Deer Park School, Twickenham Review 2026: Outstanding outcomes with a broad, modern primary curriculum

Set in Whitton, near key rail links into central London, Deer Park School has built a reputation for combining very high end of Key Stage 2 outcomes with a curriculum that does not feel narrowly exam-led. The school opened in 2015 and has expanded year on year, moving into its permanent premises on Richmond Road in April 2021.

Leadership is stable. Alex Lee is the headteacher and took up post in September 2020. The most recent Ofsted inspection (23 and 24 May 2024, published 24 June 2024) confirmed the school continues to be Outstanding.

For parents, the headline is this, Key Stage 2 results are exceptionally high, and entry remains competitive for Reception. If you are weighing options locally, FindMySchool’s Local Hub comparison tools are a practical way to set this school’s outcomes alongside other Richmond primaries, using the same published measures.

Deer Park’s identity is closely tied to being a relatively young free school that has grown quickly from small beginnings. The school’s own history notes that it welcomed twelve pupils on opening day in 2015, then expanded annually into a full two-form entry primary. That origin story matters because it explains the culture, staff are used to shaping systems, refining routines, and putting in place consistent expectations rather than relying on legacy habits.

Values are a visible organising idea. The school refers to its HEART values, happiness, enthusiasm, achievement, resilience and thoughtfulness, as a foundation for daily life. In practice, that tends to show up in the language adults use with pupils, in a strong emphasis on belonging, and in leadership opportunities that start early and become more formal by Year 6. The school describes a wide range of Year 6 roles, including House Captains and Sports Leaders, alongside responsibility for reading with younger pupils and representing the school when visitors attend.

The 2021 move to permanent premises is another marker of identity. The school now sits on Richmond Road in a purpose-built setting, and it has been explicit about the benefits, more specialist space, more room for a growing cohort, and facilities that can support both enrichment and targeted support. Parents considering Deer Park often weigh this modern setting against older local primaries with tighter sites and more constrained specialist space.

Behaviour expectations are described as clear and consistently applied, and pupils are positioned not only as learners but as contributors to school life. Environmental responsibility is one example, with an eco-council approach described in official reporting, linked to caring for planting and growing work. For families who value a school that takes pupil voice seriously, this emphasis on structured leadership roles is a positive signal.

For a state primary, Deer Park’s published Key Stage 2 outcomes are striking.

In 2024, 97.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 60% achieved the higher threshold, compared with an England average of 8%. (Figures reflect published Key Stage 2 outcomes.)

The school also reports very strong component performance. In 2024, 100% reached the expected standard in reading and mathematics, 97% reached the expected standard in grammar, punctuation and spelling, and 100% reached the expected standard in science. At the higher score level, 73% achieved the higher score in reading, 60% in mathematics, and 67% in grammar, punctuation and spelling.

FindMySchool’s ranking, based on official data, places the school 47th in England for primary outcomes and 1st in Richmond upon Thames locally. This position sits in the elite tier, placing it in the top 2% of schools in England.

What does that mean for parents in practical terms. It suggests Deer Park is not merely above average, it is operating at a level where the typical Year 6 cohort is leaving with unusually secure literacy and numeracy foundations. That has implications for secondary readiness, particularly for pupils aiming for academically demanding comprehensive intakes or selective routes further afield.

There is also an important interpretation point. Exceptionally high outcomes can reflect a combination of factors, teaching quality, curriculum sequencing, assessment literacy, and strong attendance habits. It can also mean the pace of learning is purposeful. Families should treat that as a positive if their child enjoys clear structure and challenge, and as a cue to ask detailed questions if their child needs a slower pace or more scaffolding.

The curriculum is described as ambitious and carefully sequenced, with staff identifying essential knowledge and building it cumulatively over time. That sequencing matters in a primary setting because it is the difference between pupils covering topics and pupils retaining them, then using them in later learning.

