Pimlico Primary Review 2026: Central London primary with strong KS2 outcomes and a broad co-curriculum

A central London primary, sharing a site with a secondary school, tends to develop a particular kind of confidence in pupils. Days are structured, expectations are clear, and the curriculum leans into cultural capital that the postcode makes possible. The school opened in September 2013 in a purpose-built building, and it has grown into a full primary with capacity for 420 pupils.

Academically, the data is strong. In 2024, 82.7% of pupils met the expected standard in reading, writing and maths combined, above the England average of 62%. High attainment is not limited to one subject, with scaled scores of 107 in reading and 106 in maths.

For families, the practical headline is demand. Reception entry is oversubscribed, with 80 applications for 30 places in the latest admissions cycle which is 2.67 applications per place. If you are considering applying for September 2026, the local authority deadline is 15 January 2026.

The school’s language is values-led, and it uses those values as an operational tool rather than as a poster slogan. Knowledge, aspiration and respect are named explicitly as the trust values the school seeks to embed across lessons, assemblies and enrichment. That matters day to day because it creates common ground for how adults praise work, correct behaviour, and set routines.

A house system provides another layer of belonging and motivation. From Year 1, pupils are placed into Athena, Apollo, Hera or Zeus, and points are awarded for actions linked to the same core values. The mechanism is simple, but the implication is useful: younger pupils see older role models regularly, and older pupils get structured leadership chances, including reading with Reception pupils and taking roles such as playground buddies.

There has also been organisational change in the background. The latest inspection report notes a period of recent change, including the enrolment of additional pupils mid-year and the onboarding of new staff. The same report also highlights the integration of a specialist resource provision for speech, language and communication needs, with capacity for 24 pupils. For families, the key question is not whether change happened, but how well the school keeps routines stable while it continues to evolve.

Leadership clarity matters most in periods like this. The school website introduces Principal Anna-Maria O’Toole, and the most recent inspection report states that the current headteacher took up post in June 2024. The practical implication is that the strategic direction is recent enough for families to ask good questions about what has been strengthened since 2024, and what the next priorities are.

The outcomes picture is consistently above England average across the key measures published. In 2024, 82.7% of pupils reached the expected standard in reading, writing and maths combined, compared with 62% across England. At the higher standard, 28.7% achieved greater depth across reading, writing and maths, compared with an England average of 8%.

Subject detail supports the same conclusion. Reading performance sits at an average scaled score of 107, and mathematics at 106. In grammar, punctuation and spelling, the average scaled score is 110, with 61% achieving a high score. Science is also secure, with 85% meeting the expected standard. The implication for families is that the school appears to combine breadth with consistency, rather than relying on one standout area.

Rankings should be treated as a signpost rather than a promise, but they still help with local context. Ranked 2,425th in England and 19th in Westminster for primary outcomes (FindMySchool ranking based on official data), the school sits comfortably within the top quarter of schools in England. For parents comparing nearby options, the FindMySchool Local Hub pages and Comparison Tool can make it easier to see how this profile looks alongside other Westminster primaries, using the same underlying measures.

Inspection data adds a second angle on quality. The latest Ofsted inspection (20 May 2025) graded Quality of Education as Outstanding, Personal Development as Outstanding, Early Years as Outstanding, with Behaviour and Attitudes and Leadership and Management graded Good. That combination often signals a school where teaching and curriculum design are very strong, while leaders are still refining consistency in routines, expectations, or implementation across all classes.

The curriculum positioning is explicitly knowledge-led, and the website gives concrete examples rather than abstract intent. Pupils might study ancient Roman aqueducts, learn the particle model in physics, or create a website through coding. The educational implication is clear: learning is designed to accumulate over time, and teachers want pupils to talk about what they know, not only what they can do in the moment.

Subject specialist input is a recurring theme. The staffing list on the website includes a specialist music teacher, and wider pages describe specialist teaching in music and art. In music, pupils are taught by a specialist from the earliest stages, with singing assemblies in both Key Stage 1 and Key Stage 2. In art, the school aims for pupils to develop both practical skills and the vocabulary to discuss artistic movements and techniques. The practical benefit is a more coherent subject experience, particularly for pupils who respond well to teachers with deep subject knowledge.

The local area is also used as curriculum infrastructure. The site highlights the advantage of being close to cultural institutions, and the art and music page references visits and performances linked to nearby venues such as the Royal College of Music, plus links to Tate Britain as part of learning in art. For families, the implication is that enrichment is not only a reward at the end of term, it is designed as part of teaching.

As a Westminster primary, pupils will usually move on to a range of local secondaries across different admissions routes. The school’s most distinctive link is geographical and practical, it shares a site with Pimlico Academy, described by the primary as its sister secondary school. That does not automatically mean pupils progress there in large numbers, but it does create a useful continuity point for families considering longer-term local options and wanting to understand how transition is supported.

