Trafalgar Junior School Review 2026: High-achieving junior school with a careful Year 3 transition

A junior school that starts at Year 3 tends to live or die by its transition, and this one has made that handover a defining strength. Pupils join at age 7, often moving up from the linked infant provision within the Trafalgar School Federation, and the joining process is built into everyday routines, including buddying between year groups across the federation.

Academic outcomes at Key Stage 2 are a clear headline, with a high proportion of pupils meeting expected standards in reading, writing and mathematics. The most recent full inspection judged the school to be Good, with strong behaviour and a settled culture.

The tone here is purposeful but not brittle. Pupils are described as happy, and peer support is not left to chance. Anti-bullying ambassadors are part of the day-to-day model for resolving small issues before they escalate, and pupils take on responsibilities willingly.

The federation structure matters. Trafalgar Junior School sits within the Trafalgar School Federation alongside Trafalgar Infant School, with a single headteacher leading both schools. That setup is designed to make primary education feel like one continuous journey, rather than two separate schools stitched together at the paperwork stage.

Values work best when they show up in routines, not posters. Here, the rights and responsibilities thread is explicit: the school holds UNICEF Rights Respecting School Silver accreditation, and pupils are positioned as “rights respecting global citizens”, including through resources such as Picture News.

Key Stage 2 outcomes are notably strong.

• In 2024, 84.33% of pupils met the expected standard in reading, writing and mathematics combined, compared to an England average of 62%.

• At the higher standard, 30.67% achieved greater depth across reading, writing and mathematics, compared to an England average of 8%.

• Scaled scores were 109 for reading, 107 for mathematics, and 107 for grammar, punctuation and spelling.

Those figures point to two things parents care about. First, the floor is high, with a large majority reaching the expected benchmark. Second, there is meaningful stretch at the top end, with a higher-standard rate that sits well above typical levels.

Rankings reinforce that picture. Ranked 2,331st in England and 26th in Richmond upon Thames for primary outcomes (FindMySchool ranking based on official data), the school sits above the England average and comfortably within the top quarter of schools in England. (As always, rankings are one lens, but they do help when comparing local options on a like-for-like basis.)

If you are shortlisting locally, the FindMySchool Local Hub Comparison Tool is the quickest way to line up nearby juniors on outcomes and context, without jumping between multiple tabs.

Reading is treated as a priority, and the mechanics behind that are clear rather than hand-wavy. The school has updated its approach to early reading and phonics so that teaching is consistent, staff are trained, and books are matched carefully to what pupils know when they arrive. That matters in a junior school, because pupils can join with varied phonics experiences from different infant settings, and inconsistencies can otherwise show up quickly in Years 3 and 4.

Curriculum planning is another identifiable strength. Leaders have mapped out the “most important knowledge” in subjects, and sequencing from the start of Year 3 is a stated focus. External subject expertise is used to build staff confidence, and teachers are expected to check prior knowledge and vocabulary so that gaps are caught early.

There is also an honest development edge. A small number of subjects were identified as less securely sequenced than others, with a need to make curriculum thinking and training more explicit so teachers consistently emphasise the key learning.

As a junior school, the main transition point is Year 6 to Year 7. Applications for secondary school places are handled through the local authority process, and family choice tends to reflect a mix of travel practicality, sibling considerations, and a child’s learning style.

For Whitton and wider Twickenham-area families, it is common to consider a range of local Richmond secondaries such as The Richmond upon Thames School, Turing House School, Orleans Park School, Teddington School, and St Richard Reynolds Catholic High School (where the admissions criteria fit).

The school’s own approach to personal development supports that transition readiness. Pupils learn about consent, healthy relationships, and online safety in age-appropriate ways, which becomes more relevant as pupils move into larger secondary environments.

This is a state junior school, so there are no tuition fees. The key question is the admissions route.

Year 3 entry (September 2026)

For Richmond upon Thames families moving up to junior school, the local authority sets and publishes the timeline:

• Applications open Monday 1 September 2025

• Applications close 11:59pm on Thursday 15 January 2026

• National Offer Day is Thursday 16 April 2026

Two points catch families out. First, an application is still required even if a child attends the linked infant school. Second, the application must be made through the local authority responsible for council tax at the home address, even when applying across borough boundaries.

In-year admissions

In-year movement is also managed via the local authority, which keeps track of vacancies and coordinates allocations.

If you are considering this school based on proximity, it is sensible to use the FindMySchool Map Search to check practical home-to-school distance, then treat that as guidance rather than certainty because allocation varies year to year.

The culture of responsibility is practical. Pupils take on roles, support younger children, and contribute to a calmer climate for learning. The federation buddying model, for example, links Year 5 pupils with Year 2 pupils in the infant school to support a smooth move up to juniors.

Behaviour expectations are clear, and low-level disruption is addressed quickly when it occurs. The “peace prize”, voted for by classmates, is a small but telling mechanism: it signals that pupils are encouraged to notice and reward the behaviours that make school feel safe and workable for everyone.

Safeguarding culture matters more than any single initiative. The school’s safeguarding arrangements are confirmed as effective, with regular staff training and clear reporting expectations.

Extracurricular life is not just a generic “clubs list”; it is a mix of internal and provider-led options, plus regular competitive sport.

On the creative and practical side, examples include Sewing Club, Sketch Club, Choir, and structured dance and drama provision. The range works well for families who want a pupil’s week to include something hands-on and expressive, not just sport.

Sport is organised with both participation and competition in mind. The club timetable includes activities such as cross country, netball, tag rugby, table tennis, and even Flag NFL for Year 6. The practical implication is that sporty pupils can build routine and identity around teams and fixtures, while less sporty pupils still have accessible entry points through lunchtime and non-fixture clubs.

Trips and curriculum experiences are used to broaden subject understanding. Recent examples include a Stone Age workshop in Year 3, a Roman workshop in Year 4, visits to a Gurdwara and a Hindu Mandir, and larger cultural institutions such as the Natural History Museum. Residentials for Years 5 and 6 have included Juniper Hall and Kingswood.

The federation publishes term dates, including early finish arrangements on the last day of term. Day-to-day start and finish times are not presented as a single, definitive timetable on the federation’s main pages, so it is worth confirming the current routine directly with the school if timings are a deciding factor for childcare.

Wraparound and enrichment exist in two practical forms. First, the Ofsted report confirms a breakfast club provision managed by the governing body. Second, after-school clubs commonly run beyond the end of lessons on some days (for example, many activities are listed through to late afternoon in term club overviews).

For travel planning, Richmond Council’s School Street scheme around the infant and junior sites operates at peak times in the morning and afternoon during term time, which is useful context for drop-off logistics and parking expectations.

• Junior-only entry point. Starting at Year 3 can be an excellent fresh start, but it also means your child will face a structured transition at age 7. For some pupils that is energising; for others it needs careful preparation.

• Curriculum consistency is still being finished in a few areas. Most subjects are well sequenced, but leaders have been asked to complete development in a small number of areas and ensure staff training consistently highlights the most important knowledge.

• Competition and deadlines are real, even for “linked” routes. Families still need to apply through the local authority for Year 3 entry, even if their child attends the linked infant school.

Trafalgar Junior School combines a settled culture with outcomes that sit well above England averages at Key Stage 2. The federation model adds genuine value for families who want continuity from infant to junior, and the school’s approach to reading and curriculum sequencing is well thought through.

Who it suits: families looking for a structured, high-expectations junior setting with strong academic outcomes, clear behaviour norms, and plenty of clubs and trips to keep school life broad. The main constraint is not quality; it is securing the right place at the right time through the local authority process.