Reading appears to be a central focus from early years onwards, with a consistent phonics approach and additional support for weaker readers to catch up quickly. For parents, the key implication is that early reading is treated as a foundation rather than a bolt-on intervention, and children who need extra practice should not be left to drift. A library culture supports this emphasis. Official reporting highlights a woodland-inspired library used to select books for pleasure, including staff and pupil recommendations and daily book voting in Reception.

Subject breadth is another differentiator. Alongside English, mathematics and science, pupils study subjects including art, music, French, and finance. Finance is an unusual inclusion at primary level, and it is linked to applied learning. One example described is an enterprise project where pupils create and sell products as part of charity fundraising. The educational value is clear, it builds vocabulary, collaboration, and early understanding of money and decision-making, while giving pupils a tangible sense of purpose.

Teaching practice is described as highly skilled, with deliberate work on vocabulary development. The approach includes teaching and modelling subject-specific vocabulary and routinely checking understanding to address misconceptions. For pupils, this can be particularly helpful in foundation subjects where language can be a barrier to demonstrating knowledge.

Support for pupils with special educational needs is integrated rather than separate. Leaders identify needs and adapt learning so that pupils can access the same curriculum, and the school uses specialist external support where needed for complex needs.

As a primary, Deer Park’s transition story is best understood through two lenses, local destination patterns and the school’s approach to preparing pupils for the next stage.

The school publishes a destinations snapshot for Year 6 leavers. For the 2025 cohort, Orleans Park School accounted for 57% of destinations. Smaller proportions went to a range of other schools, including The Richmond upon Thames School (7%), Grey Court School (7%), Waldegrave School (7%), and Christ Church of England Comprehensive Secondary School (3%), alongside a small number heading to independent options such as St Catherine’s School (7%) and Epsom College (3%).

The 2024 pattern is similar in shape, with Orleans Park School the largest single destination at 50%, alongside Waldegrave School at 13% and smaller proportions to schools including Richmond Park Academy (7%) and The Richmond upon Thames School (7%).

The implication for families is that Deer Park is, in practice, a strong pipeline into a cluster of popular local secondaries, and it also supports a minority of pupils moving into independent or selective settings when that is the right fit. Importantly, these destination charts also give a realistic sense of what most families do, which can be more useful than generic statements about progression.

In terms of secondary application mechanics, the school notes that Year 6 families apply for secondary places by the end of October each year. Parents who like to plan early should consider this a prompt to start visiting secondaries in late spring and summer of Year 5, particularly in a borough where demand varies considerably by school.

This is a state school with no tuition fees. Admissions for Reception are handled through the London Borough of Richmond upon Thames process, rather than direct application to the school.

The borough’s published timetable for September 2026 entry is clear. Applications open on 01 September 2025, the on-time deadline is 15 January 2026, National Offer Day is 16 April 2026, and families are expected to accept or decline by 30 April 2026. Waiting list offers then begin from 12 May 2026.

Demand is strong. The latest published Reception admissions figures show 330 applications for 59 offers, indicating a highly competitive picture. A useful way to interpret this is the applications-per-place ratio, 5.59 applications per offer, which is consistent with oversubscription. The proportion of first preferences relative to offers is also high at 1.9, suggesting many applicants are not treating this as a back-up option.

Distance measurement is a recurring point in Richmond admissions, and Deer Park is specifically listed among schools where home-to-school distance is measured as a straight line to the school gate, using a designated point. For parents trying to sanity-check their likelihood of an offer, FindMySchool’s Map Search is a practical first step, as it allows you to understand your own distance alongside recent cut-off patterns, while recognising that outcomes vary each year.

The school also promotes booked tours for prospective Reception parents. For September 2026 entry, it publishes tour dates in November and December and includes a confirmed tour date of Tuesday 06 January 2026, with tours running 9.30am to 10.30am and booking required.

Pastoral systems appear to be both structured and accessible. A recurring theme is providing pupils with places and routines where they can reset emotionally, rather than escalating anxiety or low-level conflict into behaviour problems.

