Yerbury Primary School Review 2026: Outstanding State Primary in Historic Archway

The Victorian red-brick building with its distinctive archways has stood at the corner of Foxham and Yerbury roads since 1884, now sheltering a fiercely oversubscribed primary school that refuses to compromise on either academic rigour or the joy of learning. Children stream confidently through the gold geometric gates, designed by Peter Morris Architects with whimsy in mind, into three interconnected playgrounds buzzing with purpose. This is a state school ranked in the top 10% of schools across England for primary attainment (FindMySchool ranking), where 89% of pupils reach the expected standard in reading, writing and mathematics, and behaviour is described by Ofsted as Outstanding. Two-form entry means approximately 60 pupils per year group, a sweet spot where individual pupils matter but the peer group offers genuine breadth. The school serves 455 pupils aged three to eleven from the diverse communities of Archway and Upper Holloway, with entry by distance as proximity is tightly contested.

The building speaks to its age without apology. Stairs creak in the right way, high ceilings catch light through tall Victorian windows, and the spaces feel lived-in rather than polished. The ground floor welcomes visitors at the accessible main reception, where the office manages the organised chaos that marks any thriving primary. What strikes visitors most, according to the school's own testimonies, is how calm purposefulness runs through the daily rhythm. Children move between lessons unhurried. They speak to adults with genuine courtesy. They seem genuinely happy rather than anxiously compliant.

Ms Cassie Moss, who arrived as head teacher in 2019 from a London secondary leadership role, inherits a school that has earned Outstanding ratings from Ofsted across every category for more than a decade. She manages this inheritance with particular skill, maintaining what works while introducing thoughtful evolution. The most recent inspection, conducted in February 2023, awarded Outstanding grades across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

The school's motto, Work Hard, Play Well, Learn Lots, Have Fun, Be Kind, appears everywhere without feeling sentimental. Staff genuinely seem to believe it. The atmosphere is described in the school's own documentation as one where "every child is seen as special," not as a rallying cry but as an observable reality. The teaching team works as a cohesive unit, supported by specialist staff for dance, drama and music alongside classroom teachers. The SEN support team, led by Will Hann, includes a Dyslexia Specialist and maintains close partnerships with external agencies including educational psychologists, speech and language therapists, and occupational therapists.

KS2 Performance

At Key Stage 2 in 2024, 89% of pupils met the expected standard in reading, writing and mathematics combined, compared to the England average of 62%. This 27-percentage-point lead is one measure of the school's academic effectiveness. Individual scaled scores tell a similarly strong story: reading averaged 109 (England average: 100), mathematics 109 (England average: 101), and spelling, punctuation and grammar 110 (England average: 101). Higher attainment was even more pronounced, with 52% of pupils achieving the higher standard compared to 8% nationally. The school ranks 787th in England for primary performance, placing it in the top 10% of schools nationwide (FindMySchool data). Locally, it ranks 7th among Islington's primary schools, a position reflecting consistent excellence.

These figures mask important nuances. Progress is as impressive as attainment. Reading progress of +0.57 and mathematics progress of +0.58 compared to pupils' starting points in earlier assessments indicate pupils make accelerated progress rather than merely maintaining a head start. The school describes its approach as ambitious but achievable, with high expectations embedded throughout teaching and careful attention to identifying pupils who need additional support early.

Teaching at Yerbury is structured around a project-based curriculum that maintains breadth while allowing depth. Reading is described as "the driving force" with opportunities to read embedded across every subject. Teachers use a project approach alongside direct systematic instruction in core subjects, allowing thematic connections (learning about castles in history, encountering castle vocabulary in reading, drawing castles in art) whilst ensuring core skills are explicitly taught and rehearsed.

Specialist teaching distinguishes the experience from some state primaries. Dance, drama, and music are taught by specialists rather than only by class teachers. Spanish is taught using the Language Angels curriculum scheme to all pupils from an early age, with careful sequencing of listening, speaking, reading, writing, grammar and phonetics skills. Mathematics and English receive particular focus, with setting by ability in mathematics from Year 4 onwards to allow targeted teaching at the right pitch.

