Monega Primary School Review 2026: Outstanding primary in Manor Park with high KS2 outcomes

In a borough where primary choice can feel intensely competitive, this is a large, organised school that pairs a strong safeguarding culture with ambitious learning expectations. The current headteacher is Ms E Harris, who frames the school’s priorities around a progressive curriculum, enrichment, and close partnership with families.

The most recent published key stage 2 outcomes point to consistently high attainment. In 2024, 88.67% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. Scaled scores are also high, with reading at 109, mathematics at 108, and grammar, punctuation and spelling (GPS) at 110.

Families should be prepared for demand. For the Reception entry route, the school was oversubscribed on the available data, with 205 applications for 86 offers, which is about 2.38 applications per place.

The school’s own language places a premium on calm relationships and clear expectations. The headteacher describes a community where pupils are polite, work hard, and feel supported; safeguarding is presented as a top priority, with parents and carers treated as active partners rather than observers.

That emphasis aligns with the external picture from the last full inspection cycle. The January 2022 inspection reported rare bullying, strong adult pupil relationships, and pupils who feel safe. The same report also highlights a broad curriculum and an unusually rich pattern of enrichment, including cultural celebration and residential experience.

It is also a school with deep local roots. Newham’s heritage records reference Monega Road School (1905), which helps explain why the setting can feel like a long established civic institution as well as a modern academy within a trust.

Results are a clear strength, and the dataset gives enough detail for parents to see how that strength is built.

Headline attainment (KS2, 2024)

• 88.67% met the expected standard in reading, writing and mathematics, compared with the England average of 62%.

• At higher standard, 31.33% achieved greater depth across reading, writing and mathematics, compared with the England average of 8%.

• Reading outcomes are strong (93% at expected standard), as are mathematics (92%) and GPS (94%).

Scaled scores (KS2, 2024)

• Reading: 109

• Mathematics: 108

• GPS: 110

Rankings context (FindMySchool)

Ranked 1006th in England and 19th in Newham for primary outcomes (FindMySchool ranking, based on official data). This level of ranking translates to performance well above the England average, placing the school within the top 10% of schools in England on the dataset’s percentile banding.

The practical implication for families is that attainment appears to be consistently high across subjects, rather than driven by a single standout area. That breadth matters at transition points, because pupils who leave Year 6 with secure reading, writing and maths foundations generally find the Year 7 curriculum step more manageable.

The school describes its curriculum as progressive and deliberately broad, with subjects taught discretely so that each discipline retains its own status and knowledge base. This matters in a primary context because it usually signals structured sequencing, rather than a theme-led approach where subjects can blur together.

The inspection evidence supports a model where teachers routinely check prior knowledge, build explicit links, and ensure that key concepts are secure before pupils move on. Mathematics is a useful example because the inspection report highlights deliberate revisiting, place value foundations, and careful progression into more complex relationships such as fractions and percentages. The implication is reassuring for parents who want challenge without gaps, because the school’s approach appears designed to reduce the common primary problem of speed outpacing understanding.

Early Years and Nursery integration

Early Years provision is a visible part of the school’s identity, starting from age three. The Early Years Foundation Stage (EYFS) curriculum is described as flexible, balancing structured and unstructured learning, and adult-led and child-led activity. The page also places weight on purposeful play and first-hand experience as the foundation for learning.

The practical implication is that Nursery and Reception are not treated as “childcare plus”, they are positioned as the start of a staged learning journey. For families choosing an early years setting, it is a helpful signal that the transition into more formal literacy and number work should be planned rather than abrupt.

For a primary school, “next steps” is primarily about readiness for secondary transition, and about how families should plan given admissions realities in London.

The school’s wider approach puts weight on character education and enrichment alongside attainment, which tends to support a smoother Year 7 adjustment. The inspection report also notes that pupils are prepared for modern Britain through structured work on character and relationships, alongside the academic curriculum.

From an admissions planning perspective, families should treat Year 6 as the point to get very clear on secondary options, including travel time and the implications of Pan London admissions coordination. If you are comparing multiple secondaries, it can help to use FindMySchool’s Local Hub comparisons to keep performance and context side by side, rather than relying on anecdote.

Admissions operate on two parallel tracks: Nursery entry and statutory school entry (Reception), with in-year movement handled separately.

Nursery admissions

Nursery is managed directly through the school, and the process is clearly practical. The school accepts names for the nursery waiting list from a child’s second birthday. Families are asked to attend the school office on Tuesdays between 9:00am and 10:00am with documentation, and the school offers morning-only or afternoon-only nursery placements.

