St Barnabas and St Philip's CofE Primary School Review 2026: Outstanding Leadership in Action

In the heart of Kensington, where Victorian and contemporary London meet, St Barnabas and St Philip's CofE Primary School has served its community since 1847. Founded on land given by the Duke of Westminster expressly for the education of poor children, the school's origins reveal an enduring commitment to accessible, quality education that continues to shape its ethos today. With only 178 pupils across seven classes, this small but mighty school achieved an outstanding transformation between 2022 and 2024, moving from a position of requiring improvement to being rated Good overall by Ofsted, with behaviour, personal development, and leadership all judged Outstanding. The school's recent inspection noted that pupils are "rightly proud of their school," and this pride reflects genuine educational achievement: 91% of pupils meet expected standards in reading, writing, and mathematics combined (compared to 62% nationally), whilst 44% reach higher standards (compared to 8% nationally). The school ranks 9th among primary schools in Kensington and Chelsea and places in the top 3% nationally (FindMySchool data). Demand is fierce: 81 families applied for just 28 Reception places in the latest admissions cycle.

Walking onto the premises during school hours reveals a calm, purposeful environment where children move between lessons with maturity and engagement. Behaviour is exemplary, not through heavy-handed control but because pupils understand and live out the school's core values of Friendship, Trust, and Peace. The teaching staff, strengthened considerably since September 2022, project genuine commitment to their students. Headteacher Rebecca Timms and her leadership team have orchestrated a rapid improvement across the school, most visibly in the quality of teaching and the thoughtful redesign of the curriculum.

The school's Christian character is woven through daily life without being exclusionary. Morning collective worship, close links with St Barnabas and St Philip's churches, and regular discussion of Christian virtues provide a genuine spiritual dimension. The school also celebrates the diversity of its pupil community: children come from many cultural and faith backgrounds, and the curriculum deliberately teaches about different traditions and worldviews. In conversations with inspectors, pupils spoke positively about recent changes and demonstrated maturity in their understanding of democracy (the school parliament elects eco-warriors and play monitors through democratic elections). The Victorian and modern buildings have been maintained thoughtfully, creating spaces that feel both historic and contemporary.

Staff wellbeing appears to be a genuine priority for the leadership team. In the recent Ofsted inspection, staff reported being "overwhelmingly positive about the support they get to manage their workload and well-being," and teachers spoke of feeling "fully committed to leaders' high expectations." This translates to low staff turnover and a team that feels invested in the school's continuing improvement.

Key Stage 2 Performance

St Barnabas and St Philip's achieved exceptional results at Key Stage 2. In 2024, 91% of pupils met expected standards in reading, writing, and mathematics combined, well above the England average of 62%. This represents a significant gap: at the higher standard level, 44% of pupils achieved greater depth in reading, writing, and mathematics, compared to just 8% nationally. The school has created a strong reading culture: children begin learning phonics in Reception using books carefully matched to the sounds they know, with skilled staff deployed to ensure those at risk of falling behind catch up rapidly. This systematic approach means all pupils, including those with special educational needs and disabilities, develop fluent and accurate reading skills.

In mathematics, scaled scores reached 110 (England average: 100), and in reading 109 (England average: 100). Grammar, punctuation, and spelling achieved a scaled score of 111. These figures place the school in the top 3% nationally for primary education (FindMySchool ranking), comfortably ahead of most schools in Kensington and Chelsea. The 9th place ranking locally reflects the exceptionally competitive context of this London borough, where several schools exceed even these strong results.

Curriculum Depth and Design

The Ofsted report emphasised the breadth and ambition of the curriculum. Leaders have broken learning down into carefully sequenced steps across all subjects, identifying the key knowledge and vocabulary pupils are expected to learn. Children revisit and practise important ideas throughout their time at school, deepening understanding over time. In geography, for example, pupils learn increasingly complex map skills year on year, building on prior learning and then applying these skills during fieldwork visits. In mathematics, Reception children practise counting as the foundation for understanding place value and addition and subtraction of larger numbers later on. This recursive approach to curriculum design means pupils retain more and understand more deeply.

Teachers use assessment very carefully to identify and address gaps or misconceptions. However, inspectors noted that in some subjects, recent curriculum changes have not yet been fully embedded, meaning some pupils have not yet developed as deep a knowledge as they might. This is an area the school continues to develop, particularly in subject areas beyond English and mathematics.

