St Teresa's Catholic Primary School, Morden: A Growing Catholic Community

Children arrive at Montacute Road each morning to a voluntary aided school that has travelled a remarkable distance. In 2007, St Teresa's was judged Inadequate. Today, under the leadership of Headteacher Justin Dachtler, the school serves approximately 465 pupils aged from two to eleven. The latest Ofsted judgement, delivered in 2022, was Good. Key Stage 2 results show 90% of pupils meeting expected standards in reading, writing and mathematics, placing the school at rank 367 in England (FindMySchool data)—well above the England average of 62%. The school ranks 7th among primary schools in Merton. This is a school where Catholic values and academic expectation run alongside one another, where a nursery welcomes the youngest children, and where attainment tells a story of sustained recovery and genuine institutional progress.

St Teresa's occupies a mixed-gender campus on Montacute Road in the borough of Merton, serving a diverse local community where 82% of pupils speak English as an additional language. The school's religious character — Roman Catholic — permeates daily life. Morning assemblies include collective worship. Religious education sits at the heart of the curriculum, not as a peripheral subject but as integral to spiritual development. Staff speak of a "community of love," language that moves beyond platitude when observed through practical pastoral structures and the evident care with which staff engage individual pupils.

The atmosphere, according to recent external review, is warm and purposeful. Classes bear names drawn from nature — Sycamore, Ash, Silver Birch, Maple, Beech, Willow — reflecting a gentle ethos. Teachers maintain high expectations. Pupil behaviour is described as calm and orderly. The school's journey from a "Satisfactory" judgment in 2010 to "Good" in 2022 reflects not radical restructuring but steady investment in pedagogy, leadership stability, and pastoral infrastructure. That trajectory matters: families considering St Teresa's should understand this is a school in genuine motion upward.

The school's latest Key Stage 2 performance (2024 data from FindMySchool) reveals substantial attainment:

Reading, Writing and Mathematics Combined

90% of pupils met the expected standard, compared to the England average of 62%. This represents a gap of 28%age points in the school's favour. Scaled scores in reading averaged 109, in mathematics 110, and in grammar, punctuation and spelling 112 — all well above the England benchmark of 100. At higher standard, 57% achieved greater depth across the combined areas (reading, writing, maths), compared to an England average of 8%. This figure — 57%—is particularly striking: it indicates that more than half of St Teresa's Year 6 cohort are working significantly beyond age-expected achievement.

Science

93% reached expected standard in science, above the England average of 82%.

Ranking Context

The school ranks 367th in England for primary outcomes (FindMySchool ranking), placing it in the top 3% nationally — the "national high" band. Locally, it ranks 7th among 87 primary schools in Merton. These figures sit well above England average and reflect the cumulative effect of strong teaching, specialist support for pupils with additional needs, and consistent whole-staff focus on literacy and numeracy foundations.

The Ofsted inspection of July 2022 identified teaching as a strength, noting that "teachers have high expectations and most are effective in encouraging pupils to learn through interesting and challenging tasks." The report also acknowledged careful assessment practices and effective pupil progress monitoring.

The curriculum is broad and balanced, rooted in the National Curriculum but enhanced by the school's Catholic ethos. French language learning begins in Year 1 across the school. Mathematics teaching employs structured strategies including use of White Rose Maths resources and multiplication fluency practice. Reading receives particular emphasis, with phonics introduced in Reception and extended through key strategies in Years 1 and 2.

Staff members across the school have access to pupil progress data and interventions are deployed with precision. The school employs a Special Educational Needs Coordinator (SENDCo) and maintains SEN support for approximately 45 pupils on the register. Early intervention is embedded practice: additional adults work alongside classroom teachers to address gaps in learning before they widen.

Lesson observation notes from recent inspection praised varied teaching approaches, questioning techniques that support deeper thinking, and effective use of pupils' prior learning. Areas for development centre on ensuring consistent pace across all year groups and tightening monitoring by middle leadership — refinements typical of a school in transition from Good to Greater Depth.

The extracurricular offer is purposeful and age-appropriate. The school operates a school choir, which performed at the education fair for parents during inspection and has sung at community events. A range of clubs operate across the year including sports provision (football, netball, multi-skills), creative activities (art, design technology), and academic enrichment. Before-school provision through Schoolfriend Clubs breakfast club and after-school care until 6pm extend the school day for working families, addressing a practical need in a busy suburban context.