Two important implications for parents: first, a place is not guaranteed; second, nursery attendance should not be treated as an automatic route into Reception. London admissions do not allow Reception places to be reserved, so families still need to apply through the coordinated route even if a child already attends nursery locally.

Reception admissions (September 2026 entry)

Reception applications are made through the London Borough of Newham under Pan London coordinated admissions. The key deadline for on-time applications for September 2026 entry is 15 January 2026, and results are issued on the national offer day, 16 April 2026.

Demand is a real feature. On the dataset provided, the Reception entry route shows 205 applications for 86 offers, and the school is marked as oversubscribed. In practical terms, that means families should complete preferences carefully, use all available preferences strategically, and be realistic about the role of oversubscription criteria across the borough.

Secondary transfer (context for Year 6 families)

While this is a primary school review, it is relevant that Newham secondary applications for September 2026 have a national closing date of 31 October 2025, with offer day on 01 March 2026. The school’s admissions information page signposts families to the official Newham guidance for secondary transfer.

The inspection evidence portrays a strong safeguarding culture, with rigorous systems, regular staff training, and quick identification of pupils who need early help. It also references structured links with the local authority and external agencies, including an internal early help panel model.

For parents, this matters because it suggests the school is built to manage the realities of a large, diverse community setting. Strong safeguarding is not only about reacting to incidents, it is also about systems that spot small concerns early and respond consistently.

Behaviour is also described as highly secure, including self-discipline around the school and positive attitudes to learning. The implication is that pupils who thrive in calm routines and clear expectations are likely to feel comfortable, while families seeking a looser, less structured tone should pay attention to the school’s emphasis on high expectations.

Enrichment is treated as part of the core offer rather than an optional extra. The headteacher describes curriculum-wide enrichment through visits to museums, theatres, exhibitions, festivals and residential visits, plus collaboration with community organisations to expand opportunities in dance, drama and arts. The school also references a musician in residence, positioning composition, performance and singing as routine parts of school life rather than occasional events.

The inspection report provides concrete examples of what this looks like in practice, including community cultural celebration and pupil-led events. The benefit for pupils is twofold: enrichment broadens knowledge and vocabulary, and it also creates “hooks” that make learning stick, particularly for pupils who develop confidence through performance, sport, or structured responsibility roles.

Wraparound and clubs are also clearly defined. Breakfast Club starts at 8:00am and costs £1 per day, and it runs into a Reading Recovery Project up to 8:30am. After School Clubs run 3:15pm to 4:00pm and are described as free to attend. For families needing later childcare, the school’s wraparound provision (Play Active Club) runs 3:00pm to 5:45pm and is listed at £15.50 per session, with sibling discounts noted.

This is a state school with no tuition fees. Families should still plan for the normal associated costs such as uniform, trips, and any paid wraparound sessions.

Wraparound timing is explicit: Breakfast Club from 8:00am, after-school clubs 3:15pm to 4:00pm, and the later wraparound option up to 5:45pm. The school’s standard start and finish times are published on its School Day information page, and parents should check these before committing to a childcare plan, particularly if relying on short handovers.

For transport, Manor Park station (Elizabeth line) and Woodgrange Park station (London Overground) are the most relevant rail links for the local area, supporting mixed walking and short bus journeys depending on the exact home address.

• High demand for Reception places. The available admissions data indicates oversubscription for the Reception entry route (205 applications for 86 offers). Families should complete preferences carefully and plan with alternatives in mind.

• Nursery is not a guaranteed pathway into Reception. Nursery waiting list processes are school-run, but Reception applications still go through Newham’s coordinated admissions route, and places cannot be reserved.

• Wraparound costs can add up. Breakfast Club is low-cost, but the later wraparound provision is priced per session, so families using it regularly should budget accordingly.

• A large setting is not for everyone. With a published capacity of 730, the scale can suit children who like social breadth, but some families prefer smaller cohorts and a quieter pace.

Monega Primary School combines ambitious attainment with a strong wellbeing and safeguarding culture, and it treats enrichment as part of what pupils should expect from primary education. The evidence points to secure routines, high expectations, and consistently strong KS2 outcomes. Best suited to families who want a structured, high-performing primary with extensive enrichment and clear childcare options, and who are prepared to engage early with admissions planning in a competitive London borough.