Teaching quality is good and improving. The school has made substantial investments in professional development, with staff receiving training on how to deliver the phonics programme with precision, how to use assessment effectively, and how to structure lessons to support both whole-class learning and intervention for those who need additional support. The language of learning is explicit: teachers teach pupils about the importance of positive behaviour and help them understand how the school values (Friendship, Trust, Peace, and additionally Wisdom, Perseverance, Joy, Hope, Community, and Compassion) translate into everyday actions.

Pupils demonstrate high levels of engagement and self-control. Disruption in lessons is rare. Teachers check carefully that pupils are learning the intended curriculum, adjusting their teaching in response to what pupils know and can do. For pupils with special educational needs and disabilities (SEND), the consistent approach to teaching and learning means they can keep up with their peers. The school identifies pupils with SEND swiftly and works closely with outside agencies to secure support that enables access to the ambitious curriculum wherever possible.

The school provides what inspectors described as "exceptional" provision for pupils' personal development. All pupils learn to play a musical instrument, a significant commitment that develops discipline, fine motor skills, and confidence. The enrichment offer extends well beyond this foundation: weekly clubs include football, piano lessons, coding, cookery, and fencing. Each class takes part in a visit or fieldwork experience every half term, significantly enriching the curriculum. Recent visits have included Year 6 to the Museum of London Docklands, Year 3 to the Royal College of Music, Year 4 to Neasden Temple, and Year 1 to London Zoo, demonstrating the breadth of cultural and spiritual experiences available.

The curriculum has been deliberately designed to help pupils learn about important topics that prepare them for their future lives. High importance is placed on respecting diversity and equality of opportunity. Older pupils participate in workshops around identity and well-being, supporting them to navigate the complex relationships and self-understanding of later childhood. The school parliament gives pupils real responsibility in school life, including roles as eco-warriors (the school achieved an Eco-Schools Green Flag in 2024) and play monitors. Elections for these roles teach pupils about democracy and prepare them well for life in modern Britain, as the inspection noted.

St Barnabas and St Philip's is heavily oversubscribed. In the most recent admissions cycle, 81 families applied for 28 Reception places, a ratio of approximately 3:1. After places for looked-after children and those with EHCPs naming the school, allocations are made by distance from the school gates. There is no formal catchment boundary. The last distance offered fluctuates depending on demand; parents can check their precise distance using the FindMySchoolMap Search tool to establish their realistic chances of securing a place in any given year.

Admissions to the school are coordinated through Kensington and Chelsea Local Authority. Prospective parents are encouraged to visit the school during open events, typically held in autumn term. The headteacher, Rebecca Timms, welcomes visits and can be contacted at head@sbsp.rbkc.sch.uk.

The school operates a nursery for children aged three and above, offering a warm and nurturing environment grounded in Christian values and early years best practice. The emphasis is on high-quality teaching, language development, and creating a caring community where every child is known and valued. Nursery children benefit from learning outdoors, exploring through play, and being introduced to letter sounds and numeracy through high-quality early years pedagogy. Transition from nursery to Reception is well-managed, with children familiar with the school environment and many of its routines before entering Year R.

For nursery fee information, visit the school website or contact the school directly. Government-funded early years entitlements (15 or 30 hours per week) are available for eligible families; see the government's early years funding guide for details.

The school runs a breakfast club, open from 8:00am until the start of the school day, serving cereal, toast, fruit, and milk for £4 per session. A "bring your own breakfast" option is also available for families needing childcare only. After-school club runs until 6:00pm, with activities including art and craft, construction, games, puzzles, books, and educational computer games, plus healthy snacks. Holiday club is available during main school holidays. The main school day runs from 8:40am to 3:20pm.

The school is located at 58 Earls Court Road, a short walk from Earls Court Underground Station (District, Piccadilly, and Circle lines). The building benefits from on-site parking availability and is accessible by foot or bicycle for local families. Public transport links are excellent, though travel times vary considerably depending on family location.

Pastoral care is effective and well-considered. Each class has a dedicated teaching assistant working alongside the class teacher, ensuring that no child's needs go unnoticed. The school's SENCO (Special Educational Needs Coordinator) works four days per week and coordinates support for approximately 45 pupils on the SEN register. The school holds the Inclusion Quality Mark, a recognition of its commitment to inclusive practice.

Mental health support is built into the school's systems. A trained counsellor visits weekly to work with children needing additional emotional support. The curriculum explicitly teaches about well-being, and staff are alert to signs of anxiety or distress. Attendance is already very high, and school leaders are committed to improving it even further.

