Roger Ascham Primary School Review 2026: Elite results, strong routines, and a distinctive dance partnership

High attainment is the headline here. In the most recent published outcomes, 94.33% of pupils met the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 51% achieved greater depth, far above the England average of 8%. Those figures help explain why this school sits among the highest-performing primaries in England, based on FindMySchool rankings using official data.

This is a Walthamstow primary with nursery provision and a clear emphasis on habits that support learning, strong attendance routines, structured lessons, and calm expectations. Leadership is current and visible, with Mr Robin Desoer listed as headteacher from September 2024.

Families should also note that this is a state school, so there are no tuition fees. The practical focus tends to be admissions, wraparound care, and how likely it is to secure a place in an oversubscribed year.

The school’s own language is direct about what it stands for: hard work, high achievement, respect for self and others, and an explicit commitment to recognising and celebrating difference. That combination typically appeals to families who want a purposeful, high-expectation primary that still takes inclusion and belonging seriously.

A leadership transition has taken place recently. Mr Robin Desoer is shown as headteacher from September 2024 on the school’s governance information and staff list. Parents comparing older reports with current information should keep that change in mind, as the July 2024 inspection still lists a different headteacher at that time.

Early years deserves specific attention because children can start from age 3. The nursery information emphasises a carefully planned settling-in period and the importance of relationships and security at the start of school life. That framing, combined with the school’s strong academic outcomes later on, suggests a model that tries to build confidence early, then sustains a steady pace into Key Stage 2.

The wider context is that the school sits within RAY Academy Trust, with the school describing close working with a partner school in the trust. For many families, the practical question is whether that trust structure supports staff development and consistency. The most recent external evidence points in that direction through staff training and morale, described as strong.

The results profile is unusually strong for a state primary.

FindMySchool ranking statement (based on official data)

Ranked 143rd in England and 4th in Waltham Forest for primary outcomes (FindMySchool ranking).

In the most recent published outcomes:

• Expected standard (reading, writing and maths combined): 94.33%, compared with 62% across England.

• Higher standard (greater depth across reading, writing and maths): 51%, compared with 8% across England.

• Scaled scores are also well above typical benchmarks, with 111 in reading, 110 in maths, and 113 in grammar, punctuation and spelling.

For parents, the implication is straightforward. Pupils here are, on average, leaving Year 6 with a very secure grasp of core knowledge and skills, and a high proportion are working at greater depth. That tends to translate into confidence with secondary transition, strong reading fluency, and good mathematical reasoning, assuming the child is comfortable with the school’s high-expectation culture.

When comparing options locally, it is worth using the FindMySchool Local Hub page and the Comparison Tool to look at nearby primaries side-by-side, as small differences in cohort size and context can mask meaningful differences in outcomes.

The strength of the results is supported by a coherent approach to curriculum design. External evidence describes a curriculum broken down into small steps, sequenced logically, and revisited over time so pupils make links and remember key content.

Early reading is treated as a cornerstone. The same external evidence describes a sharp focus on communication and language from nursery onwards, and a phonics approach delivered with consistency so pupils read books that match the sounds they know, while pupils who fall behind receive timely support.

The school’s own curriculum pages reinforce a language-rich emphasis. Literacy is presented as central, with a clear focus on vocabulary, expression, and stamina for reading and writing. The practical implication for families is that children who thrive with explicit teaching, structured practice, and regular checking of understanding are likely to do well. Children who need a slower pace can still succeed, but parents should explore how support is delivered and what the day-to-day expectations feel like, especially from Reception onwards.

As a Waltham Forest primary, the default next step for most families is applying through the borough’s coordinated secondary admissions process, selecting from a broad set of local secondary schools. The council lists 17 secondary schools in Waltham Forest, including options such as Walthamstow School for Girls, Kelmscott School, and The Lammas School, among others.

The best approach is to treat Year 5 and early Year 6 as the planning window. Families can use the borough’s published open evening information as a starting point for timing (open evenings commonly fall in September and October), then confirm dates on individual school websites each year.

For children leaving a high-attainment primary, the key is fit. Some pupils will enjoy a fast-paced secondary with heavy homework expectations; others will do better where enrichment and pastoral systems carry more weight. Shortlisting early, then visiting, tends to clarify the difference quickly.

