Our Lady of Lourdes RC Primary School, London Review 2026: Elite KS2 outcomes with a clear Catholic identity

High expectations are the organising principle here, and the published outcomes back that up. In the most recent Key Stage 2 results, 92.7% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. Nearly half (46.3%) reached the higher standard, compared with 8% across England, a level that places the school among the strongest performers in the country for primary outcomes.

The school’s performance also shows up in the proprietary FindMySchool rankings, which place it 117th in England and 1st in Redbridge for primary results. That combination of top end attainment and consistency is rare, even among popular London primaries.

The distinctive feature is the blend of ambition and faith. This is a Roman Catholic primary that states it welcomes applications from families who support the Catholic ethos. The latest inspection evidence, alongside how the school presents itself, points to a place where pupils take learning seriously, behaviour is calm, and pastoral systems are well organised.

Daily life is structured and purposeful. Pupils are expected to be polite, considerate, and ready to learn, and the school explicitly frames its work around strong values. The head teacher, Mrs Ruth Boon, is a visible part of that identity, presenting the school as kindness-led while still being academically demanding.

Faith is not a bolt-on. As a Catholic school within the Diocese of Brentwood, religious education and collective worship are part of the routine, and families should assume that Catholic life shapes assemblies, language, and the calendar. That does not mean the intake is restricted to Catholics, but it does mean non-Catholic families need to be comfortable with a clear religious character.

Culture is reinforced through systems that make pupil voice and responsibility concrete. Leadership roles are part of everyday life, with examples such as ambassador, guardian angel, sports leader and travel ambassador referenced in the latest inspection evidence. The implication for parents is simple: children who respond well to structure and responsibility often thrive, while those who need a looser, more informal style may take longer to settle.

Nursery provision is integrated into the wider school story rather than treated as an add-on. The nursery sets out a clear routine of indoor and outdoor learning and named play areas such as Construction Corner and Sensory Play, which helps families understand what early years looks like in practice.

The headline outcomes put the school at the top end nationally for Key Stage 2. In the most recent results, 92.7% met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 46.3% reached greater depth in reading, writing and maths combined, far above the England average of 8%. Those figures indicate not only a high floor, but a strong top end too.

The sub-scores reinforce the picture. Reading and maths scaled scores are 110 and 111 respectively, with grammar, punctuation and spelling at 114. In attainment terms, 91% met the expected standard in reading and 96% in maths, with high scores also common across the core measures. This profile suggests a school where foundational knowledge is secure and pupils are pushed beyond the basics.

Rankings are similarly strong. The school is ranked 117th in England for primary outcomes (FindMySchool ranking), and 1st among primaries in Redbridge. That places it among the highest-performing in England (top 2%). Parents comparing options locally can use the FindMySchool Local Hub and Comparison Tool to view these outcomes alongside nearby schools on a like-for-like basis.

The most persuasive evidence is not the label, it is the detail. The latest inspection report describes a broad, ambitious curriculum with carefully sequenced knowledge and vocabulary, starting from Nursery. That matters because it is one of the few clear indicators that high results are driven by planned teaching rather than cohort luck.

Early reading appears to be a major strength. Staff training, consistent delivery of phonics, and close matching of reading books to pupils’ current sounds are all referenced in the inspection evidence, alongside targeted support where gaps appear. The implication for parents is that children who need extra precision in early literacy are likely to be identified quickly, while confident readers are also pushed to read widely.

Teaching style is described as clear and systematic. Teachers present information carefully, check understanding, and use retrieval routines, including a “rewind, remind, check” approach referenced in inspection evidence. In practical terms, that usually feels like lessons that do not drift, with pupils expected to recall and apply previous learning rather than constantly meeting new content in isolation.

The curriculum also makes room for enrichment that is clearly tied to learning. Examples given include curriculum-linked museum visits, plus explicit links to careers. Done well, that kind of enrichment is not a treat day, it is a way of making knowledge stick and helping pupils understand why subjects matter.

For a Redbridge Catholic primary, secondary transfer is usually shaped by a mix of distance, faith criteria, and family preference, including both local comprehensive options and faith-based secondaries. The school positions transition as something pupils are prepared for, and the inspection evidence supports the idea that pupils are confident talking about next steps.

A practical point for families is that this area of north east London has a wide range of secondary pathways. Some pupils will move into local mixed comprehensives, others into Catholic secondaries where faith practice and supplementary forms matter, and some families will also explore selective routes elsewhere in London. The school’s clear routines, strong literacy base and emphasis on leadership roles tend to support pupils adapting to more demanding secondary environments.

If secondary destinations and leavers’ pathways are a priority for your family, the best source remains each prospective secondary’s admissions policy, because the key constraint is rarely academic readiness, it is eligibility and oversubscription criteria.

