St Paul’s Way Trust School Review 2026: An all-through academy with strong progress and a structured culture

Ambition is the organising principle here, from early reading in Reception through to a sixth form that expects students to aim high. The all-through structure can be a real advantage for families who value continuity, with clear routines and a shared culture across phases. The latest Ofsted inspection (29 to 30 September 2022) judged the school Good overall, with Outstanding judgements for Behaviour and attitudes, Personal development, Early years provision, and Sixth form provision.

Performance data paints a similarly mixed but encouraging picture. Primary outcomes sit above England averages on several headline measures, while GCSE performance is comfortably within the top quarter of schools in England. Sixth form outcomes are closer to the middle of the pack nationally, but still supported by a purposeful curriculum and high expectations.

This is a school that prioritises calm, order, and a strong learning focus. Expectations are clear and consistently applied, which matters in an all-through setting where pupils and students span a wide age range. Behaviour is a defining strength, with routines designed to minimise lost learning time and help pupils settle quickly into lessons.

A second defining feature is coherence across phases. Subject leaders collaborate across primary and secondary so that knowledge builds step by step, rather than repeating or leaving gaps between Year 6 and Year 7. That kind of curriculum alignment is hard to achieve in schools that hand pupils on to a separate secondary, and it tends to benefit students who prefer predictable structures and a clear academic pathway.

Leadership is clearly structured, with the school described locally as part of the University Schools Trust, and the executive headteacher named as Cath Smith, alongside a Head of School, Firdusi Uddin, in the borough’s secondary admissions materials.

Primary (Key Stage 2)

In 2024, 74% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 23.67% achieved greater depth across reading, writing and mathematics, well above the England average of 8%. Reading (104), mathematics (103), and grammar, punctuation and spelling (105) scaled scores all sit above the England benchmark of 100.

On the FindMySchool primary ranking (based on official data), the school is ranked 9,278th in England and 56th in Tower Hamlets for primary outcomes. This places it below England average overall, in line with the lower-performing 40% of schools in England (60th to 100th percentile). The implication for parents is that headline attainment is solid, but the wider profile across measures is more mixed than the raw expected-standard figure alone might suggest.

GCSE (Key Stage 4)

GCSE performance is a clear strength. Average Attainment 8 is 55.4, and the Progress 8 score is +0.54, indicating pupils make well above-average progress from their starting points. EBacc average point score is 4.88, and 27.2% achieved grade 5 or above in the EBacc.

On the FindMySchool GCSE ranking (based on official data), the school is ranked 940th in England and 9th in Tower Hamlets. This places it above England average, comfortably within the top 25% of schools in England for GCSE outcomes.

A-level (Sixth Form)

A-level outcomes show a more typical national profile. A* grades account for 4.44%, with 21.60% at A*/A combined and 55.62% at A* to B. England averages are 23.6% for A*/A and 47.2% for A* to B, so the A* to B rate is above the England figure, while the very top end is slightly below.

Ranked 1,032nd in England and 2nd in Tower Hamlets for A-level outcomes (FindMySchool ranking based on official data), the sixth form performs strongly in its local context.

For families comparing options across the borough, the FindMySchool Local Hub and Comparison Tool can be useful for viewing GCSE and A-level outcomes side by side with nearby alternatives, using the same underlying methodology.

Teaching is built around a broad, ambitious curriculum, with strong sequencing from early years through to sixth form. In the secondary phase, students in Years 7 to 9 study a wide range of subjects, including English, mathematics, science, modern foreign languages, humanities, computing, design technology, and religious education, before making Key Stage 4 choices.

Reading is treated as a whole-school priority. Phonics teaching begins quickly in Reception, and pupils who fall behind are identified early and supported to catch up. The expectation that pupils take home books matched to the sounds they know is a practical detail that often correlates with stronger early literacy, especially when combined with consistent staff training.

The sixth form curriculum is described as ambitious and discussion-rich, supporting students to develop deep subject knowledge. A key improvement point to be aware of is consistency in checking understanding across Years 1 to 11, with some subjects needing tighter assessment checks so gaps are identified earlier.

Because the school is all-through, families benefit from a built-in pathway from primary to secondary. The borough’s secondary admissions materials state that students from the primary school have a guaranteed place at the secondary school, supported by an enhanced transition model.

For sixth form leavers, the most recent published destinations data shows that 75% progressed to university, with 16% moving into employment and 2% starting apprenticeships (cohort size: 101, 2023 to 2024). This is a mainstream destination profile with a clear university majority, alongside a meaningful minority taking other routes.