Demand is high. For the Reception entry route, there were 165 applications for 56 offers, and the school is recorded as oversubscribed, with about 2.95 applications per offer. That ratio signals competitive entry and a meaningful risk of disappointment for families who assume a place is likely.

Admissions are coordinated through Waltham Forest. The council’s stated application window runs from 1 September to 15 January for children starting school in the September after their 4th birthday. The school’s admissions page also publishes the key dates used locally for the current admissions cycle, including the 15 January 2026 closing date and 16 April 2026 as National Offer Day, plus an acceptance deadline.

Open events matter at oversubscribed schools, but parents should avoid relying on past dates. The school published tour dates in October, November and December for the September 2026 intake; given today’s date, those dates have passed, but the pattern suggests autumn tours are a normal part of the admissions rhythm. Families should check the school’s website for the next cycle’s dates and book early.

Because last-distance information is not available here, families should treat distance as a likely deciding factor but not assume that living “close enough” guarantees anything. A practical step is to use the FindMySchoolMap Search to check your home-to-gate distance and to build a realistic shortlist with back-up preferences.

Safeguarding is treated as a baseline expectation rather than an add-on, and the most recent published inspection evidence confirms it is effective.

Beyond safeguarding, there are signals of a wider personal development agenda. The school references structured personal, social, health education, including a Barnardo’s LifeSkills programme, and frames this work as part of supporting wellbeing and online safety. For parents, the practical implication is that the school is likely to combine high academic expectations with explicit teaching of behaviour, relationships, and safe decision-making.

Early years support is also relevant here. The nursery information foregrounds settling-in and security, which is an important marker for children who are new to group settings.

Clubs and enrichment appear to be used strategically, not just as optional extras. The school’s wraparound page lists teacher-led activity clubs that can include Cookery Club, KS2 Choir Club, and Lego Club, with an additional Innovation Pod club offered for a small fee. Those specifics matter because they indicate a blend of creativity, performance, and practical problem-solving.

Trips and experiences are described as structured across year groups. The school highlights a Year 5 residential at The Hive in Epping Forest and a Year 6 residential trip to the Isle of Wight, alongside year-group traditions such as a Year 4 sleepover and a Year 3 movie night. The implication for families is that independence is built gradually and deliberately, and that shared experiences are used to strengthen friendships and confidence before the move to secondary.

One genuinely distinctive feature is the Sadler’s Wells Dance Project work. The school describes a collaboration involving named dance artists (Gavin Eden and Shelby Williams) and links the project to wider partners, including Studio Wayne McGregor and the University of Exeter, with a focus on learning dispositions and movement. For children who respond well to physical learning and creative expression, that kind of partnership can be an important part of school identity, not a one-off workshop.

The published school day runs 8.45am to 3.15pm for Reception to Year 6, with gates opening at 8.40am.

Wraparound care is clearly set out. Breakfast Club starts at 7.50am and costs £2.50 per session; After School Club runs to 6.00pm and costs £6.00 per session, with booking required for after-school places and a stated capacity limit.

For travel, the wider area is served by major local stations including Walthamstow Central and Wood Street for rail connections, which can help families commuting across London. Families should still test the real commute at drop-off and pick-up times, as local congestion patterns can change the experience significantly.

• Oversubscription pressure. With 165 applications and 56 offers on the main entry route, competition is real. Families should plan a shortlist that includes realistic alternatives.

• Recent leadership change. The current headteacher is listed as Mr Robin Desoer from September 2024, while the July 2024 inspection names a different headteacher at that time. Parents reading older documents should interpret them with that timeline in mind.

• High-expectation culture. The school’s own values and external evidence point to strong routines and ambitious learning. This suits many children; some may need a softer pace or a different style of classroom experience.

• Open event dates move quickly. Tours for the September 2026 intake were published for October to December, which have now passed. Families should expect autumn tours in most years but confirm the current cycle’s dates on the school website.

Roger Ascham Primary School combines very high attainment with structured teaching, strong routines, and a clear set of values. It will suit families who want an academically ambitious state primary with nursery provision and practical wraparound care, and whose child responds well to explicit expectations and consistent classroom structures. Entry remains the limiting factor, so a realistic admissions strategy matters as much as enthusiasm for the school.