St Agatha’s Catholic Primary School Review 2026, New Malden, Kingston upon Thames

A high-performing Catholic primary with a long local track record and an unusually clear sense of what it wants pupils to become. St Agatha’s opened on 11 January 1895 and still reads as a school that takes continuity seriously, from its faith life to its learning routines.

Academically, the headline is Key Stage 2 outcomes that sit well above England averages. In 2024, 85% of pupils met the expected standard in reading, writing and mathematics combined, against an England average of 62%. Depth is also strong, with 40% reaching the higher standard, compared with 8% nationally.

Leadership is settled. Mrs Elizabeth Cahill has been headteacher since September 2013, and this stability shows through in the consistency of expectations and in the way the school talks about community.

A Catholic identity shapes daily life here, but the intake is clearly broader than the label suggests. The school reports that around 32% of pupils are non-Catholic, including families of other faiths and those with no faith. In practice, that tends to mean a school culture where shared values and routines are prominent, and families are expected to be comfortable with a faith-led framework even if they do not share it.

The language of belonging comes up repeatedly in official material. In the most recent denominational inspection in October 2025, the Catholic Schools Inspectorate graded overall Catholic education as Outstanding, and highlighted pastoral care as a major strength.

For a primary of this size, there is a strong emphasis on pupil responsibility. The school council is visible in external reporting, and the Catholic Schools Inspectorate references roles such as Mini Vinnies, alongside school council representatives, as part of how pupils learn to serve others.

Early years is a genuine pillar of the school’s identity rather than a bolt-on. The Early Years Foundation Stage information points to a deliberately planned environment, including named outdoor features such as a nursery playground and a nursery pond, and an emphasis on learning behaviours such as independence and curiosity from the outset.

For a state primary, this is a school with results that make it worth a close look, particularly for families who value strong attainment alongside a clear ethos.

Key Stage 2 attainment (2024) shows a consistent pattern of high outcomes:

• 85% met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%.

• 40% reached the higher standard in reading, writing and mathematics, compared with 8% in England.

• Average scaled scores were 109 in reading and 110 in mathematics, with grammar, punctuation and spelling also at 110.

Rankings offer another angle. Based on FindMySchool calculations from official outcomes data, St Agatha’s is ranked 647th in England and 3rd in Kingston upon Thames for primary results, placing it well above England average and within the top 10% nationally. Parents comparing several local schools may find the Local Hub comparison view useful for side-by-side context.

The more important implication for families is what these figures usually signal in day-to-day learning. High expected-standard outcomes combined with high scaled scores tend to reflect strong curriculum coverage, consistent teaching routines, and pupils who read confidently across the curriculum. The school’s inspection evidence supports that picture, with strong emphasis on reading and on well-sequenced learning in core areas.

The curriculum story is largely about clarity and sequencing, with a few specific development points.

The May 2024 inspection describes an ambitious curriculum in most subjects, with clear examples of how knowledge is built over time, including in history and art. That matters because it suggests pupils are not just completing activities, they are accumulating usable knowledge and vocabulary, which tends to show up later in written work and in confidence when asked to explain ideas.

Reading is positioned as a priority across year groups, and there are concrete systems behind the ambition. One example is the weekly book swap run by Year 6 librarians, which supports reading culture while giving older pupils a genuine leadership role.

The main teaching-related caveat is also clear. In May 2024, the inspection identified that modelling of phonics sounds is not always precise, which can slow down some pupils’ progress through more complex sounds and blends. The school’s stated next step is further staff training so that delivery is consistently accurate. Families with children entering Reception, or children who find early literacy harder, may want to ask how the school has tightened consistency since that inspection.

Early years aims and practice are spelled out on the school’s site, including a thematic planning model with six main themes each year, and a stated focus on structured programmes for early literacy and mathematics. This kind of explicit approach usually works best for pupils who respond well to routines and clear expectations, while still leaving room for curiosity-led learning through play and discussion.

For a primary with a nursery, there are two “next steps” that matter: moving into Reception, and moving on to secondary.

First, it is important to be clear about nursery progression. The school explicitly states that a nursery place does not guarantee a Reception place, and families must apply separately for Reception through the coordinated admissions process. This is common in many schools with nursery provision, but it catches some families out, especially those who assume continuity.

On secondary transition, St Agatha’s gives families a practical steer by naming a range of destinations. Listed routes include a mix of boys’, girls’, and co-educational options, including Richard Challoner, Tiffin School, Ursuline High School, Teddington School, The Kingston Academy, and Grey Court School, among others. The implication is that families here pursue different pathways, including selective routes where appropriate, rather than a single default feeder pattern.

From a parent’s point of view, that breadth is often a positive sign. It suggests the school supports a range of ambitions and does not treat secondary transfer as a one-size-fits-all process. The practical question to ask, particularly in Year 5, is how the school supports families with the mechanics of applications and with realistic shortlisting, especially for selective or faith-based secondaries that require additional forms or evidence.

