St Elizabeth's Catholic Primary School, Richmond Review 2026: High-performing Catholic primary with a wide set of next-step pathways

There is a clear sense of purpose here, and it shows up in outcomes. In 2024, 92% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. Reading and maths scaled scores were also strong (111 and 109 respectively), with high attainment across the core subjects. That kind of profile usually goes hand-in-hand with tight demand, and it is, with Reception places limited to 30 for September entry.

The most recent Ofsted inspection (28 and 29 November 2023) rated the school Outstanding in every area.

Led by headteacher Jane Hines (appointed in 2014), the school combines Catholic life with an academic programme that is carefully sequenced, and noticeably enriched through clubs, music, and structured responsibilities for older pupils.

The school’s Catholic identity is not a badge stuck on top of a generic primary offer. It shapes daily routines through prayer, worship, and regular Masses, and it also influences the language used around values and service. The mission statement places children’s development in the context of a Catholic community, with an emphasis on living Christian principles in practical ways.

A defining feature is how much responsibility pupils are expected to take on as they move up the school. Older pupils can act as play leaders, and there is a culture of helping in the library and stepping into visible roles. That matters for confidence, especially for pupils who are quieter academically or socially, because leadership is not reserved for only the very highest attainers.

The physical setting has some distinctive features for Richmond. Local planning documentation describes St Elizabeth’s Roman Catholic School as a red-brick building with hexagonal classrooms and shallow pitched roofs. That is unusually specific architecture for a primary, and it helps explain why the site reads as purpose-built rather than a retrofitted Victorian block.

The school also carries a longer local story than the current site suggests. A school history activity notes that Year 4 pupils visited the original Victorian school building in Richmond town centre, and that the school moved to the current Queen’s Road site in 1969.

On FindMySchool’s primary outcomes ranking (based on official data), the school is ranked 450th in England and 8th in Richmond upon Thames. That places it well above the England average, within the top 10% of primary schools in England for outcomes.

Looking at the 2024 Key Stage 2 profile in detail:

• Reading, writing and maths combined (expected standard): 92%, compared with an England average of 62%.

• Higher standard (greater depth) in reading, writing and maths combined: 46%, compared with an England average of 8%.

• Reading scaled score: 111, maths scaled score: 109, grammar, punctuation and spelling scaled score: 110.

• Subject-level expected standard rates are high, including 100% in reading, 90% in maths, 97% in grammar, punctuation and spelling, and 90% in science.

The practical implication for parents is not simply “good results”. A profile like this usually reflects consistency across classes, stable curriculum expectations, and a strong reading model from early years upwards. It also tends to correlate with a classroom culture where pupils are expected to concentrate, complete work to a high standard, and revisit prior learning rather than racing through topics once.

Families comparing nearby primaries can use the FindMySchool Local Hub and Comparison Tool to see how this ranking and the underlying attainment measures sit against other Richmond schools on a like-for-like basis.

Curriculum intent is spelled out clearly, and the day-to-day approach reflects it. The curriculum covers the full National Curriculum, with enrichment through educational visits, themed weeks, and a large programme of clubs. This is not enrichment as an add-on; it is presented as part of how children build knowledge and confidence.

Early reading is treated as a core engine. Phonics starts from Reception, and pupils are matched to reading books that align with the sounds they know, with rapid identification of pupils who need extra support. The wider reading offer then builds through exposure to high-quality texts and authors, so reading is not restricted to decoding alone.

Subject teaching also has some distinctive elements for a primary. The Parent Guide indicates specialist music teaching, and a structured approach to languages, with French taught by a specialist teacher from Year 3 to Year 6. Music is not left to chance either, with choirs and orchestra options and additional instrumental teaching through Richmond Music Trust, plus whole-year-group instrumental learning in Year 4 (saxophone and clarinet).

The inspection picture aligns with this, especially around teachers’ subject knowledge and how pupils are helped to retain learning long term, rather than relying on short-term test preparation.

For a Catholic primary, secondary transfer patterns are often a key part of the “fit” question. St Elizabeth’s publishes a specific list of where pupils transferred in September 2025, and it is broader than many families expect. Catholic maintained destinations included:

• St Richard Reynolds Catholic High School (5 pupils)

• Sacred Heart High School (4 pupils)

• The London Oratory School (2 pupils)

• Gunnersbury Catholic School (1 pupil)

Maintained (non-Catholic) destinations included Christ’s School (2 pupils), Grey Court School (4 pupils), and Waldegrave School (3 pupils). The school also lists a set of independent destinations, and notes a wider range from previous years, including selective options such as Tiffin School and The Tiffin Girls’ School.

This breadth matters. It suggests the school is not narrowly oriented to a single “default” secondary route, and that families are taking different approaches depending on faith priority, travel, and selection. The school supports parents with information sessions on the application process in the autumn term for Year 5 and Year 6 parents, and advises early engagement with admissions procedures.

