St Peter and Paul Catholic Primary School Review 2026: Catholic life, calm routines, and Key Stage 2 results that stand out in England

Cricket Green gives this school a distinctive sense of place, but what tends to matter most to parents is what happens day to day. Here, routines are clear, expectations are consistent, and pupils are given visible responsibilities, from prayer leadership to Eco Warriors. That structure matters in a primary setting because it reduces low level disruption and gives teachers more time to teach.

The academic picture is notably strong for a state primary. In the most recent published Key Stage 2 results, 81.33% of pupils reached the expected standard in reading, writing and maths combined, compared with an England average of 62%. Scaled scores were also above England averages, at 106 in reading and 108 in maths. Those figures sit alongside a competitive admissions profile. In the latest available Reception entry data, 59 applications were recorded for 29 offers, signalling demand above supply.

This is a Catholic voluntary aided primary with nursery provision, serving ages 3 to 11. It is a state school with no tuition fees.

Clear routines show up in lots of small ways, and they add up. Pupils are expected to behave sensibly because classroom norms are consistent, and adults follow them through. That kind of predictability often suits children who do best when the boundaries are firm and fair, including those who can be distracted by noise or uncertainty.

Faith is not a bolt on. A Catholic Schools Inspectorate inspection in September 2024 graded overall effectiveness at 1, the highest grade in that framework, with Catholic life and mission, religious education, and collective worship also graded at 1. The report also highlights practical pupil roles and initiatives, such as Eco Warriors and a friendship bench, which give children concrete ways to contribute to the community.

Leadership stability matters because it shapes staff culture and curriculum decisions. The current headteacher is Mrs Vanessa Atkinson-Aransiola. The March 2023 inspection notes that a new headteacher started in January 2023, following senior leadership changes across 2022 to early 2023. That context helps explain why recent reports place emphasis on consistency and improvement.

Nursery provision sits inside the same whole school culture rather than feeling like a separate unit. The published timings show defined nursery sessions, including a morning session and a longer session aligned to the 30 hours entitlement, which can be helpful for families trying to balance childcare and work patterns. Nursery places do not automatically convert into Reception places, so it is sensible to treat nursery as a strong early years option, but not as a guaranteed route into Year R.

The headline to hold onto is that outcomes are above England averages across the core measures.

In the most recent published Key Stage 2 results, 81.33% of pupils reached the expected standard in reading, writing and mathematics combined. The England average comparator is 62%, so the gap is meaningful. At the higher standard, 24% reached the high standard in reading, writing and maths, compared with an England average of 8%. Those higher standard figures usually indicate not just solid teaching, but also the ability to stretch the top end without losing the middle.

Scaled scores reinforce the same pattern. Reading is 106, maths is 108, and grammar, punctuation and spelling is 108. The combined total score (reading plus maths plus GPS) is 322. Scaled scores do not tell you everything about teaching quality, but they do suggest pupils are leaving Year 6 with secure foundations in literacy and numeracy.

On FindMySchool’s proprietary ranking based on official data, the school is ranked 2,870th in England for primary outcomes and 20th within Merton. That places it above England average, comfortably within the top 25% of schools in England. For parents, the practical implication is that this is a school where the basics are taught well and attainment is not dependent on a tiny cohort or a single standout year.

Teaching is strongest when lessons build logically from prior knowledge and when pupils are expected to recall, practise, and apply. The March 2023 report describes a curriculum designed around knowledge, skills and vocabulary, with learning that progresses in a structured way from early years onward. It also highlights regular opportunities for pupils to revisit and practise learning, which is one of the most reliable ways to strengthen long term memory in primary education.

Reading is treated as a priority rather than a by product. The same report notes consistent phonics delivery from the start of school, with books closely matched to the sounds pupils know, and additional support for pupils at risk of falling behind. For families, that often translates into two benefits. First, weaker readers are less likely to drift. Second, confident readers tend to move on faster into comprehension and wider reading.

A balanced view matters too. The same inspection also flags that, occasionally, teaching does not build sufficiently on what pupils already know and can do, which can limit opportunities to deepen understanding. That is a specific and useful caveat because it points to a quality assurance challenge rather than a broad weakness: the intent and structure are there, but consistency across lessons needs ongoing attention.

Faith education is part of the formal curriculum as well as the wider life of the school. The Catholic Schools Inspectorate report points to a strong approach in religious education, including creative methods such as art, music and drama to help pupils express ideas and beliefs, and it references the Come and See programme while the school works towards the wider Religious Education Directory expectations.

As a primary school, the main destination question is about Year 7. Merton families will apply through the London coordinated admissions process for secondary transfer when pupils are in Year 6. Within Merton, options include a mix of academies and faith secondaries, including Catholic and Church of England schools that have supplementary forms in addition to the standard application route.

For pupils’ readiness, the strongest indicator is that the school focuses heavily on reading fluency, core knowledge, and routine. Those are exactly the components that help children adjust to the pace and independence of secondary school, especially in Year 7 where subject teaching and transitions between lessons can be a step change.