Demand is high. The latest recorded reception-route data shows 186 applications for 59 offers, which equates to 3.15 applications per offer. That is a material level of oversubscription, and it matches the school’s local reputation for strong results. The implication is that families should treat admission as uncertain unless they clearly meet priority criteria.

Reception admissions are coordinated through the local authority, with a national closing date of 15 January 2026 for September 2026 entry, and offers released on 16 April 2026. Redbridge advises that late applications are still possible, but these are considered after on-time applicants.

As a Catholic school, supplementary paperwork is part of the process for many applicants. The school’s determined policy for 2026 to 2027 entry specifies that the completed supplementary information form and supporting documents should be returned by 15 January 2026 for the normal admissions round.

Open events are used as a gateway for understanding fit and admissions steps. For Reception 2026 interest, a school tour is advertised at 9.30am on Monday 12 January, with booking required. Nursery open mornings for September 2026 are also published, with multiple dates through January and February, and booking via the nursery application platform.

Nursery admissions are separate and have their own timeline. Nursery is open for children from the term after their third birthday, with session patterns published and a stated closing date for applications of 28 February 2026.

Families considering this school should use the FindMySchool Map Search to understand likely distance dynamics and alternative options. Even when a school is faith-based, distance often becomes decisive once priority groups are applied.

Pastoral systems here are explicit rather than informal. Pupils are taught who to go to for help, and the inspection evidence references a “five trusted adults” approach. That matters because it makes safeguarding and worries-handling less dependent on a child’s confidence to speak up in the moment.

Safeguarding is described as effective in the latest inspection report. That is the key baseline for any school choice, and it is worth checking how the safeguarding culture is explained to parents and pupils, not just what is written in policies.

Inclusion is another strength signalled by the inspection evidence. Pupils with special educational needs and disabilities are described as fully included, with strong identification processes and trained staff providing personalised support so pupils can access the same curriculum where possible. That is a higher bar than simply having interventions, it implies the curriculum is meant for all, with support wrapped around it.

Extracurricular is unusually specific for a primary. The inspection evidence itself lists activities such as archery, cross stitch, Future Scientists and photography, which is useful because it shows the offer goes beyond the standard football and choir pattern. The implication is that children with niche interests are more likely to find something that fits them, and that the school uses clubs as a genuine extension of learning and confidence.

The school’s own club programme for Spring Term 2026 provides a clear sense of range and rhythm. Examples include Coding Ninjas, History Mysteries, Creative Writing, Construction, Photography Print and Sculpture, and Poon Dojo, plus lunchtime clubs such as French, chess and LAMDA. There are also structured before-school options, which can suit families needing an early start and pupils who enjoy routine.

Play and physical development are treated as part of school culture rather than just timetabled PE. Sports premium documentation references OPAL play and the use of the playground for activities such as tree climbing and den making, suggesting a strong emphasis on active play and structured outdoor time.

A final detail that gives a sense of the learning environment is reading culture. The inspection report references both a library and a “reading pavilion” used at lunchtime, which signals that reading is not confined to lesson time and that space has been designed to make books part of daily habit.

The school day is published clearly. There is a soft start between 8.35am and 8.45am, with the school day finishing at 3.15pm.

Wraparound care is well developed. Breakfast club accepts children from 7.30am, with breakfast available until 8.20am. After-school provision runs through to 6.30pm, with Early Years children using a dedicated area before joining the main club space later in the afternoon.

For travel, the immediate streets around the school are part of Redbridge’s School Streets programme. Vehicular restrictions apply on Chestnut Drive and Highstone Avenue during term time at 8.15am to 9.15am and 2.30pm to 3.45pm, which is important for anyone planning drop-off by car or arranging childminders.

• Admission is the limiting factor. The recorded reception-route demand shows 186 applications for 59 offers, which means many families who apply will not secure a place, even if the school feels like a good fit.

• Catholic identity is central. Families who are unsure about a faith-led school culture should read the admissions policy and visit, because worship and Catholic life will shape day-to-day routines.

• High attainment can bring pressure. A school that consistently pushes pupils to the higher standard may feel intense for some children, particularly those who need more time to consolidate basics.

• School Streets affects logistics. The local traffic restrictions support safer walking routes, but they can also make car drop-off and pick-up more complicated without planning.

This is a high-performing Catholic primary with exceptional Key Stage 2 outcomes and a well-defined culture of courtesy, responsibility and academic seriousness. The curriculum looks carefully built, reading is prioritised, and enrichment is specific rather than generic.

Best suited to families who actively want a faith-based primary, value strong academic stretch, and can realistically meet the admissions criteria in an oversubscribed context.