Cheam Fields Primary Academy Review 2026: Elite primary outcomes in Sutton, with a strong early years start

A great primary often has one defining strength. Here, it is consistency, expectations, and precision in the basics. Cheam Fields Primary Academy sits in the highest-performing group of primary schools in England (top 2%), based on FindMySchool rankings drawn from official performance data. In practice, that translates into pupils who leave Year 6 with secure reading, writing and maths, and a school culture that treats learning routines as non-negotiable from Nursery onwards.

Leadership is stable, with Miss Helen Shaw as principal, and the academy sits within LEO Academy Trust, which gives it a wider network for training and shared practice. The most recent Ofsted inspection (October 2024) graded every area as Outstanding, including early years, and the report emphasises high expectations and calm, purposeful habits across the school day.

The tone here is purposeful, with an emphasis on routines, clear structures, and pupils taking learning seriously at every age. The October 2024 inspection report highlights that pupils feel safe, behave very well, and respond to very high expectations, starting in early years where children quickly learn routines and structures.

The school’s own language places reading, mathematics and digital literacy at the centre of “skills for life”, and that aligns with what the report describes, a carefully designed curriculum that builds step by step from Reception through to Key Stage 2.

Cheam Fields is larger than many local primaries, with a published capacity of 408 and a roll in the mid 450s in recent official reporting. That size can be a real advantage for families who want friendship breadth and a wider mix of activities, while still having recognisable year group identity.

Early years, a genuine start point rather than an add-on

Nursery is part of the school’s front door, with practical details such as daily milk and fruit or vegetables referenced in school materials, and clear wraparound arrangements that start early in the morning.

Reception transition is treated as a process rather than a single event. The school sets out an induction approach that commonly includes a welcome meeting, home visits for children new to Cheam Fields (with a different approach for children already in the school’s nursery), and “stay and play” sessions to familiarise children with the classroom environment. Dates change year to year, but the pattern signals a school that expects parents to be part of the transition, and that can make a real difference for children who are nervous about starting.

Cheam Fields’ primary outcomes place it in the elite tier in England (top 2%). Ranked 273rd in England and 5th in Sutton for primary outcomes (FindMySchool ranking based on official data), it is operating in the strongest bracket locally and nationally.

The headline measure parents usually look for is the combined expected standard in reading, writing and mathematics at the end of Year 6. Here, 91% reached the expected standard, compared with the England average of 62%. At the higher standard, 46% achieved greater depth across reading, writing and maths, far above the England average of 8%. These are the kind of figures that usually reflect both strong teaching and a school culture that sustains attention and effort over time.

Scaled scores reinforce the same message. Reading and maths are both reported at 111, well above the national reference point of 100. Grammar, punctuation and spelling is also very strong, with an average scaled score of 110, and high proportions of pupils reaching the expected standard across reading, maths, and science.

For parents comparing schools locally, the FindMySchool Local Hub and Comparison Tool are the quickest way to view these results side by side with nearby Sutton primaries, using the same data definitions.

A high-performing primary can still feel generic if learning is treated as a series of disconnected topics. The October 2024 inspection report points to the opposite: a curriculum planned as a sequence, with careful attention to what pupils need to know at each stage. The report gives concrete examples of mathematical development from Reception counting with objects to increasingly complex addition in Years 3 and 4, and it also references deep dives in computing, early reading, history and mathematics.

That matters for families because it usually means fewer gaps. In schools where curriculum sequencing is strong, pupils who move mid-year or who need extra consolidation are less likely to miss key building blocks.

Digital literacy is also treated as a strand of learning rather than an occasional enrichment activity. The school’s Digital Leaders programme, referenced in school communications over several years, suggests pupils are given responsibility and a voice in how technology supports learning.

Early reading and phonics

The Ofsted deep dive coverage includes early reading, which is often where an “Outstanding across the board” judgement either stands up or falls down. While the report itself is not a phonics scheme guide, the strength of the early years judgement, plus the school’s emphasis on routines and structure, signals a setting where early reading is treated as core, with clear expectations for pupils and adults.

For a Sutton primary, Year 6 planning tends to split into two tracks: local comprehensive options and selective pathways for families considering grammar entry. Sutton’s admissions guidance sets out the borough’s secondary landscape and the application process for September 2026 entry, including key dates and the list of Sutton secondary schools.

