Benedict Academy Review 2026: An elite-performing Merton primary with strong early years

High expectations run through this school from Nursery onwards. The academic picture in 2024 is striking, with every Year 6 pupil meeting the expected standard in reading, writing and mathematics, alongside very strong scaled scores across reading, maths and grammar, punctuation and spelling. Its performance places it in the elite tier in England, and that translates into a culture where lessons move with pace and pupils are expected to rise to challenge.

Benedict Academy is part of STEP Academy Trust, and its recent trajectory matters. The school converted to academy status in May 2020, and external scrutiny since then has focused on how effectively the academy has rebuilt systems, curriculum and expectations.

For families, the headline is simple: if you want a primary where academic outcomes and conduct sit at the centre of daily routines, this is a compelling option, with the usual caveat that demand for places can outstrip supply.

The school’s language is unusually specific for a state primary. Its PUPAC values, Positivity, Urgency, Passion, Aspiration and Commitment (including an explicit commitment to anti-racism), show up repeatedly in how it describes pupils and expectations. That framing tends to suit pupils who like clear structures and thrive when adults name the behaviours they are trying to build.

Leadership is also layered. The government register lists Miss Nadia El-Telbani as headteacher or principal. On the school website, she is presented as Deputy Head Teacher and also as a public-facing senior leader, while Felicity Gilmore appears as Executive Head Teacher on leadership pages. For parents, the practical point is that day-to-day leadership and accountability sit with a visible on-site team, within a wider trust structure.

Pupil voice is organised in an unusually formal way for this phase. The Pupil Parliament is described as being led by a Prime Minister and Deputy Minister, with Class Ministers from early years through Year 6 so that every class is represented. That kind of model can be more than a badge, it sets up pupils to practise leadership routines early, and it fits a school that wants character education to be taught, not left to chance.

Nursery provision is part of the picture, and the age range runs from 3 to 11. That matters for atmosphere, because early years expectations tend to influence the whole primary, especially around language, routines, and how quickly independence is built.

The 2024 outcomes place this school in rare company.

In 2024, 100% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. Reading and maths scaled scores were both 111, compared with typical national benchmarks of 100, and grammar, punctuation and spelling was 116.

The higher-standard story is equally strong. 46.33% achieved the higher standard in reading, writing and mathematics, compared with an England average of 8%. That suggests the school is not only securing the basics for all, but also stretching a large proportion well beyond age-related expectations.

Rankings reinforce that picture. Ranked 32nd in England and 2nd in Merton for primary outcomes (FindMySchool ranking based on official data), the school sits in the elite tier, placing it in the top 2% of schools in England. That is the kind of profile normally associated with the most consistently high-performing primaries, rather than one-off peaks.

The implication for families is twofold. First, pupils who enjoy challenge tend to get it here, because the attainment profile indicates that teaching aims high. Second, the pace may feel brisk for some children, especially if they need more time to consolidate skills before moving on.

Curriculum design is a stated strength. Leaders describe a careful sequence of knowledge, with examples such as early years children starting with personal history before moving to topics like the Great Fire of London and the Roman Empire later in the school. That sort of sequencing matters because it supports long-term memory and helps pupils connect ideas across year groups.

Early reading is treated as a foundation rather than a bolt-on. Pupils learn phonics from the start of Reception, books are matched to the sounds pupils know, and support is put in place quickly for children who are less confident. The practical implication is that children who need extra repetition are identified early, while confident readers are pushed on to more demanding texts as they move up the school.

Assessment is used in a direct, classroom-facing way. Teachers are described as checking understanding regularly and correcting misconceptions quickly. In a high-performing primary, that often shows up as crisp lesson routines, a strong emphasis on precise vocabulary, and less tolerance for pupils drifting through tasks without mastering them.

Early years provision is an important part of the school’s teaching model. With Nursery and Reception both in the school, there is an opportunity to build language and social routines early, and then carry those expectations through to Year 6.

For a primary in Merton, the key transition is Year 7, and applications are handled through the local authority admissions process. For families planning ahead, Merton’s published timeline for secondary transfer to start in September 2026 opens on 01 September 2025, with a closing date of 31 October 2025.

Because the school does not publish a destination list for secondary transfer, families should treat this as a “do your homework early” transition. Look at travel time, pastoral fit, and how each prospective secondary handles behaviour and SEND, then compare that against your child’s temperament as well as their attainment. If you are shortlisting several options, it is worth using FindMySchool’s Local Hub comparison tools to view nearby schools side-by-side in one place, rather than relying on individual impressions.