If your child attends the nursery here, plan ahead. Attendance in a school nursery does not guarantee a Reception place. The local authority’s Reception booklet is explicit that you must apply for Reception even if your child is already in the nursery, and that nursery attendance does not offer an advantage when applying for Reception. That is not always intuitive to families new to the system.

Reception entry is competitive in the available demand data. The most recent dataset shows 59 applications for 29 offers, which equates to about 2.03 applications per place and indicates oversubscription. In practice, that means families should treat admissions as criteria led rather than preference led: you can rank the school highly, but allocation depends on how your child fits the oversubscription rules.

Applications for Reception are coordinated by the London Borough of Merton, and key dates for September 2026 entry are set out in the borough’s Reception booklet. The closing date for online applications is 15 January 2026. Offer day is 16 April 2026, and the deadline to respond is 30 April 2026.

Because this is a Catholic voluntary aided school, there is an extra step. Merton’s admissions arrangements page for 2026 to 2027 notes that a supplementary form is required for all applicants and should be submitted to the school, alongside the local authority application. Families who skip the supplementary form can unintentionally weaken their position, particularly where faith based criteria apply.

Open day information varies year to year. The borough guidance encourages families to contact schools to arrange visits during September to December ahead of the January deadline. If you are applying for 2026 entry and you are seeing older tour dates online, treat them as pattern indicators rather than live dates, and check the school’s current calendar for the latest.

Practical tip: if distance is a deciding factor for your shortlist, use the FindMySchool Map Search to measure your home to school distance consistently, then compare it with past allocation patterns across nearby schools. Even when a school does not publish a single cut off distance, this approach helps you assess risk and build a balanced set of preferences.

Safeguarding is a non negotiable baseline. The March 2023 inspection states that safeguarding arrangements are effective.

Pastoral culture is also shaped by everyday systems. Staff address worries, including bullying, quickly, and pupils are encouraged to speak to trusted adults. The same report links positive behaviour to consistent routines, which is often the most effective way to reduce incidents before they escalate.

Pupil leadership is used as a practical pastoral lever. Roles such as prayer leaders, Eco Warriors and cultural ambassadors are not just badges. When children are given real responsibility and a clear script for contributing, it tends to strengthen belonging and reduces the social isolation that can sit behind friendship issues.

For early years, the school’s published timings show defined nursery sessions and clear handover points in the day, which can support younger children who need predictable routines. For nursery fee details, families should refer to the school’s published information. Government funded hours are available for eligible families.

The most useful extracurricular information is specific, because it tells you about both variety and take up. The school publishes a club list with named activities, year groups, and approximate numbers attending.

For sport focused pupils, the summer term programme includes boys football and girls football for Key Stage 2, tag rugby, and a roller skating club that runs after school in the hall. The point is not just that these clubs exist, but that participation numbers are published, suggesting structured organisation rather than ad hoc provision.

Creative and skills based options include choir for Key Stage 2, sewing for Years 3 and 4 in the library, and cheerleading across Key Stage 1 and Key Stage 2. There is also Code Club at lunchtime in the ICT suite for Key Stage 2. For families with children who prefer making and building to competitive sport, those details can be the difference between a school that feels like a fit and one that feels like a struggle.

Early years is not ignored. Irish Dancing is listed for EYFS, and that is a useful signal for parents of younger children because it shows that enrichment is not reserved for older pupils.

The school publishes clear timings. Gates open at 8.30am, pupils are expected to be ready to learn at 8.45am, and the school day finishes at 3.15pm. Nursery session timings are also published, including a morning session and a longer session aligned to the 30 hours entitlement.

Wraparound care is available. Breakfast club and after school club operate from 7.45am to 6.00pm on term days, with after school club starting at 3.15pm. For working families, this is often the practical factor that makes a primary choice viable.

Lunches are provided by Caterlink, with menu information published via the school’s meals page. Families should still budget for the usual state school extras across the year, such as uniform, trips, and optional clubs, as these vary by child and year group.

• Oversubscription is real. The most recent Reception demand data shows more than two applications per place, which means criteria and paperwork matter. Submit the local authority application on time and ensure any required supplementary forms are also completed.

• Nursery is not a guaranteed route into Reception. Even if your child is thriving in nursery here, you must apply for a Reception place through the standard process, and nursery attendance does not create priority. Plan your shortlist accordingly.

• Consistency of teaching is an ongoing focus. The most recent Ofsted report is positive about the curriculum and routines, but it also notes that, occasionally, lessons do not build as effectively as they could on pupils’ prior knowledge, which can limit depth. Families should ask how leaders check and support consistency across classes.

• Faith life is integral. The Catholic Schools Inspectorate inspection places Catholic life, religious education, and collective worship at the highest grade. Families who want a lighter touch approach to Catholic practice should explore whether the day to day faith expectations match what they are looking for.

This is a structured, faith grounded primary with strong academic outcomes for a state school. Clear routines, a deliberate focus on reading, and visible pupil leadership roles create a calm, purposeful culture. It suits families who want Catholic education embedded into the daily life of the school, and who value a disciplined approach to learning alongside clubs that extend beyond the standard football and art list.

Admission is the main constraint. Families interested in this option should use the FindMySchool Saved Schools feature to build a realistic shortlist that includes at least one lower risk preference alongside more competitive choices.