Redriff Primary, City of London Academy Review 2026: Top 2% primary outcomes with a strong inclusion offer

Next to Russia Dock woodland, this Southwark primary makes local heritage part of daily learning, while keeping expectations high for every child. The most recent full inspection (28 to 29 November 2023) rated the school Outstanding across every judgement area, including early years.

Academic outcomes are a major strength. In 2024, 90.33% of pupils met the expected standard in reading, writing and maths, well above the England average of 62%. Ranked 265th in England and 4th in Southwark for primary outcomes (FindMySchool ranking based on official data), it sits among the highest-performing primaries in England (top 2%).

With a nursery, a specialist autism resource base, and in-house speech and language therapy, the offer is broader than many local peers, and admissions demand reflects that.

Aspirational, Adventurous, Individual, Enlightened and Compassionate are not presented as generic values; they are defined in practical language that links challenge with belonging, and personal identity with respect for others.

The tone is purposeful but not narrow. Pupils are described as happy and proud of their school, with calm behaviour and warm relationships between staff and pupils. Play is treated as part of the school culture, not simply a break between lessons, with structured support and an “OPAL” approach (Outdoor Play and Learning) that emphasises choice and social responsibility.

The setting helps. The current single-storey building opened in 1990, with grounds that include both hard and grassed play spaces, plus trees and garden areas. The neighbouring Russia Dock woodland is used as an additional resource for class activities, which is a genuine local advantage in this part of London.

This is a high-performing school by any measure, and the published results show consistency across subjects.

• In 2024, 90.33% met the expected standard in reading, writing and maths combined, compared with the England average of 62%.

• At the higher standard, 55.33% achieved greater depth in reading, writing and maths, compared with the England average of 8%.

• Scaled scores were also notably high, reading 111 (England average 100), maths 110 (England average 101), and grammar, punctuation and spelling 111.

Ranked 265th in England and 4th in Southwark for primary outcomes (FindMySchool ranking based on official data), performance sits in the elite tier, placing it in the top 2% of schools in England.

What this usually means for families is that teaching is both systematic and ambitious. Strong outcomes at the expected standard matter for children who need secure foundations; the unusually high greater depth figure suggests the school also stretches confident learners effectively.

Parents comparing local primaries can use FindMySchool’s Local Hub pages and Comparison Tool to view these outcomes alongside nearby schools, using the same underlying official benchmarks.

The curriculum is designed to build knowledge and vocabulary over time, with a clear emphasis on sequencing and retrieval. Local history is used as a teaching asset, with pupils learning about the Docklands through London’s history, which helps anchor abstract learning in familiar places.

Communication is treated as a whole-school priority rather than a bolt-on. Speech and language support is integrated into the curriculum through an explicit focus on oracy, early identification, and staff training. The school states that a communication checklist is used with every child within the first four weeks of Nursery or Reception to flag needs early, which is a sensible safeguard for confidence and progress.

For pupils who need additional support, the intervention menu is unusually concrete for a mainstream primary. Named approaches include Talk Boost, Lego-based therapy, Word Aware (vocabulary development), and an adapted Attention Autism model described as “1-2-3 Look at Me”. The implication is a school that sees language development, emotional regulation, and learning readiness as connected, which tends to benefit both pupils with identified needs and those who are simply quieter or new to English.

Transition is well signposted, with the school publishing a working list of secondary options families commonly explore. State choices listed include Bacons College, City of London Academy, Compass, Harris Academy Bermondsey, London Nautical, Notre Dame, St Michael’s Catholic College, St Olave’s Grammar School, St Saviour’s and St Olaves, St Thomas the Apostel College, Trinity Academy, and UAE. Independent options listed include Dulwich College, City of London School for boys, City of London School for Girls, and Blackheath High School, among others.

The practical takeaway is that the cohort appears to be considering a broad mix of local comprehensive routes, faith schools, selective options, and independent pathways. Families should treat the list as indicative rather than a promise, then focus on the child’s fit and the admissions criteria for each destination school.

For pupils with additional needs, the presence of specialist SEND provision and therapy on site can make transition planning more structured, with clearer evidence of needs and strategies that work, which can be helpful when applying for secondary support.