Reception entry is coordinated through Merton’s application route, rather than direct application to the school. The council’s published dates for starting Reception in September 2026 include an offer day on 16 April 2026, with the main application season running through the prior autumn and winter.

The school’s own admissions notes clarify the split clearly. Reception applications go via the local authority’s common application form, while Nursery applications are made directly to the school, using a school form.

Demand indicators suggest competition. For the main entry route recorded here, there were 37 applications and 19 offers, which is about 1.95 applications per place. The school is recorded as oversubscribed. That has an obvious implication: families should apply on time, make realistic choices, and have a sensible second preference.

Nursery admissions operate differently. The school describes multiple entry points across the year, with admissions in September, January and April, and additional summer term places allocated after Easter if space allows. Two important practical implications follow. First, a Nursery place does not guarantee a Reception place in the following year, because Reception is coordinated through the local authority timeline. Second, if you are hoping for Nursery entry, you need to ask early about available start points and how waiting lists are handled.

If you are using distance as part of your planning, use FindMySchool’s Map Search tools to check how your address relates to the school and to alternative options. Even when a school publishes distance history, distances can shift year to year as local demand changes.

Pastoral support is described as structured rather than informal. The school highlights personal, social, health and relationship education, alongside class Thrive targets, designed to support emotional and social development. Where children hit a “bump in the road”, the website describes additional support led by Pastoral Lead Cara Kemp, including Drawing and Talking, emotional regulation and social skills interventions, and 1:1 Thrive sessions.

The school also describes links with borough-wide support, including the Merton Schools Wellbeing Team cluster, plus signposting for parent and carer support through local services. The implication is that pastoral care is not treated as a soft extra, it is framed as a teachable, trackable part of school life.

Safeguarding is confirmed as effective in the most recent formal evaluation.

Some schools talk about enrichment in broad terms. Here, a few specific mechanisms stand out.

First, responsibility roles are presented as a deliberate part of pupil development. Examples include pupil librarians and playground buddy roles, plus the expectation that pupils contribute to charities and community initiatives. These are small structures, but in primary years they can be powerful, they give children a reason to practise reliability, courtesy and leadership in real routines rather than abstract lessons.

Second, pupil voice is formalised through Pupil Parliament, with a Prime Minister, Deputy Minister and Class Ministers across the year groups. This suggests the school wants pupils to learn how to represent others, organise agendas, and articulate priorities.

Third, the school describes a programme of educational visits, including museums and art galleries, framed as part of how pupils deepen learning across subjects. That matters because trips are most useful when they are tied tightly to curriculum sequence, rather than being one-off rewards.

If you are choosing between several high-performing primaries, ask practical questions about how extracurricular clubs work day to day, how places are allocated when clubs are popular, and how the school keeps access fair for families who cannot collect early or pay for extras.

This is a state school with no tuition fees.

Term dates for 2025 to 2026 are published, including the first day of the Spring term on 05 January 2026 and the final day of the Summer term on 22 July 2026. The school also runs both breakfast and after-school provision, which is important for working families and for childcare continuity across the week.

For travel, TfL’s local mapping shows bus route 200 serving stops around Church Road, which can be useful for families balancing drop-off with work routes. For exact start and finish times, and any early years timing differences, families should check the school’s published “Times of the School Day” information, as timings can change year to year.

• High pace and high expectations. Results and curriculum language suggest a school that moves quickly. Pupils who need slower consolidation may need additional support at home, and families should ask how the school differentiates without lowering expectations.

• Oversubscription is real. With roughly two applications per place in the recorded entry route, competition for places can shape family choices and housing decisions. Apply on time and plan a realistic backup.

• Nursery is not a back door to Reception. Nursery applications are handled directly by the school, but Reception applications run through the local authority timetable. Families relying on Nursery for a smooth progression should be clear-eyed about that distinction.

• Website information can be inconsistent across pages. Leadership titles and roles vary between sections. If a particular detail matters to your decision, verify it directly during a visit or call, rather than relying on one webpage snapshot.

Benedict Academy combines elite academic outcomes with a strong emphasis on conduct, responsibility and pupil leadership. The mix of Nursery-to-Year-6 provision, structured pastoral interventions, and a trust-backed leadership model should suit families who want clarity, ambition and a school culture that names expectations explicitly. Best suited to pupils who respond well to high standards and a purposeful classroom climate, and to families ready to manage competitive admissions and keep a close eye on deadlines.