Reception intake is 30 pupils for September 2026 entry, and demand is high. The most recent recorded admissions figures show 86 applications for 30 offers, and the school is marked as oversubscribed. Put differently, there were about 2.87 applications per place. The “first preferences versus offers” ratio sits at 1.11, suggesting that a meaningful share of applicants list the school as a true first choice rather than a lower-ranked backup.

As a Catholic school, the oversubscription criteria are faith-informed. The admissions page indicates priority for baptised Catholic children resident in specific local parishes, and the school requests supporting documents alongside the local authority Common Application Form, including (where applicable) a Certificate of Catholic Practice and a baptism certificate.

For families deciding whether the faith criteria apply, the practical step is to read the admissions policy carefully and speak to the parish early, because the supporting documentation timeline can feel tighter than the main local authority deadline. The school’s published key dates for Reception 2026 include:

• Online applications open: 01 September 2025

• Closing date for on-time applications and supporting documentation: 15 January 2026

• National Offer Day: 16 April 2026

• Acceptance deadline: 30 April 2026

Open mornings for Reception 2026 are listed across autumn and early winter, including sessions from late September through early January, with each visit starting at 11:00am.

Parents thinking about competitiveness should use FindMySchool Map Search to check their distance and practical travel options, then sanity-check the admissions criteria, because proximity can matter differently depending on faith category and oversubscription rules.

Pastoral care is structured rather than informal. The school describes safeguarding as the first priority, with designated safeguarding leads identified within the leadership team, and it sets clear routines around attendance, punctuality, and communication with families.

There is also an explicit wellbeing curriculum, aligned to the school’s ethos, and presented as age-appropriate. This includes careful handling of sensitive topics such as consent, plus encouragement to debate and consider different viewpoints. That approach tends to suit families who want personal development to be taught deliberately, not left to occasional assemblies.

The inspection confirmed safeguarding as effective.

This is an area where the school is unusually specific, and that specificity is useful for parents. Rather than relying on generic “sports and music”, the published club programme for Spring Term 2026 lists a busy week with clearly defined year-group targeting.

Examples include:

• Technokids: Coding and Digital (Year 1 to Year 6)

• Orchestra (Year 3 to Year 6) and Infant Choir (Reception to Year 2), plus Junior Choir (Year 3 to Year 6)

• Y6 Maths Club (Year 6) for pupils keen to practise extended problem solving

• Sports options such as hockey (split by year groups), netball, tag rugby, cricket, and basketball (Richmond Knights Basketball)

• Creative and practical clubs such as Art Club (separate options for Reception, Key Stage 1, and Key Stage 2), plus Bake with Rana in the Food Technology Room

• A Running Club described as cross-country running in Richmond Park, involving pupils and also wider adults connected to the school

The “why it matters” piece is participation and breadth. A club programme that includes coding, music ensembles, sport, and practical cookery is a strong signal that pupils have multiple routes to competence and confidence. It also reduces the risk that only the naturally sporty or naturally musical children feel included.

There are some costs to be aware of. The clubs page sets out a one-off termly fee of £50 per club for school-run clubs, and a requested £30 charge for Running Club linked to insurance and first aid training. The school also indicates that support may be available for families who need help with club access.

This is a state school with no tuition fees.

Families should still budget for the normal extras that tend to come with primary school life, such as uniform, trips, and optional clubs. The school notes that some educational visits may request voluntary contributions, with the usual expectation that no child is excluded because a family cannot contribute.

The school day starts at 8:45am, with the register taken at 8:55am, and finishes at 3:15pm. The Parent Guide notes expectations around punctuality, site access after gates shut, and supervision arrangements at drop-off and collection.

Wraparound options exist in two forms: a school Breakfast Club (with a published note that it runs daily from 8:00am in the Food Technology Room, subject to spaces), and after-school care on site with NSSport, which operates in term time from 3:00pm to 6:00pm, plus longer hours in holidays for the associated holiday club.

Travel and parking are handled pragmatically. The Parent Guide states there is no routine on-site parking, requests considerate parking on nearby roads, and actively encourages walking, cycling, bus travel, and a “park and stride” approach.

• Faith-based oversubscription criteria. Priority is shaped by Catholic practice and parish connections, with supporting documents requested alongside the local authority application. This will suit some families strongly, and feel restrictive to others.

• Competition for Reception entry. Reception intake is 30, and the most recent recorded admissions show materially more applications than offers. You need a realistic plan for what happens if you do not secure a place.

• High attainment culture. With 2024 outcomes far above England averages, expectations are likely to feel academically stretching for some pupils. That is positive for many children, but families should consider how their child responds to challenge and structured learning routines.

• Clubs can add cost and logistics. The programme is extensive, but some school-run clubs carry a termly fee, and external providers have their own booking processes.

St Elizabeth’s is a high-performing Catholic primary with clear expectations, an unusually detailed enrichment programme, and a secondary transfer pattern that includes Catholic maintained, local maintained, and selective independent routes. It suits families who actively want a Catholic ethos, who value structured learning and strong reading practice, and who plan early for admissions. Entry is the limiting factor, so the best approach is to research the oversubscription criteria carefully and keep realistic alternatives live.