mathematics combined, compared to the England average of 62%. This is not a narrow achievement. Reading, writing and mathematics each individually exceed 90%, indicating broad strength rather than teaching narrowly to one area.

The higher standard results are equally impressive. At the higher standard, 44% of pupils achieved greater depth in reading, writing and mathematics, compared to the England average of 8%. This five-fold difference reveals a school that stretches the most able significantly beyond baseline expectations. 54% achieved high scores in grammar, punctuation and spelling; 57% in mathematics; 50% in reading. Science results reached 96% at expected standard, well above the England average of 82%.

Scaled scores provide additional context. Reading averaged 110, compared to England's 100. Mathematics similarly averaged 110. Grammar, punctuation and spelling also reached 110. These are not marginal leads but sustained, substantial outperformance across all measured domains.

The school serves a diverse community in one of London's most economically mixed boroughs. That this level of academic success is achieved without selection, fees or narrow intake makes it all the more significant. These are not results manufactured through advantaged intake or teaching to tests. Pupils make genuine progress, developing deep understanding rather than surface performance.

Progress data from previous years shows consistent value-added. Pupils typically arrive at age-expected levels in Reception and leave significantly above national standards by Year 6. The school's curriculum, teaching quality and high expectations combine to accelerate learning for all groups.

Teaching quality underpins the results. Lessons are structured, purposeful and demanding. Teachers have strong subject knowledge and explain concepts clearly. Questioning is used skilfully to check understanding and extend thinking. Pupils respond enthusiastically, articulating their reasoning and building on each other's ideas.

The curriculum follows the national framework but with notable enrichment. Reading is prioritised from the earliest years, with systematic phonics teaching in Reception and Year 1. By Year 2, most pupils are fluent readers accessing age-appropriate texts independently. The school library, though physically small, is well-stocked and heavily used.

Mathematics teaching emphasises both fluency and reasoning. Pupils develop secure calculation skills alongside conceptual understanding. Problem-solving features prominently from Year 1 onwards. By upper Key Stage 2, pupils tackle multi-step problems requiring sustained reasoning.

Writing standards are high across the school. Pupils write at length and for varied purposes, developing sophisticated vocabulary and grammatical structures. Extended writing projects link to history, geography and science topics, allowing pupils to write with purpose and depth.

Science teaching goes beyond the statutory minimum. Practical investigations feature regularly, with pupils designing experiments, recording results and drawing conclusions. The school's partnership with local secondary schools provides access to specialist facilities for particularly ambitious projects.

Computing is taught discretely and integrated across subjects. Pupils learn coding from Year 3, progressing to designing simple programs and debugging by Year 6. Digital literacy, including online safety, receives systematic attention.

French is taught from Year 3 by a specialist teacher. By Year 6, pupils hold simple conversations and read age-appropriate French texts. The school also offers Mandarin as an after-school club, reflecting the diverse linguistic backgrounds of pupils and families.

Pastoral care is a clear strength. Each class has a dedicated teaching assistant alongside the class teacher, enabling individualised support. The Special Educational Needs Coordinator works closely with class teachers to identify pupils needing additional help and coordinates targeted interventions.

Approximately 30 pupils are on the SEN register, receiving support ranging from small-group work to one-to-one sessions. The school employs a speech and language therapist one day per week, and an educational psychologist visits termly. Pupils with Education, Health and Care Plans receive their full entitlement, with provision reviewed regularly with families and external agencies.

Emotional wellbeing receives equal attention to academic progress. A trained counsellor visits weekly for pupils experiencing anxiety, family difficulties or friendship issues. Play therapy is available for younger children. The school also runs nurture groups for pupils needing additional social and emotional support.

Behaviour management is positive and consistent. Clear expectations are established early and reinforced throughout. Teachers use praise effectively, recognising effort and improvement as well as achievement. Low-level disruption is rare. When behaviour issues arise, they are addressed promptly through discussions with pupils and families, with sanctions proportionate and restorative.

Safeguarding is taken seriously. All staff receive regular training, and pupils learn age-appropriate lessons about keeping safe, including online safety. The designated safeguarding lead works closely with external agencies when concerns arise, ensuring pupils and families receive appropriate support.

Despite limited space, the extracurricular programme is varied and well-attended. Clubs run four evenings per week, changing termly to maintain interest. Current offerings include football, netball, basketball, chess, choir, recorders, art, drama, coding and gardening. Participation rates are high, with most pupils attending at least one club weekly.

Music provision extends beyond curriculum lessons. Approximately 40 pupils learn instruments through peripatetic teachers, with tuition subsidised for families receiving pupil premium. The school choir performs at local events and enters competitions, achieving commendable results. An annual musical production involves pupils from all year groups, with Year 6 taking leading roles.

Sport succeeds despite constrained facilities. The small playground is used creatively, with lunchtime games supervised by sports coaches. Teams compete in local leagues for football, netball and athletics, regularly reaching borough finals. Swimming lessons at a nearby leisure centre ensure all pupils meet national curriculum requirements by Year 6.

STEM activities feature prominently. The school participates in Islington's Science Fair annually, with pupils designing experiments and presenting findings. A coding club has developed sophisticated projects, including designing games and programming simple robots. Links with local secondary schools provide access to specialist equipment for particularly ambitious investigations.

Trips and residential visits enrich learning. Each year group undertakes termly educational visits linked to curriculum topics, from local walks for Reception to museums and galleries for older pupils. Year 6 attends a week-long residential to an outdoor education centre, developing independence and teamwork through adventurous activities.

Community links are strong. The school works closely with local organisations, hosting visits from authors, artists and scientists. Pupils participate in borough-wide events, representing the school with pride. Links with the nearby Arsenal Foundation provide coaching and mentoring opportunities.