For many Cheam families, practical travel and sibling logistics will matter as much as academic fit. Nearby Sutton schools include Cheam High School and Glenthorne High School among the non-selective options, alongside selective schools such as Nonsuch High School for Girls and Sutton Grammar School. Open evening dates and application timelines are published by the local authority, and families should plan early if they want to attend multiple events.

Reception entry is coordinated through Sutton’s application system rather than directly through the school. For September 2026 entry, online applications opened on 1 September 2025 and closed at 11.59pm on 15 January 2026, with results available on the evening of 16 April 2026. The guidance also sets out a late-for-good-reason window to 12 February 2026, plus the usual period for additional offers and appeals into summer 2026.

Cheam Fields is clearly popular. In the most recent admissions data provided, there were 301 applications for 60 offers, with the school marked as oversubscribed and a subscription ratio of 5.02 applications per place. That level of demand means families should treat admission as competitive unless their circumstances place them in a higher priority category.

A critical early years point: the Sutton guidance notes that families must make a separate Reception application even if a child attends a nursery attached to a primary school, and it also explains that community schools do not prioritise children from an attached nursery. Academies set their own arrangements, but the wider point holds: nursery attendance should not be treated as an automatic route into Reception.

If you are weighing your chances, FindMySchool’s Map Search is useful for modelling practical travel and shortlisting alternatives, even when last-distance-offered figures are not available for a particular school.

The school’s most recent inspection confirms safeguarding is effective, and the wider report narrative points to pupils feeling safe and behaving well under clear expectations.

For parents, the practical implication is usually a calmer day to day experience, fewer learning disruptions, and better support for children who need routine and predictability. The inspection also references strong staff training and a systematic approach to reviewing and improving practice, which is often what sustains quality as cohorts change and staffing evolves.

High attainment is one thing; whether a school develops interests and confidence is another. The October 2024 inspection report points to an impressive wider development offer, including competitions linked to sustainable development and representation at local, national and international level.

From school communications, two distinctive examples stand out:

• Digital Leaders, which has featured across multiple years, including participation in education technology events and a role in exploring digital tools for learning. For pupils, this can be a first experience of leadership that is practical rather than symbolic.

• 144 Club, a structured times-tables and number facts initiative where membership is earned and celebrated. It is a small detail, but it matches the wider theme of clear learning milestones and strong practice habits.

Facilities also matter for enrichment. School information references spaces such as a main hall and a Multi Use Games Area, which are the kinds of assets that support fixtures, clubs, performances, and events.

Music appears to be actively signposted to families, with references to instrumental routes and local music trust opportunities included in school communications.

This is a state school with no tuition fees.

Wraparound care is clearly set out for families who need it. Breakfast club runs from 7.30am until the start of school at £6.50 per session, and after-school provision runs until 6.00pm at £15.00 per session.

School day timings vary by phase. Recent school communications describe drop-off windows for Years 1 to 6 from 8.30am to 8.40am, with Reception entry slightly later, and end-of-day collection that includes 3.15pm finishes for Years 1 to 4 and 3.20pm for Years 5 and 6. Reception materials describe a typical day that ends with a 3.00pm home time for that phase.

Transport-wise, the school sits in Cheam within Sutton, so families typically consider a mix of walking, local buses, and rail links via Cheam and Sutton travel corridors, depending on where they live.

• Competition for Reception places. With 301 applications for 60 offers in the most recent dataset, admission is the hurdle. Families should shortlist realistic alternatives alongside this preference.

• A culture of high expectations. The same routines and consistency that drive strong results can feel demanding for some children. It suits pupils who respond well to structure and clear boundaries.

• Nursery is not an automatic route into Reception. Sutton’s guidance is clear that a separate Reception application is still required, and nursery attendance should not be treated as guaranteed progression.

Cheam Fields Primary Academy is a high-performing Sutton primary with elite outcomes in England terms, and an inspection profile that reinforces the message: high expectations, strong routines, and a carefully sequenced curriculum. Best suited to families who want an academically serious primary experience, value structured learning habits from early years onwards, and are prepared for competitive admissions.