One example is Calm Club, described as a quieter lunchtime space for pupils who find the playground overwhelming or want a calm option during break times. Another is Time to Talk, described as access to trained staff for pupils who have worries or concerns and want a dedicated opportunity to speak.

For pupils with additional needs, the school has a dedicated sensory regulation space called The Retreat, intended for sensory circuits and targeted adult support to help pupils regulate and re-engage with learning. The school also references Emotional Literacy Support Assistant sessions, which typically focus on skills such as recognising emotions, self-esteem, friendship skills and managing anxiety.

Specialist input is used where appropriate. The school describes structured visits from a speech and language therapist to assess needs, develop plans, and support staff to deliver effective strategies in school.

Safeguarding is treated as a baseline requirement rather than a marketing point. The most recent inspection states safeguarding arrangements are effective.

Deer Park’s enrichment provision is a significant part of its offer, and it is more specific than the usual generic mix. After-school clubs run from 3.30pm to 4.30pm, with later provision available until 6pm Monday to Thursday and until 5pm on Fridays.

The club list includes options such as debating, coding, chess, mindfulness, performing arts, karate, gymnastics, and creative writing. In a two-form entry primary, that range matters because it gives pupils multiple routes to find a niche, not only the obvious sport and drama pathways. It also supports working parents who want a structured end-of-day routine with variety.

Competition culture is also well defined. The school runs themed competitions including Top of the Rocks, linked to Times Tables Rock Stars for Year 4 pupils, and The Queen’s Gambit, a chess tournament facilitated by Chess in Schools and Communities. These are more than fun add-ons, they build fluency, concentration, resilience, and the confidence that comes from practising and performing under mild pressure.

Trips and residentials are part of the enrichment picture, with reference to residential visits to Wales and France as highlights of the older year groups’ experience. This provides a genuine widening of horizons for pupils who may not otherwise travel, and it also builds independence ahead of secondary transition.

Sport has both breadth and specificity. Beyond mainstream provision, the school has introduced lacrosse into the Year 5 and 6 physical education curriculum, supported by a grant that provided equipment including sticks and goals. The key implication is that sport is not limited to the obvious choices, and pupils are encouraged to try activities they may not encounter elsewhere.

The school day is clearly structured for working families. Breakfast club begins at 7.45am, gates open at 8.30am, the school day starts at 8.40am, and finishes at 3.30pm. After-school clubs end at 4.30pm, with later wraparound care finishing at 6pm Monday to Thursday and at 5pm on Fridays.

Parking is limited, with the school stating there is no on-site parking, so drop-off planning matters. For public transport, it describes St Margarets rail station as around a 10-minute walk, and Richmond station around a 15-minute walk, with connections to London Overground, South Western Railway and the District line.

For accessibility, the school notes step-free access and a lift, with classrooms located on upper floors.

• Competition for places. With 330 applications for 59 offers in the latest published Reception admissions data, entry is a genuine hurdle, even for local families. Consider applying to a realistic spread of schools to manage risk.

• Purposeful pace. Results at this level tend to go hand in hand with clear expectations and a strong learning rhythm. That suits many pupils, but families should explore how the school supports children who need more time to consolidate, particularly in reading and writing.

• Drop-off logistics. No on-site parking means routines matter, particularly if you have multiple children, childcare handovers, or work travel immediately after drop-off.

• Secondary planning starts early. The school flags that secondary applications are due by the end of October in Year 6. That timing can catch families off guard, so expect Year 5 to include visits and research.

Deer Park School is a high-performing Richmond primary with a modern curriculum identity, strong enrichment, and clear structures around wellbeing and inclusion. It suits families who want a state school with exceptionally strong Key Stage 2 outcomes, broad subject coverage that includes distinctive elements such as finance, and a large menu of clubs and competitions. The main challenge is admission rather than the educational offer once a place is secured.