Dundonald Primary School Review 2026: Top Performers in Wimbledon

When Dundonald Primary School celebrated its 20th anniversary in its current building in 2026, families had reason to reflect on what makes this community institution so distinctive. Spanning seven acres of landscaped grounds in Wimbledon, the school ranks 660th in England for KS2 outcomes, placing it in the top 10% of schools nationally (FindMySchool ranking). Reception places consistently attract 6.4 applications per place, with the last child offered entry living just 0.377 miles from the school. The school has gained particular recognition through its music programme, sporting achievement (recently awarded the Merton School Sport Mark Platinum Award), and commitment to inclusive education. Crucially, this is a state school with no tuition fees, serving 464 pupils from nursery through Year 6 in a genuinely diverse community where 44% of pupils speak English as an additional language.

The building itself tells the story. After decades in three different locations, Dundonald relocated in May 2006 to a purpose-designed facility that retained one original classroom, now serving the nursery. The Victorian heritage remains evident in the ethos, yet the school is thoroughly modern in approach. Co-headteachers Mrs Lisa Carmen and Mrs Amanda Healy lead a staff committed to what the school calls the "7Cs": Curiosity, Collaboration, Courage, Creativity, Compassion, Clarity and Confidence. These values are not mere slogans; they appear in classroom displays, weekly celebration assemblies, and underpin the behaviour expectations.

The atmosphere balances structure with genuine warmth. Children move purposefully between lessons, yet the school consciously celebrates individual achievements and contributions. Year 6 pupils serve as Peer Mediators, helping resolve playground disputes, while Digital Leaders support curriculum use across the school. Reading Buddies (cross-age pairs) and talk partners are woven into daily practice. The weekly singing assemblies for Lower and Upper School demonstrate the school's commitment to musical experience as part of common life.

Families describe the school as inclusive without being chaotic. The school explicitly identifies as "an inclusive school with children from a variety of backgrounds and special needs," and this commitment extends beyond policy to practice. Additional staffing ensures all children can access after-school clubs, and support systems are carefully calibrated rather than generic.

KS2 Performance

In 2024, 83% of pupils reached the expected standard in reading, writing and mathematics combined, compared to 62% across England. This represents a gap of 21%age points, well above the England average. The school's reading scaled score of 108 (England average: 100), maths scaled score of 110 (England average: 100), and grammar, punctuation and spelling score of 111 (England average: 100) all exceed national benchmarks, indicating consistent strength across literacy and numeracy.

The higher-standards data reveals similar patterns. At the higher standard, 56% of pupils achieved greater depth across reading and maths combined, compared to roughly 8% nationally. In mathematics specifically, 92% reached the expected standard with 55% achieving the higher standard. The school ranks 9th among Merton's primary schools and 660th in England (FindMySchool ranking), placing it solidly in the top 10% nationally for primary outcomes.

The school notes that 92% also reached expected standards in GPS (grammar, punctuation and spelling), with 62% achieving greater depth. Science shows 85% meeting expected standards, in line with the England average of 82%.

The curriculum follows the National Curriculum with thoughtful enrichment. All pupils learn French from Early Years onwards, developing language skills through the Language Angles scheme with native speakers embedded in lessons. The Language Angles approach emphasises cultural understanding alongside practical communication. Lessons cover age-appropriate topics and traditions of French-speaking countries through interaction and role-play.

Teaching follows a thematic approach, where topics are woven across subjects rather than taught in isolation. Year 3 pupils study the Stone Age, Bronze Age and Iron Age in one half-term, connecting this to geography, art, and literacy. Historical inquiry drives genuine curiosity.

Early reading is taught through Little Wandle Letters and Sounds Revised, a structured synthetic phonics programme. Children in Nursery, Reception and Year 1 receive daily phonics lessons plus continuous application across the curriculum. From Year 3 onwards, Whole Class Guided Reading (WCGR) uses the VIPERS framework (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise), building the reading comprehension skills essential for secondary success. Year 2 and above have weekly spellings sent home.

Writing is positioned not as a subject but as a life skill. Children write across the curriculum and for varied audiences. The school encourages pupils to think of themselves as writers and to express themselves confidently through writing.

Mathematics uses a mastery-based approach, with setting beginning in Year 4 to match pace to pupil need. The rigorous focus on scaled scores above 110 suggests teaching goes beyond procedural fluency to deeper conceptual understanding.

Dundonald's nursery accommodates 52 children across morning (9am-11.30am) and afternoon (12.30pm-3pm) sessions. The dedicated Early Years team comprises one teacher and one nursery assistant per session, both specialists in early childhood development. Government-funded hours are available for eligible three and four-year-olds; parents can extend to full-time places (8.30am-3.15pm).

The nursery operates within the seven-acre campus, meaning all school facilities are accessible: the playing fields, sports facilities, and main library. A rich learning environment uses hands-on activities to support personal, social and emotional development, language and early mathematical skills. The promotion of ICT skills is also highlighted as a particular strength.

Children aged three and above are eligible for a nursery place in the school term after their birthday. Registration opens annually in autumn for September entry. One point to note: nursery attendance does not guarantee a Reception place; a separate application is required.

Reception entry is highly competitive. In 2024, 379 applications competed for 59 places — a subscription proportion of 6.42. The last distance offered was 0.377 miles in 2024. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The school is a two-form entry setting, meaning approximately 60 places available annually for Reception. After looked-after children and those with Education, Health and Care Plans, places are allocated by distance from the school gates. There is no formal catchment area, making distance the primary factor.

Parents should use the FindMySchoolMap Search to check their precise distance from the school gates compared to the last distance offered. Merton School Admissions coordinates all applications; the authority can be reached on 020 8274 4906 or admissions@merton.gov.uk.