Reception entry is coordinated through Southwark’s admissions process. For September 2026 intake, applications open 1 September 2025 and close on Thursday 15 January 2026 at 11.59pm. National Offer Day for on-time applicants is Thursday 16 April 2026.

Demand is significant. For the main Reception entry route, there were 184 applications for 60 offers, around 3.07 applications per place, and first-preference demand exceeded offers. This is the profile of a school where timing and preferences matter.

Nursery admissions are separate and made directly to the school. The school states it is accepting Nursery applications for September 2026 entry up to 31 March 2026, for children born between 1 September 2022 and 31 August 2023. It also states that children in the nursery are not guaranteed a Reception place, and a separate Reception application must be made through the coordinated system.

For SEND places in the autism resource base (The Boathouse), entry is through an Education, Health and Care Plan naming the resource base, and the school describes a local authority consultation process that may include reviewing documentation and arranging an observation.

Families who want to sense the fit should look for open events or tours in the autumn term and keep an eye on school communications, since specific dates change each year.

Personal development is treated as a deliberate programme rather than an add-on. Pupils are given responsibility through roles such as school council, and the school has used pupil voice in practical decisions, including working with the school chef on menu changes.

For wellbeing and behaviour, the school sets out an approach that includes Emotion Coaching and Restorative Justice, alongside peer mediator roles and a dedicated focus week for mental health and wellbeing. Support is described across tiers, from universal routines and play support through to targeted small-group interventions and specialist therapeutic support.

A key strength is how closely inclusion is woven into everyday routines. Pupils with SEND are described as well supported, with shared playtimes and whole-school integration central to the ethos.

Enrichment is positioned as an extension of learning, with a programme that includes languages, yoga, choir, violin, debating, and sports options. The key point is not the headline list, but that participation is used to widen confidence and communication skills, which aligns with the school’s wider focus on oracy and personal development.

Play is also treated as a core pillar. OPAL is explicitly referenced in school documentation and aligns with the inspection’s description of playtimes as a joyful environment where children can choose activities such as dressing up, role play, and structured games. This matters because it points to play as a learned social skill set, not simply unstructured time.

For pupils who benefit from structured social communication practice, the overlap between extracurricular life and intervention work is meaningful. Approaches such as Lego-based therapy and Talk Boost sit alongside clubs and pupil leadership roles, which helps children practise the same skills in different contexts.

The school gates open at 8.45am, with classroom doors open from 8.55am to 9.05am. The school day ends at 3.15pm for Nursery and Reception, and 3.30pm for Years 1 to 6.

Wraparound care is clearly set out. Breakfast Club and After School Club operate in term time, with published hours of 7.30am to 9.00am and 3.15pm to 6.00pm. Nursery and Reception have a separate club base within Foundation Stage. Fees apply, and families should check the current rates directly with the school.

For travel, Canada Water is described as the nearest Tube and Overground station, around a ten to fifteen minute walk. Rotherhithe and Surrey Quays Overground stations are also within walking distance. Bus routes listed include 381 and C10. A bicycle shelter is available.

• Competition for places. Reception entry is oversubscribed, with 184 applications for 60 offers in the reported admissions cycle. Families should plan early and keep documentation ready for the coordinated process deadlines.

• Nursery is not a back door to Reception. The school states that Nursery attendance does not guarantee a Reception place, and families still need to apply through Southwark for Reception.

• Specialist SEND pathways have their own rules. The Boathouse autism resource base requires an Education, Health and Care Plan and follows a local authority consultation process, which can take time. Families considering this route should engage early with their SEN casework team.

• A structured approach can feel high-expectation. Very strong results often reflect consistent routines and ambitious curriculum sequencing. This suits many children; a child who is anxious under pressure may need careful support and a good transition plan.

Redriff Primary, City of London Academy combines exceptionally strong primary outcomes with a serious inclusion offer, including a specialist autism resource base and in-house speech and language therapy. The site and curriculum make good use of local context, while routines and expectations underpin the results.

Best suited to families who want high academic standards alongside structured wellbeing and communication support, and who are prepared to engage early with an oversubscribed admissions process.