Thomson House School Review 2026: High-performing, two-site primary with consistently strong outcomes

Thomson House School has a distinctive footprint. Pupils learn across two sites, with Lower School based on Sheen Lane and Upper School on Vernon Road, a set-up that shapes everything from timetabling to how families organise the day. The academic picture is equally clear. In 2024, 89.7% of pupils reached the expected standard in reading, writing and mathematics, compared with an England average of 62%, with a notably high proportion achieving the higher standard.

Demand is strong, too. Reception admissions are competitive, and distance plays a decisive role once priority criteria are applied. Leadership is stable, with Ms Jackie Sanders as headteacher, and the most recent inspection judged every key area as Outstanding.

The school’s stated values, kindness, curiosity and courage, are used as everyday reference points rather than poster slogans. That matters in a primary where expectations are high, because it creates a shared language for behaviour, learning habits and how pupils relate to each other. Pupils are encouraged to ask questions, explain their thinking and take pride in improving work over time, which helps the atmosphere feel purposeful without becoming joyless.

Daily life is also shaped by the two-site model. Upper School runs a longer day than Lower School, and the transition from one site to the other is a meaningful milestone for families. For many pupils, moving through the school is experienced as a gradual widening of independence and responsibility, rather than a single leap at the end of Year 6.

Formal expectations show up in small routines. The school’s published guidance describes punctuality, polite greetings and consistent end-of-day handovers as part of how children learn to manage themselves in a busy setting. That sort of culture tends to suit pupils who like clarity and who respond well to structure, including those who may be academically able and ready to be stretched.

The headline results place Thomson House among the stronger state primaries in England. In 2024, 89.7% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 52.7% achieved greater depth in reading, writing and mathematics, compared to an England average of 8%.

Subject-level indicators reinforce the same picture. In 2024, 92% reached the expected standard in reading, 85% in mathematics, and 88% in grammar, punctuation and spelling. Scaled scores were also high, at 109 in reading, 109 in mathematics and 110 in grammar, punctuation and spelling, with a combined reading, writing and mathematics score of 328.

Rankings should be read carefully, but they provide useful context for parents comparing local options. Ranked 768th in England and 13th in Richmond upon Thames for primary outcomes (FindMySchool ranking, based on official data), performance sits well above the England average, within the top 10% of schools in England.

For families, the implication is straightforward. Pupils who are secure in core literacy and numeracy are likely to be well served, and pupils who enjoy working at depth, reasoning in mathematics, and tackling demanding reading will find plenty of stretch.

Curriculum design is a clear strength. The most recent inspection describes a well-sequenced curriculum that builds knowledge and skills deliberately over time, which typically shows up as lessons that connect back to earlier learning and use consistent vocabulary across year groups.

Early reading is treated as a priority from Reception. Phonics is used from the start, with careful matching of books to the sounds pupils know, and additional help for pupils who need it. The practical implication for parents is that reading tends to become an everyday habit early, not something left to chance or dependent on family support alone.

Beyond English and mathematics, subject teaching is planned to deepen understanding rather than skim topics. Science is a useful example of how this works in practice, younger pupils begin with concrete concepts such as materials, then later learn to analyse and classify materials by properties. History is taught in a way that expects pupils to explain change over time and justify opinions with evidence.

Music also carries unusual weight for a state primary. The most recent inspection highlights it as exceptional, with pupils building composition and performance knowledge and taking part in varied musical experiences. That matters because it strengthens memory, listening and confidence in public performance, which often feeds back into classroom participation and presentation skills.

As a primary, the main transition point is Year 6 into secondary education. The school’s approach to learning, particularly its emphasis on strong foundations and a broad curriculum, typically prepares pupils well for a range of secondary pathways, including large local comprehensive schools and more academically selective environments where families choose that route.

Because secondary transfer in London is highly dependent on borough arrangements and, in many cases, distance, families should treat planning early as part of the process. Use the FindMySchool local hub pages and the Comparison Tool to view nearby secondaries side-by-side, then shortlist based on travel time, admissions rules and the pastoral approach that best fits your child.

Reception is the main intake, with a published admission number of 60. Applications are coordinated through the local authority route, using the Common Application Form process, rather than applying directly to the school.