Admissions are competitive, and the numbers support that. In the most recent published cycle there were 129 applications for 38 offers, which equates to 3.39 applications for every place offered. In other words, demand materially exceeds supply. This is consistent with the school’s overall profile, strong results, and established reputation locally.

St Agatha’s has two main entry points: nursery (age 3+) and Reception (age 4+). For Reception entry in September 2026, the school states that the closing date for both parts of the application was 15 January 2026, with offers released on 16 April 2026 (National Offer Day). As of 26 January 2026, that deadline has passed for on-time Reception 2026 applications, so families moving into the area now should focus on late applications and in-year routes.

Because this is a Catholic school, oversubscription is faith-informed, then sibling and distance factors apply within categories. The published admissions policy for 2026 to 2027 sets out a priority order that includes baptised Catholic children at a high priority, and then other groups, before distance is used to allocate remaining places. Families considering applying under a faith criterion should read the evidence requirements carefully, particularly around what documentation is needed and by when.

For nursery entry in September 2026, the school indicates a closing date in early March 2026 and an offer timeline around early May, and it also publishes open events in January and February 2026. Given the “to be confirmed” markers on some nursery dates, families should treat the school website as the live source and confirm details directly before relying on dates.

If you are shortlisting based on proximity, use the FindMySchool Map Search to check your exact home-to-gate distance. Even when a school uses distance as a tie-breaker, small differences can matter in oversubscribed years.

The published external evidence here is reassuring. The latest Ofsted inspection in May 2024 confirmed the school remained Good and described a culture where wellbeing is central, pupils feel safe, and behaviour is consistently strong.

Practical wellbeing structures are also specific rather than vague. The inspection references a wellbeing team supporting pupils who struggle with emotional regulation, including use of a school therapy dog as part of support. The Catholic Schools Inspectorate report also describes dedicated spaces, including a sensory room and a “Nest” provision, linked to support for vulnerable pupils and inclusion.

For families, the implication is twofold. First, a consistent behaviour culture tends to make learning calmer for the majority, particularly for pupils who are easily distracted by disruption. Second, named support approaches and spaces usually mean the school has thought carefully about early intervention, not just crisis response. If your child has additional needs, it is still worth asking how support is planned and reviewed, and how communication with families is handled, because quality varies by pupil and by need.

The enrichment offer is unusually easy to evidence because the school publishes a detailed clubs timetable with times, year groups, and term dates.

In Spring Term 2026, examples include Computing Club, Comics Club, Chess (including a Girls in Chess option), Singing Club, and a wide range of sport-based clubs such as basketball, judo, multisports, netball, tennis, dodgeball, gymnastics, and football sessions scheduled before and after school.

The key implication is not simply “lots of clubs”. It is that parents can plan realistically around pick-up times and commitments, and children can build continuity in an activity over a term rather than relying on sporadic enrichment days. The school also runs structured wraparound provision via an Ofsted-registered provider, which can make clubs and childcare fit together for working families.

Faith-linked pupil leadership also sits within “beyond the classroom”. Mini Vinnies, school council work, and charity activities referenced in denominational reporting point to a service culture where pupils are expected to contribute, not just participate. For some children, that is a confidence builder. For others, it can feel like a lot of responsibility early, so it is worth asking how roles are allocated and how quieter pupils are encouraged to step forward.

The school day is clearly defined. Gates open at 8.30am, the school day starts at 8.50am, and the main day ends at 3.15pm for Reception through Key Stage 2, with nursery sessions running 8.45 to 11.45 for mornings and 12.20 to 3.20 for afternoons.

Wraparound care is available from 7.00am through to 6.30pm via an on-site provider, and places are described as limited, with early booking advised.

For travel, the school publishes a specific local constraint that families should not ignore. It participates in Kingston Council’s School Street Scheme, with road access restrictions on nearby streets during morning and afternoon windows on weekdays. This has practical implications for drop-off logistics, especially for families who plan to drive.

This is a state school with no tuition fees. Families should budget for the usual extras, such as uniform, trips, and optional clubs or activities, which vary year to year.

• Oversubscription is real. With 3.39 applications per offer in the latest available data, this is not a low-pressure admissions environment. Families should keep credible alternatives live while applying.

• Faith criteria matter. The admissions policy prioritises Catholic applicants and requires evidence for faith-based criteria. Families applying under these criteria should read requirements early and treat deadlines as immovable.

• Early reading consistency is a stated improvement point. The May 2024 inspection highlighted inconsistent phonics sound modelling. If early literacy is an area of need for your child, ask how consistency is being reinforced across staff.

• Nursery does not guarantee Reception. Families joining at age 3 must still apply separately for Reception, and should plan for the possibility of a different school at age 4.

St Agatha’s Catholic Primary School combines a settled leadership team, a clearly defined Catholic ethos, and attainment that sits well above England averages. It suits families who want a values-led school experience, are comfortable with a faith-informed culture, and want strong academic outcomes alongside structured pastoral support.

The limiting factor is admission. For families who secure a place, the offer is compelling: high attainment, clear routines, and a busy programme of clubs and wraparound care that supports working households.