The school avoids the trap of creating high-pressure homework. Instead, teachers encourage families to spend time exploring the world together, visiting museums, reading for pleasure, and pursuing curiosity. This deliberate philosophy contrasts with schools where homework stress infiltrates home life. Parents are invited to participate through the PACT (Parents and Children Together) reading initiative, a weekly partnership where small groups of children read with their teacher while parents receive detailed feedback on progress through reading record booklets.

Drama is woven into teaching across subjects but in workshop form rather than formal productions. The rationale is that intensive rehearsal for end-of-year productions would limit opportunities for all children to experience the benefits of drama, so structured workshop drama ensures every child develops confidence, imagination and cooperation skills rather than only those with starring roles.

As a primary school, Yerbury's natural progression route is to secondary education. The school feeds into the state secondary system across Islington and beyond, with local non-selective options including Acland Burghley School (0.5 miles) and Parliament Hill School (0.9 miles). For families interested in selective entry, Reading School and Kendrick School (for girls) accept applications from across Islington, and the school provides familiarisation with 11-plus style questions but does not offer intensive preparation. Parents pursuing grammar school routes typically engage private tutoring.

The school's historical strength and Ofsted rating ensure good standing with receiving secondary schools. Strong transition planning begins in Year 5 and formalises in Year 6. Leavers from recent cohorts have progressed to academically ambitious secondary settings alongside more broad-based comprehensive options, reflecting the genuine mixed-ability intake at primary level.

The school believes in cultural capital. Every child should encounter art, music, theatre, literature and science not as optional extras but as essential to a rounded education. The commitment is institutional rather than dependent on individual enthusiasm.

Music: Central to School Life

Music provision begins early and runs deep. Every child learns to play an instrument, an ambition supported by partnership with the Islington Music Hub with expanding provision for disadvantaged pupils to access instrument lessons beyond the school day. The school band performs at whole-school events, while the choir appears regularly at assemblies and participates in prestigious festivals. Notably, pupils perform at the Islington Pure Voices Festival in Year 5, an external platform that celebrates vocal music across the borough. Additional ensembles provide opportunities for pupils to continue beyond the basics.

Drama: Creative Confidence

Rather than traditional annual productions (which the school deliberately avoids), drama is embedded throughout the curriculum. Workshop-based sessions allow pupils to explore character, narrative and emotion through structured activities. Teachers use drama to teach topics as diverse as Greek myths and times tables, developing confidence in speaking aloud and physical expression alongside academic content. This approach prioritises access over spectacle.

Clubs and Societies: Breadth and Depth

Enrichment activities run at lunchtime and after school, organised both by the school and through partnerships. Chess clubs develop strategic thinking. Football offers competitive team play from Year 3 onwards. The school provides between 10 and 15 different sports across the year, moving beyond the standard PE curriculum. Art and design technology are taught as discrete subjects rather than squeezed into project time. A DiscoTech club, organised by a governor-parent with STEAM specialist credentials, introduces hands-on creative coding to interested pupils. The Environmental Council gives pupils genuine responsibility for school sustainability and green spaces. Playground Friends and Lunchtime Helpers schemes extend leadership opportunities.

After-school provision is substantial. Breakfast club runs from the start of the school day for families who need early drop-off. The Highbury Roundhouse operates an extended day service until 6pm, run by an external partner but embedded into school life, providing themed craft and sport activities, healthy snacks and enrichment classes. This allows working parents genuine flexibility while maintaining consistency through staff who know the children well.

Cultural Experiences Beyond the Classroom

The school participates in the Islington 11 by 11 initiative, aiming to ensure every pupil experiences at least 11 significant cultural encounters by Year 11. These have already included trips to orchestras, adventure playgrounds, puppet shows and art gallery workshops. Beyond the formal curriculum, the school maintains a long-standing relationship with the local community centre where pupils visit to sing carols at Christmas for elderly members of the lunch club.

Civic and Democratic Participation

Year 6 pupils undertake Biography Day, interviewing someone from an older generation to learn about their experiences and life stories. At major political moments, pupils debate and participate in mock elections. More recently, the entire school community mobilised against a proposed Ocado warehouse development near the school, giving children direct experience of local democracy, planning processes, and how to effect change through collective action.

