High expectations sit comfortably alongside a strong community purpose here. The school is part of Genesis Education Trust and describes its approach as rooted in a Christian vision that aims for “transforming growth”, while serving a richly diverse intake across faiths and backgrounds.
Academically, the performance data is striking. In 2024, 94% of pupils reached the expected standard in reading, writing and mathematics combined, with scaled scores of 111 in reading and 110 in maths. That is paired with clear demand for places, with 130 applications for 59 offers in the most recent Reception entry data. The practicalities matter too: the day runs on a soft start from 8:40am, with formal learning beginning at 8:55am, and wraparound options extending to 6:00pm.
The strongest impression is of a school that treats values as operational, not decorative. The website is explicit that Christian worship is central to school life, with whole school collective worship each morning, built around prayer, scripture, reflection time, worship songs, and pupil involvement. It also notes an active awareness of the diversity of the community, including families with no faith commitment who remain supportive of the school’s ethos.
That same values focus shows up in the way pupils are encouraged to lead and serve. The most recent inspection material points to structured opportunities such as playground buddies and classroom public service roles. The Young Transformers programme is presented as a core strand, framed around “transformational experiences” and a set of five competencies: creative, caring, curiosity, community and confidence.
The school also puts community welcome front and centre. It states it was officially recognised as a School of Sanctuary in January 2023, positioning this as a whole school commitment rather than a badge, and linking it to wider civic participation.
Leadership has shifted recently. Current government records list the headteacher as Mr James Pawley, appointed in April 2025. The most recent inspection text, completed shortly before that appointment, names Joe Pitchford as headteacher at the time, and also sets out the trust leadership structure around the school.
A final piece of identity worth noting is longevity. Local church history material for the parish states the school was founded in 1890, supported by the benefaction of Richard Foster, to provide education in line with Church of England principles. That heritage matters mostly because it helps explain why the school still foregrounds parish links and faith rooted admissions criteria, even while serving a broader local intake.
The published outcomes place the school among the highest performing primaries in England on the available measures.
In 2024, 94% of pupils met the expected standard in reading, writing and mathematics combined. This compares to an England average of 62%. Reading was also strong on the scaled score measure at 111, compared with typical national benchmarks around 100, and mathematics was 110. Grammar, punctuation and spelling scaled score was 113, and the combined total across reading, GPS and maths was 334.
At the higher standard in reading, writing and mathematics combined, 45.33% reached the higher threshold, compared with an England average of 8%. Greater depth in writing was 26%, and high scores were also notable across reading (56%), maths (54%), and GPS (74%).
Ranked 148th in England and 5th in Waltham Forest for primary outcomes (FindMySchool ranking), based on official data. With an England percentile of 0.0098, performance sits among the highest performing in England (top 2%).
For parents comparing options locally, this is exactly where FindMySchool’s Local Hub and Comparison Tool can help, particularly if you want to weigh academic outcomes against distance, admissions rules, and wraparound care.
England ranks and key metrics (where available)
Reading, Writing & Maths
94%
% of pupils achieving expected standard
Teaching is presented as highly structured and deliberately sequenced. The most recent inspection text describes a clear progression of knowledge from Reception to Year 6, with regular review by staff, and strong routines in early years. Phonics is described as a priority, with staff training, careful book matching, and targeted support for pupils who fall behind.
A useful detail for parents is how the curriculum is described as both subject-specific and intelligently connected. Examples given include history work that compares empires across contexts, and science tasks linked to core texts, used to strengthen reading while deepening subject understanding. That combination tends to suit pupils who enjoy making connections, and it helps explain why reading and wider attainment measures can move together rather than pulling in different directions.
Support for pupils with special educational needs and disabilities is described as prompt and responsive, with early identification, communication with families, and access to specialist professionals when needed. The implication here is practical: in a high-performing setting, the difference is often whether additional needs are supported without diluting ambition. The material suggests that balance is taken seriously.
Quality of Education
Outstanding
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
As a primary school, the key “destination” question is transition to Year 7. In Waltham Forest, secondary transfer is handled through coordinated admissions and families typically consider a mix of local non-selective options and selective routes where relevant. The best indicator of fit is often the school’s wider culture: pupils who have been used to strong routines, high expectations, and a knowledge-rich curriculum usually transition well to structured secondaries with clear behaviour systems and strong literacy focus.
Families planning ahead should also keep practicalities in mind. If your child is thriving here because the day is calm and predictable, prioritise secondaries that offer similar clarity on routines, homework, and pastoral response. If your child is motivated by enrichment (clubs, responsibilities, pupil leadership), look for secondaries that protect time for those opportunities rather than treating them as an afterthought.
Reception entry is competitive on the data available. The most recent entry route figures show 130 applications for 59 offers, a ratio of roughly 2.2 applications per place, and the intake is marked as oversubscribed.
In 2024, the last distance offered was 0.524 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.
That distance sensitivity is exactly where using FindMySchoolMap Search is worthwhile, since very small differences can matter when a school is consistently oversubscribed.
The local authority timetable for primary applications opens on 1 September 2025 and closes on 15 January 2026, with offers issued on 16 April 2026. The published timetable also lists 30 April 2026 as the deadline to accept or decline an offer.