The school holds the UNICEF Gold Rights Respecting Schools Award, reflecting its commitment to child welfare and family partnership. Additional signs of strength include recognition as an Eco School (Green Flag status) and Merton School Sport Mark Platinum Award.

Behaviour management follows the school's values framework. The 7Cs are referenced constantly, and weekly celebration assemblies acknowledge children who have demonstrated these qualities. The school expects high standards of behaviour and develops kindness and respect as actively taught qualities, not assumed.

The school also operates Early Birds breakfast club (7.35am start) and partners with Happy Faces for after-school care until 6pm. Both wraparound services run throughout term time, with booking through the school's online system (Arbor).

The extracurricular programme is extensive, with clubs running Monday to Thursday from 3.20pm to 4.20pm during term. While the school website does not list every individual club name due to seasonal rotation, the breadth is notable. Activities are described as artistic, dramatic, creative, sporting, musical or cultural, led by staff and external providers.

Music and Performance

Dundonald's commitment to music is substantial. The school runs singing assemblies for Lower School (Reception to Year 3) and Upper School (Year 4 to Year 6) weekly, embedding musical experience into the rhythm of school life. Individual instrumental lessons are available, and the school boasts multiple ensembles and performance opportunities. A school production takes place at Christmas, representing a significant commitment to drama and music.

Sport

The school's sporting provision is particularly developed. PE is taught throughout, with Year 3 and Year 4 pupils completing intensive two-week swimming blocks in spring and summer terms. (This intensive approach — one hour daily for two weeks rather than weekly half-hour sessions — has been found to accelerate water confidence and skill acquisition.) The school holds the Merton School Sport Mark Platinum Award (2022/23) and a Merton School Sport Mark Recognition Award (2021), reflecting consistent excellence.

Competitive sport is actively promoted. The school runs A and B teams in borough competitions whenever possible, with trials held before each event. Inclusion is prioritised through accessible events allowing children not selected for main teams to compete in borough-wide competitions. Staff from the school also work closely with Merton School Sports Partnership (MSSP) to develop curriculum PE and extra-curricular sport.

House events provide intra-school competition, with children competing in culminating competitions after structured PE teaching. Rugby, hockey, cricket, tennis and other sports feature across the year group timetables.

Educational Visits and Enrichment

Two residential trips form part of the school experience: Year 4 pupils visit High Ashurst, while Year 6 attend PGL Liddington (both involving pre-trip meetings for parents to prepare). These experiences develop resilience, teamwork and independence away from home.

Visiting speakers and specialists visit regularly to enhance curriculum teaching. Year 3 pupils visit Wimbledon Synagogue as part of RE studies. Assemblies include charity fundraising events and awareness-raising. All educational visits are charged according to the school's Charging Policy, with support available for families facing hardship.

Beyond Academics

The school recognises that education extends beyond the classroom. Pupil Leadership opportunities exist, with Year 6 pupils taking on responsibility roles. The PTA runs events throughout the year, including the PTA Spooky Disco. A School Fund is maintained through regular contributions, allowing families to support enrichment activities.

The school emphasises learning outdoors and in real-world contexts. This could mean studying local geography, investigating the school grounds as a habitat, or visiting museums and heritage sites relevant to current topics.

School Day and Facilities

School hours: Classes begin at 8.50am and finish at 3.20pm. The Early Birds breakfast club opens at 7.35am and serves breakfast until the school day begins. After-school care is provided by Happy Faces, operating until 6pm each day during term time.

Wraparound Care

Early Birds breakfast club runs on-site, with costs of £6 per session (pre-booking via Arbor; no cash accepted). Happy Faces operates out-of-school care in the community hall (access via Dundonald Recreation Ground), offering a light meal and refreshments. All wraparound services must be pre-booked.

Facilities

The main school building occupies a purpose-designed campus rebuilt in 2006, situated on seven acres of landscaped grounds. One classroom from the previous school building was retained and now serves the nursery. The facilities include a 25-metre swimming pool (supporting the intensive swimming programme), sports fields, and standard school facilities.

Getting to School

The school is located on Dundonald Road in Wimbledon, South West London (postcode SW19 3QH). Wimbledon train station is approximately 0.5 miles away, offering District Line services. The school is well-served by local buses. On-street parking is available in the surrounding residential area, though parents are advised to use the FindMySchoolMap Search to check journey times from their address.

Highly oversubscribed. With 6.4 applications per place and a last distance of 0.377 miles in 2024, entry to this school depends critically on proximity to the gates. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should verify current distances before relying on a place here.

No formal catchment area. Unlike schools with published catchments, Dundonald allocates places primarily by distance. Families living outside the recent last-distance circle should not assume entry, even if a sibling attends.

Implicit academic expectations. While the school describes itself as inclusive, results consistently exceed England averages and the school ranks top 10% nationally. Families seeking a truly low-pressure primary experience may find the academic focus more intense than average, particularly as children progress through KS2.

Early years wraparound care details. Whilst the school runs Early Birds and Happy Faces provides after-school care, families requiring continuous all-day care should verify current operating hours and holiday provision with the school directly.

Dundonald Primary School combines exceptional KS2 results with a genuinely inclusive ethos, placing it among the strongest primary schools in South West London. The co-headteacher model, values-driven culture, and investment in music, sport and enrichment distinguish it from purely academically-focused competitors. Government funding means no tuition fees, removing a financial barrier that independent alternatives present.

The chief limitation is access. Six applicants for every place means most families will not secure entry, regardless of quality. Those living within the last distance threshold will find a school that delivers strong academic outcomes while maintaining warmth and genuine care. Best suited to families within the oversubscribed zone who value a balanced curriculum combining rigorous teaching with genuine inclusion, meaningful enrichment, and community partnership.