Oxbridge outcomes indicate some participation at the highest academic end, but not at the scale of highly selective sixth forms. In the measurement period, 14 students applied to Oxford or Cambridge, one received an offer, and one ultimately accepted a place (at Cambridge). The practical implication is that high-end aspiration is supported, but the typical student journey is likely to be strong A-level progression into a wide range of universities and apprenticeships rather than a heavily Oxbridge-weighted pipeline.

Reception and Primary entry

Primary admissions are coordinated through Tower Hamlets. For September 2026 Reception entry, the local authority timetable runs from 1 September 2025 to 15 January 2026, with the closing date on 15 January 2026 and offers issued on 16 April 2026. Families are expected to confirm acceptance by 30 April 2026, with appeals deadlines in May 2026.

Demand indicators suggest primary entry is competitive. The most recent figures show 114 applications for 49 offers, and the school is marked as oversubscribed.

Year 7 entry

Year 7 entry is also LA-coordinated. For 2026 to 2027 entry, the Tower Hamlets deadline is 31 October 2025, with outcomes released on 2 March 2026.

Demand is intense at secondary transfer, with 1,127 applications for 211 offers, and an oversubscribed status. That works out at just over five applications per place, which is the sort of ratio that makes the admissions criteria and priority categories decisive.

A distinctive element here is partial music aptitude selection. The borough’s admissions materials state that 5% of Year 7 places are offered based on musical aptitude, with those students following a bespoke music curriculum and performance opportunities.

Sixth form entry (Year 12)

Sixth form admissions are handled directly by the school, rather than through the Year 7 process. The school’s published application timetable includes a deadline of Friday 6 February 2026 for application forms, with conditional offers from Thursday 26 March 2026 made on a rolling basis.

For families trying to understand practical chances at Year 7, FindMySchool’s Map Search is particularly useful for checking how your home address relates to local priority areas and typical patterns, while keeping in mind that cut-offs vary each year.

Pastoral structures are built around clear standards, predictable routines, and swift response when issues arise. Pupils learn about friendships, relationships, and why bullying is wrong, and there are mechanisms for raising concerns, including anonymous reporting options for younger pupils.

Support for additional needs appears well-established. The school has specialist provision for hearing-impaired students in the secondary phase, described locally as a Deaf Support base, and the broader approach to special educational needs includes staff sharing detailed information so pupils can access the full curriculum.

Safeguarding is addressed through ongoing staff training and strong links with external agencies, with clear emphasis on local contextual risks and consistent recruitment checks. The Ofsted report confirmed that safeguarding arrangements are effective.

Extracurricular life is intended to be inclusive rather than reserved for a small group. Students are encouraged to take part through an enrichment programme that includes sport, music, drama, art, photography, science, computing, debating, dance, and languages.

Two specific anchors stand out. First is music: the school offers a full orchestra and music ensembles, and it also runs a music aptitude admissions route with a bespoke curriculum and performance opportunities for that cohort. The implication for musically committed students is that time and structure are likely to be available, not just informal encouragement.

Second is structured personal development. Duke of Edinburgh’s Award is referenced as part of the enrichment offer, and sixth form students are expected to contribute back to the community, including reading with younger pupils and leading charitable initiatives.

Facilities and accessibility are also a practical strength. The borough admissions materials describe a science research centre and strong visual arts facilities, alongside wheelchair accessibility features such as lifts and adapted changing facilities.

The school publishes year-group-specific opening and finish times in the secondary phase, with morning arrival windows starting at 8:40am and finish times varying by year group. For primary, wraparound childcare is available through breakfast provision and an after-school Tea-Time Club that runs from 3:20pm to 5:30pm on weekdays.

Travel-wise, this is a Mile End setting with strong bus and Underground connectivity, which helps older students who commute independently. For younger pupils, families typically prioritise the safest walking route and the practicality of drop-off and pick-up given local traffic patterns.

• Competition for places is real. The dataset shows 1,127 applications for 211 Year 7 offers, plus oversubscription at primary entry. Families should read the oversubscription criteria carefully and have realistic fallbacks.

• A structured culture will suit some better than others. The school explicitly positions itself around strict routines and high expectations. For pupils who prefer looser boundaries or need a softer pace, it is worth probing how support is personalised day to day.

• Sixth form outcomes are solid rather than exceptional at the very top end. A* rates are modest, while the A* to B profile is stronger. Students aiming for the most competitive courses should ask detailed questions about subject-specific support and extension.

• Teaching checks in Years 1 to 11 are an improvement priority in some subjects. The published improvement focus is about consistency in identifying gaps early enough, which is worth discussing if your child needs particularly precise feedback loops.

This is a large, ambitious all-through academy that combines a calm learning environment with strong GCSE performance and a clearly structured culture. It will suit families who value continuity from primary through to secondary, and pupils and students who respond well to clear routines and high expectations. The greatest barrier is getting a place at the main entry points, so families should approach admissions strategically and keep alternative options in play.