This is a Church of England school and admissions documentation sets out faith-related criteria alongside broader community access. The admissions policy notes that, while each year varies, approximately 50% of places go to pupils applying via church criteria, and it also states that a supplementary information form should be completed alongside the local authority form.
The practical implication is that families who may qualify under faith criteria should plan early: speak to the school about what evidence is required and ensure you meet both the local authority deadline and any supplementary paperwork expectations.
The school website published open day dates for the 2026 to 2027 Reception cycle in October, November and December 2025, plus early January 2026. Since these dates are now in the past, parents should treat this as a pattern indicator, with open events typically running from October into January, and check the school’s current schedule before planning.
Applications
130
Total received
Places Offered
59
Subscription Rate
2.2x
Apps per place
Pastoral practice appears closely tied to routines and shared language. The daily collective worship structure is designed to build reflection into the rhythm of the week, and the school explicitly frames worship as inclusive of the community’s diversity.
The most recent inspection text places pupil safety and trusted adults at the centre, and states that safeguarding arrangements are effective. This is not presented as a bolt-on; it is treated as part of an overall culture of calm behaviour, clear expectations, and mutual respect.
For parents, the important question is how this feels for different children. A strongly structured environment often suits pupils who like predictability, enjoy meeting clear standards, and respond well to praise for effort and improvement. Pupils who need additional reassurance can also benefit, if the school continues to combine high ambition with adult availability and consistent routines.
Enrichment is not left vague in the available material, which is a good sign. The most recent inspection text gives concrete examples of after-school clubs including fencing, Latin and robotics, and also describes a wider programme of visitors and workshops.
The school’s own framing of personal development is particularly distinctive. The Young Transformers programme is positioned as a structured developmental pathway, tied to advocacy and community impact, and the School of Sanctuary recognition is used to emphasise sustained work around welcome and belonging. For families who want a school to educate beyond test outcomes, this provides a clearer through-line than the generic “lots of clubs” claim many schools rely on.
Outdoor learning is also explicitly named. Each year group is stated to take part in Forest School sessions with a trained leader, including practical activities such as den building and nature exploration. The implication is straightforward: for pupils who learn best through hands-on experiences and collaborative problem-solving, this can strengthen confidence and self-esteem, while giving a different route into language and science vocabulary.
The school day operates with a soft start, with classrooms open from 8:40am and formal start at 8:55am. Reception finishes at 3:20pm and Years 1 to 6 finish at 3:30pm, with a stated total of 32.5 hours in the school week.
Wraparound is clearly signposted. Breakfast Club starts at 8:00am and an after-school provision runs through to 6:00pm.
Transport and parking should be planned carefully. The school explicitly notes that parking is challenging, linked to Verulam Avenue operating as a School Street, and encourages walking, scooting, cycling, or public transport. Local buses including routes 58 and 158 stop nearby and connect towards major local interchanges such as Walthamstow Central and Blackhorse Road.
Very tight admission by distance. In 2024, the last distance offered was 0.524 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families considering a move should verify distances precisely before assuming this is realistic.
Faith criteria can materially affect outcomes. The admissions policy indicates that around half of places may go to applicants using church criteria in a typical year, and a supplementary information form is part of the process. This can be positive for practising families, but it does add paperwork and planning for all applicants.
High performance often comes with high expectations. The results data suggests a very strong academic culture. For many pupils this is motivating; for some, especially those who are anxious around tests or comparison, parents should ask direct questions about how achievement and effort are recognised across the attainment range.
Drop-off logistics require planning. The School Street context and limited parking mean families relying on car drop-off may find the routine inconvenient, particularly if you also have childcare runs elsewhere.
This is a high-performing, values-led primary with unusually strong attainment measures and a clear sense of identity. The combination of structured teaching, faith-rooted ethos with stated inclusivity, and distinctive personal development strands such as Young Transformers and School of Sanctuary will suit many families well.
Best suited to families who want a strongly ordered school day, ambitious learning, and a culture where pupils are expected to contribute to the wider community, and who are realistic about the admissions challenge in a competitive local market.
The available indicators are strong. The school’s most recent ungraded inspection in February 2025 stated that standards have been maintained since the previous Outstanding judgement, and KS2 outcomes in 2024 show very high attainment at both expected and higher standards.
Admissions are competitive and distance matters. In 2024, the last distance offered was 0.524 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. The admissions policy also includes faith-related criteria, so families should read the oversubscription rules carefully.
Applications are made through coordinated local authority admissions. The Waltham Forest primary timetable shows applications open from 1 September 2025 and close on 15 January 2026, with offers issued on 16 April 2026. If you are applying under faith criteria, you should also complete the school’s supplementary form.
Yes. The school publishes an 8:00am Breakfast Club start, and an after-school provision that runs until 6:00pm. Parents should check booking arrangements and eligibility directly with the school.
Christian worship is a central feature, with whole school collective worship each morning. At the same time, the school states it serves a diverse community, including families of other faiths and none. Families who want admission under faith criteria should expect the process to involve evidence and supplementary paperwork.
Get in touch with the school directly
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