School day runs from 9:10am to 3:30pm. Breakfast club opens earlier for families needing childcare from the start of the working day. After-school care through Highbury Roundhouse extends provision until 6pm, with themed activities and healthy snacks included.

Transport is well-served. Archway Underground station (Northern Line) is within walking distance, providing direct links across London. Local buses serve the area and Upper Holloway and Crouch End lie within reasonable cycling distance. Parking near the school is limited, typical of central North London.

The Victorian building maintains character but presents accessibility challenges. The ground floor, housing the main office, nursery and reception classes, is accessible by wheelchair with accessible toilets. Upper floors are reached by stairs only, which affects access for pupils or staff with mobility needs. The school continues to manage these constraints with sensitivity to individual requirements.

This is a community school managed by Islington Local Authority, not selective on ability or faith background. Admissions to Reception operate through the coordinated admissions scheme managed by Islington Council. The deadline for Reception applications is mid-January for September entry, typically around January 15th annually.

Places fill rapidly. In 2025, 246 applications were made for 60 Reception places, a subscription rate of 4.1 to 1. The last distance offered to secure a place in 2025 was 0.277 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families considering this school should verify current distances with Islington Council rather than relying on historical figures.

Nursery provision operates separately. Children can be added to the nursery waiting list at age two. Admission to nursery follows the child's third birthday, with places offered in the Autumn Term and Spring Term (if available). Nursery operates during school terms only, providing both full-time and part-time places. Government funding for 15 or 30 hours is available for eligible families. Fees for any additional hours should be requested directly from the school.

Visits to the school can be arranged by appointment through the admissions page. The school offers more frequent tour slots during the autumn term and monthly slots during spring and summer terms.

Behaviour is actively managed through clear, consistent expectations linked to the school values. Ofsted specifically noted that pupils behave extremely well, moving through school calmly and speaking with politeness and thoughtfulness. The tone is permissive within clear boundaries rather than militaristic.

Each pupil has a class teacher who knows them intimately. The school avoids the fragmentation that can occur in larger settings. Transition between year groups is carefully managed to maintain continuity of relationships whilst introducing new teaching approaches.

For pupils with additional needs, the SEN support is comprehensive and early-identifying. The SENCO and Dyslexia Specialist work proactively. When pupils require assessment by external agencies, the school maintains strong partnerships with educational psychologists, Child and Adolescent Mental Health Services, and therapists including speech and language, occupational and physiotherapy specialists. Parent involvement is central to all decision-making around SEN support.

The school maintains a small network of parents supporting other parents of children with SEN, providing both formal and informal community through a Classlist.com group and WhatsApp network.

Oversubscription and distance criteria. With 4.1 applications per place, entry is genuinely difficult. The last distance offered in 2025 was under 0.3 miles. Unless your home address is immediately adjacent to the school, you cannot rely on securing a place. Plan for alternatives. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Limited on-site parking and accessibility challenges. The Victorian building is charming but not universally accessible. Upper floors are reachable only by stairs. If mobility access is essential, confirm specific provisions before applying. Public transport and cycling are more practical than driving and parking.

Nursery operates term-time only. If you require childcare during school holidays, the nursery alone cannot meet this need. The Highbury Roundhouse holiday playscheme may help, but forward planning is essential.

Homework philosophy may require adjustment for some families. The school deliberately minimises traditional homework, encouraging families to pursue interests and exploration instead. This suits many families brilliantly but requires trust in the school's approach rather than the reassurance of nightly worksheets.

Yerbury is a state school firing on all cylinders. Strong results backed by genuine pedagogical thinking, a diverse and inclusive community, specialist teaching in creative arts, and a head teacher with the confidence to maintain what works whilst evolving thoughtfully. The application pressure is real and entry is competitive, but for families within the short distance catchment, this school offers exceptional primary education at no cost. Best suited to families who value both academic achievement and the joy of learning, who appreciate creative approaches alongside core skills, and who see primary school as foundational to lifelong curiosity rather than primarily as preparation for selective secondary entry.