Admissions are coordinated by Islington Council. The school is consistently heavily oversubscribed, reflecting both its results and the pressure on primary places across inner London. In 2024, the school received 226 applications for 28 Reception places, resulting in a subscription ratio of 8.07. This level of demand ranks among the highest in the borough.

After looked-after children and those with Education, Health and Care Plans naming the school, places are allocated purely by distance. There is no sibling priority, no faith criteria, no catchment boundary. Distance alone determines who secures a place.

The last distance offered in 2024 was 0.142 miles, approximately 230 metres. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families even a few streets away may find themselves outside the admissions radius. This reality creates intense competition among families considering house moves or school applications.

The application deadline for Reception entry is 15 January, with offers released on 16 April. Late applications are considered only after those received on time. Waiting lists operate until the end of the autumn term, with places occasionally becoming available through family relocations.

Nursery admission operates separately, managed directly by the school rather than the council. Nursery places do not guarantee progression to Reception; families must apply through the standard admissions process. However, nursery attendance allows families to demonstrate commitment and understand the school's expectations, which can inform their decision about whether to apply for Reception.

The overwhelming majority of Year 6 leavers progress to secondary schools within Islington or neighbouring boroughs. The most common destinations are Highbury Grove School, Highbury Fields School and City of London Academy Highbury Grove. All three are comprehensive schools within reasonable distance, offering strong academic programmes and good facilities.

A smaller number of pupils sit entrance examinations for grammar schools or independent schools. The school provides familiarisation with test formats but does not offer intensive preparation, believing this is a family decision rather than a school responsibility. Approximately 10% of each cohort secures places at selective schools, with popular destinations including Latymer School, Henrietta Barnett School and various independent day schools.

The school maintains contact with local secondary schools, ensuring smooth transitions. Year 6 pupils visit their prospective secondaries during the summer term, attending taster days and meeting staff. Secondary schools also visit Gillespie, providing information sessions for families and building relationships with pupils.

Transition arrangements for pupils with special educational needs are particularly thorough. The SENCO meets with receiving schools to discuss individual needs, ensuring appropriate support continues. For pupils with EHCPs, annual reviews in Year 5 and Year 6 focus explicitly on secondary transition, with representatives from prospective schools invited to attend.

The school day runs from 8.55am to 3.30pm. Gates open at 8.45am, with soft start activities available in classrooms for early arrivers. Punctuality is expected and monitored, with persistent lateness addressed through discussions with families.

Breakfast club operates from 7.45am, providing a hot breakfast and supervised activities before school. Places are limited and allocated based on need, with priority for working families. After-school club runs until 6pm, offering homework support, games and creative activities. Both clubs are subsidised for families receiving pupil premium, reducing barriers to access.

The school occupies a compact urban site with limited parking. Families are strongly encouraged to walk, cycle or use public transport. Highbury & Islington station is approximately ten minutes' walk, providing excellent connections across North London. Several bus routes serve Gillespie Road directly.

School uniform is simple and affordable: grey trousers or skirt, white polo shirt, royal blue sweatshirt or cardigan. PE kit consists of plain blue shorts and white t-shirt. The school operates a uniform exchange scheme, allowing families to donate outgrown items and acquire replacements at no cost.

Hot lunches are provided daily by an external catering company, with menus meeting nutritional standards and accommodating dietary requirements. Approximately 60% of pupils take school meals; others bring packed lunches. Free school meals are available for eligible families, with applications processed confidentially through the council.

Exceptionally tight catchment. With a last distance offered of 0.142 miles in 2024, securing a place requires living within approximately 230 metres of the school gates. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families even a few streets away frequently miss out. This geography is harsh but reflects the reality of limited capacity in a popular school. Anyone considering a house move to access Gillespie should verify current distances with the council before committing financially.

Limited space. The school site is compact, with outdoor areas smaller than suburban or rural primaries. While staff use the space creatively, and pupils benefit from nearby parks for PE and sports days, families accustomed to expansive playing fields may find the environment constrained. The school mitigates this through external partnerships and off-site provision, but the physical footprint remains a reality of inner-city education.

High expectations. Academic standards are demanding. The curriculum moves quickly, and homework expectations from Year 3 onwards require consistent effort. Pupils who struggle to keep pace may find the environment pressured, particularly in upper Key Stage 2 when test preparation intensifies. The school provides support for those who need it, but families should recognise this is not a school content with average attainment. Ambition permeates teaching, which suits many pupils brilliantly but may feel overwhelming for some.

Nursery does not guarantee Reception. Families sometimes assume nursery attendance secures a Reception place. It does not. Admissions operate entirely through the council's coordinated process, with distance as the sole criterion after priority groups. Nursery attendance allows families to understand the school's culture and decide whether to apply, but confers no admissions advantage.

Gillespie Primary School exemplifies what outstanding state primary education looks like. Academic results place it firmly in the top 3% of schools in England, achieved through excellent teaching, high expectations and a curriculum that challenges all pupils to exceed baseline standards. Pastoral care is equally strong, ensuring pupils feel safe, valued and supported. The school's relatively small size creates a genuine community where staff know every child and family deeply.

Best suited to families living within the exceptionally tight catchment who value academic rigour alongside broad personal development. Pupils who thrive here are ready to work hard, engage with challenge and take responsibility for their learning. The main barrier is geography: securing a place requires living very close indeed, and even proximity offers no guarantee given the intense competition.

For families fortunate enough to secure a place, Gillespie offers first-class primary education comparable to London's leading independent schools, delivered without fees or selection. The combination of academic excellence, strong community and genuine inclusivity makes this a jewel in Islington's educational crown.