Music and Expressive Arts

All pupils learn to play a musical instrument, creating a culture where music is central to school life. The school operates an ongoing music programme with individual and small-group tuition available. Piano, woodwind, brass, and string instruments are taught. Beyond individual lessons, pupils participate in school performances and concerts, developing confidence and ensemble skills. The breadth of opportunity means that those with genuine musical talent can pursue advanced study, whilst those discovering music for the first time can develop new interests.

Drama and Creative Expression

Drama permeates school life. Annual productions (notably the Christmas production) offer older pupils the opportunity to develop performance skills, work collaboratively, and experience the discipline of theatre-making. Younger pupils engage in creative play and role play across the curriculum, developing communication skills and imaginative thinking. Art and design teaching emphasises both technical skills and creative expression, with pupils developing work across painting, drawing, sculpture, and mixed media.

Coding and Technology

Computing and coding are taught from Reception onwards, with dedicated coding clubs available for older pupils. The school values computational thinking and digital literacy as essential skills for pupils' futures. Coding clubs provide opportunities for those with particular interest to deepen their programming knowledge and develop problem-solving skills.

Physical Education and Sport

Physical education is timetabled twice weekly, with whole-class school values and a "whole child approach" embedded in teaching. The school aims to nurture confident, resilient children who strive for personal best and celebrate the success of others. Fixtures and matches take place throughout the year in football, netball, and other sports. The school has established strong links with local sports clubs and community partners, ensuring families have access to specialist coaching and pathways to ongoing engagement in physical activity beyond school.

Fencing

Fencing is offered as an after-school activity, providing older pupils with access to an elegant and strategic sport. This reflects the school's commitment to offering diverse enrichment opportunities beyond the traditional curriculum.

Cookery and Life Skills

Regular cookery clubs teach pupils practical skills, nutrition awareness, and the confidence to prepare food. These sessions combine curriculum learning (measuring, following instructions, understanding food science) with real-life application and the pleasure of eating something they have made themselves.

Outdoor Learning and Environmental Education

The school has achieved Eco-Schools Green Flag status, reflecting the seriousness with which environmental learning is taken. Pupils engage in outdoor learning regularly, with termly visits enriching the curriculum. The school grounds include outdoor learning spaces, and pupils participate in environmental projects, including recycling, gardening, and learning about local ecology.

School Parliament and Student Leadership

The school parliament gives pupils genuine leadership responsibility. Elections provide pupils with experience of democratic processes. Roles include eco-warriors (environmental leaders) and play monitors (responsible for well-being and fairness during unstructured times). This student-led approach to school improvement builds citizenship skills and gives children ownership of their school community.

Extreme oversubscription and distance criteria. The school receives approximately three applications for every place available, and allocation is determined by proximity to the school gates. Whilst proximity provides priority, there is no guarantee of a place, and distances vary year on year based on the distribution of applicants. Families should not assume they will secure a place based on current distance figures; parents should use the FindMySchoolMap tool or contact the local authority to verify realistic chances and plan accordingly.

Recent leadership changes. The school's excellent results reflect the impact of strong leadership since September 2022, when the current headteacher and deputy headteacher were appointed. The improvements have been rapid and genuine, but any significant changes to leadership could affect trajectory. This is worth noting for families prioritising consistency and stability as key factors in school choice.

Curriculum embedding still in progress. Whilst English and mathematics are exemplary, inspectors noted that some aspects of the broader curriculum are at an earlier stage of full implementation. This is not a cause for concern, but it does mean that in some subjects, the depth of pupil knowledge may be slightly less advanced than in literacy and numeracy. The school is actively working to address this.

Christian ethos is genuine. The school's Church of England character is not nominal; Christian values, daily prayer, and links with local churches are central to school life. Families who are uncomfortable with an explicitly Christian environment should consider whether this school aligns with their values before applying.

St Barnabas and St Philip's is a small primary school with exceptional leadership and strong academic results, serving a diverse inner-London community with genuine care and clear ambition. In two years, the school has transformed from requiring improvement to being judged Good overall, with Outstanding ratings in behaviour, personal development, and leadership. The breadth of enrichment, the commitment to inclusive practice, and the genuine community spirit make this an attractive choice. Pupils are happy, well-behaved, and engaged. Results are well above national averages. Best suited to families within reach of the school (given fierce oversubscription based on distance) who value a small, personalised education grounded in Christian values and complemented by strong enrichment. The main barrier to entry is securing an offer; once admitted, families consistently report satisfaction with the educational experience and the school's commitment to every child's development.