Music development is structured. Pupils in Year 4 undertake recorder tuition, with progression pathways for those showing aptitude. Additional instruments are available through paid provision. Physical education includes planned swimming, gymnastics, and games. The school hosts annual Sports Days and end-of-year productions in which pupils perform together — experiences that build confidence and community belonging.

Beyond formal activities, the school operates as a School of Sanctuary, intentionally welcoming families seeking refuge. A Laudato Si group — drawing on Pope Francis's encyclical on care for our common home — engages pupils in environmental stewardship. School Council and Sports Captains roles provide leadership opportunities. Pupil voice is structured into decision-making, particularly around school improvement.

St Teresa's is a voluntary aided Catholic school, which means the governing body is responsible for admissions. Places in Reception are allocated through Merton Local Authority's coordinated admissions scheme. In the most recent cycle, 85 applications were received for 48 Reception places (one-form entry), making the school oversubscribed at a ratio of 1.77 applications per place. This oversubscription reflects both school reputation recovery and local demand. Catholic pupils are prioritised in admissions, followed by looked-after children, siblings, and thereafter distance from the school gates.

Prospective parents should be aware that the school does not operate selective entrance testing. Admission follows the standard LA procedure. The school is situated within a school safety zone, a restricted area for vehicles at certain times.

Children from the term after their second birthday can access nursery. The school offers both government-funded early education entitlement (15 hours and 30 hours for eligible families) and additional paid sessions. For specific fee information regarding optional paid nursery sessions, parents are directed to the school website and encouraged to contact the admissions team.

Nursery staff are experienced practitioners in early years education. The environment reflects good practice in EYFS, with attention to child-led learning, adult-guided sessions, and pastoral care. Transitions from nursery to Reception are planned and supported.

The school runs from 8:50am to 3:20pm. Breakfast club begins at 7:45am; after-school club extends until 6:00pm. The school operates throughout the standard English school calendar with breakfast and after-school provision available during term time.

School meals are provided daily, with arrangements for packed lunches where families prefer. Uniform is required (details available on the school website). The immediate area includes residential streets and local shops; the school is served by public transport and has limited on-site parking but designated drop-off zones.

The school holds the Inclusion Quality Mark, reflecting its commitment to supporting all learners. Pastoral structures include class teachers as primary pastoral contacts, with a dedicated pastoral team providing additional support where needed. The school has appointed Senior Mental Health Leads within the staff team, reflecting contemporary understanding of child wellbeing. A trained counsellor visits weekly and is available for pupils identified as needing emotional support beyond the school's immediate pastoral capacity.

Behaviour expectations are clear, consistently applied, and rooted in the school's values of respect, kindness, and responsibility. Restorative approaches are employed where behaviour concerns arise. Pupils describe feeling safe and knowing adults who listen to them.

Safeguarding is a priority. The school maintains appropriate policies and training, with designated safeguarding leads ensuring compliance with statutory requirements and a visible commitment to pupil protection.

Oversubscribed admissions. With 1.77 applications per place, securing entry is competitive. Catholic families have prioritised access, but demand exceeds availability. Families outside the faith tradition should verify admission position before relying on a place.

School safety zone restrictions. The school is situated within a restricted vehicle zone at certain times. Parents using cars should confirm current restrictions before visiting or arranging drop-off, as penalty charge notices may be issued for non-compliant parking.

EAL provision and diversity. While the school serves pupils for whom English is an additional language effectively (reflected in attainment data), this indicates that families should be prepared for a multilingual community rather than an English-first environment. This is a strength for cultural breadth but may require different approaches than some families anticipate.

Distance to secondary alternatives. St Philomena's Catholic High School for Girls is the linked secondary Catholic option locally for girls. Boys and mixed families require consideration of broader secondary choice. Parents should familiarise themselves with secondary transition pathways well in advance.

St Teresa's is a school in confident recovery, having transformed from Inadequate status a decade ago to Good standing today. Strong Key Stage 2 results — placing it in the top 3% of England's primary schools — combine with genuine pastoral care and a vibrant Catholic ethos to create an institution that serves its community well. Teaching is steady and expectations clear. The school welcomes the youngest children from age two, supports families through wraparound care, and celebrates diversity whilst maintaining clear values. Best suited to families living within reasonable distance of Morden who value Catholic education and seek a school where attainment and community are held in balance.