Demand indicators are strong. In 2024, there were 263 applications for 60 offers, a ratio of 4.38 applications per place, and the school was oversubscribed. That usually means criteria and distance matter considerably once places for priority groups are allocated.

Distance is particularly important because the school uses a distance criterion after higher priorities such as looked-after children, exceptional need, founders’ status in specific circumstances, siblings and certain staff criteria. In 2024, the last distance offered was 0.623 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Open mornings are typically used to understand the school’s approach and how the two-site model works in practice. For September 2026 entry, the school published a set of Reception open morning dates running from late September through early January, each beginning at 9.30am and focused on the Lower School site.

Key timeline points for September 2026 primary entry follow the standard pattern: applications open at the start of September, close on 15 January, and offers are released on 16 April. For families weighing the practicalities of distance criteria, the FindMySchoolMap Search is the most reliable way to check how your home address compares with last offered distances, bearing in mind that the cut-off changes year to year.

High expectations tend to work best when pastoral systems are equally clear. The most recent inspection describes pupils as happy and safe, with strong staff relationships and a culture where pupils have a meaningful voice. Practical examples include fundraising initiatives designed by pupils, as well as structured opportunities to participate in competitions such as debating and mathematics challenges.

Wellbeing is addressed explicitly through the curriculum. Pupils are taught to view mistakes as part of learning, and mental health is discussed in an age-appropriate way, with resilience framed as a skill to develop over time. Safeguarding is treated as a central responsibility, and the most recent inspection confirms that safeguarding arrangements are effective. (This is one of the clearest signals for parents that systems, training and culture are aligned.)

On day-to-day routines, published guidance emphasises predictable handovers and clear communication about who collects children. That reduces anxiety for pupils and helps working parents manage changing schedules without undermining safety.

Extracurricular life is unusually structured for a state primary, with both before- and after-school options and a programme that includes sport, creative activities and problem-solving clubs. The school’s published examples of termly clubs span Lower School and Upper School, with specific options including Lego, Creative Computing, Survival School, Film Academy and SAMSA in the younger years, and Coding Club, Musical Theatre, Maths Challenge, Minecraft and Picasso Art for older pupils.

The value of this range is not just variety, it is how it complements classroom expectations. A club like Maths Challenge reinforces reasoning and perseverance, while Creative Computing and Coding Club support structured thinking and the ability to debug mistakes calmly. Performing arts options such as Musical Theatre align neatly with the school’s strength in music and help pupils gain confidence speaking and performing in front of peers.

Trips and visits are used as part of learning rather than one-off treats. The most recent inspection describes educational visits, including trips to museums, parks and literature festivals, as integral to the curriculum, which tends to make the learning feel more concrete and memorable.

School hours differ by site. Lower School (Sheen Lane) runs from 8.30am to 3.30pm, while Upper School (Vernon Road) runs from 8.30am to 4.00pm. Wraparound care is available through a school-published provider arrangement, with breakfast club running 7.30am to 8.30am and after-school club from 3.15pm to 6.15pm. Published session prices are £6.00 for breakfast club and £14.00 for after-school club.

Travel expectations are also explicit. The school encourages families to walk, cycle or use public transport, and published guidance notes that the school has no car parking facilities and discourages parking in nearby roads. In practical terms, this is a school where commuting routines matter, particularly given the two-site model and the local transport pinch points around Mortlake station and the level crossing.

• Admission is highly competitive. With 263 applications for 60 offers in 2024, and a last offered distance of 0.623 miles that year, families should plan on the basis that proximity is likely to matter. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Two sites add logistics. Lower School and Upper School run different hours, and travel arrangements must work consistently, especially for working families managing wraparound care.

• High attainment can feel demanding. Pupils who prefer a slower pace, or who find sustained academic challenge tiring, may need additional reassurance and steady routines to thrive.

• Wraparound care has recurring costs. While there are no tuition fees, regular use of breakfast and after-school clubs can add up over a year, so families should budget accordingly.

Thomson House School combines ambitious learning with a strong, values-led culture and results that place it well above England averages. The most obvious constraint is admission, because demand is high and distance can be decisive. Best suited to families who want a high-performing state primary with strong curriculum design, who can manage the practicalities of a two-site school day, and who are realistic about the competitiveness of Reception entry. Families shortlisting the school should use Saved Schools to track comparisons and deadlines, particularly if applying to multiple oversubscribed local options.