The school also uses cross-age leadership structures, such as older pupils reading with Reception pupils, which tends to strengthen pupils’ readiness for the social transition to secondary school. In academic terms, the KS2 profile suggests pupils leave with secure foundations in literacy and numeracy, which reduces the risk of the “Year 7 dip” that can happen when pupils arrive needing rapid catch-up.

Because published destination lists for Year 6 are not typically shared by state primaries, families should treat the secondary transition as an admissions and travel-planning exercise. The best next step is usually to map realistic secondary options early, then attend open events and ask about transition support for pupils with additional needs, particularly if you are considering support pathways linked to speech, language and communication needs.

Reception entry is coordinated through Westminster, and the school is clear that families outside the borough can apply. For September 2026 entry, the deadline highlighted by the school is 15 January 2026. The wider local authority timeline supports this, with Pan-London eAdmissions opening on 01 September 2025 for September 2026 primary entry, and National Offer Day on 16 April 2026.

Demand levels indicate a competitive intake. With 80 applications and 30 offers, this is 2.67 applications per place, and first-preference demand is also tight, with a first-preference ratio of 1.03. The practical implication is that families should treat admission as uncertain and plan contingencies. This is where the FindMySchool Map Search can help, particularly when families are weighing multiple local schools and want to understand how geography and likely criteria might affect outcomes.

Tours are available and the school uses a booking process, with a typical visit described as lasting around 20 to 30 minutes. Open events can change year to year, so families should rely on the school’s booking system and confirm timings directly, rather than planning around last year’s pattern.

In-year admissions are also explicitly supported. The school notes that it welcomes families joining partway through, and it offers an in-year process with an application form and an appeal route if a place is not offered. For families relocating into Westminster, that clarity can reduce stress, but availability will still depend on year-group capacity.

Pastoral culture is visible through routines that tie behaviour and belonging to shared systems. The house structure, with fortnightly point totals and assembly recognition, provides one way to reward positive choices without relying solely on sanctions. The implication is a school culture that normalises effort and contribution, which often suits pupils who respond well to predictable reinforcement.

Wraparound provision also matters for wellbeing, because it affects the rhythm of family life. Breakfast club runs from 8:00am and after-school care runs until 6:00pm, both framed as calm and supervised sessions with simple food provision at breakfast and activities after school. For working families, this can be a stabiliser, particularly in central London where commuting time can be a real constraint.

The school’s specialist resource provision for speech, language and communication needs is a significant feature. The latest inspection report describes this provision and gives its capacity as 24 pupils. For families, the key questions are practical: how pupils are assessed for access to the provision, how timetables work alongside mainstream classes, and how speech and language approaches are reinforced across the whole school day.

Co-curricular life here is anchored in partnerships and variety, rather than a fixed set of the same clubs each term. The clubs programme changes each term and the school describes around twenty activities per week, shaped by pupil interest and supported by external partners. The implication is that pupils can try new disciplines without needing a long-term commitment, which can be especially helpful for pupils still discovering what they enjoy.

The named clubs and partners give a clearer sense of what “variety” actually means. Examples listed include choir, drama, chess, geometry, art, cricket and multi-sports. The school also references partnerships with organisations such as Greenhouse Sports, Pimlico Music Foundation, Plunderers Cricket and Westminster School. That mix tends to suit pupils who like to be busy and social after school, and it can also support confidence for pupils who need a lower-stakes setting than the classroom to find their voice.

Sports provision is described with concrete elements. The school partners with Greenhouse Sports, uses specialist PE coaches from Year 1, welcomes cricket coaches from Lord’s during the summer, and uses the Queen Mother Sports Centre for swimming lessons. There is also an events culture, with participation referenced in activities such as the London Mini Marathon and Run Battersea Run. The benefit for pupils is twofold: consistent coaching for skill development, and regular moments where sport becomes a shared community event.

Creative arts are treated as curriculum and co-curriculum. In art, pupils work across drawing, painting, sculpture and textiles, and there are references to subject links such as Year 3 work on ancient Egyptian designs. In music, pupils have specialist teaching, singing assemblies, and additional opportunities through the Pimlico Music Foundation, including performance opportunities connected to SouthWestFest. For families who value arts as more than an add-on, those specifics are reassuring.

This is a state school with no tuition fees. Families should still plan for the usual costs that sit around school life, such as uniform, trips, and optional clubs. (Exact costs vary by year and activity.)

Start and finish times are clearly stated. Years 1 to 6 arrive at 8:30am with gates closing at 8:40am, and the day ends at 3:25pm. Reception arrives at 8:40am and finishes at 3:20pm. Wraparound care runs from 8:00am for breakfast club, and after-school care runs until 6:00pm.

The site itself is part of the experience. The school describes a purpose-built setting with access to shared facilities such as an assembly hall, a restaurant for lunch, and a large astroturf, plus primary-specific outdoor spaces including a refurbished playground, a games area and a nature walk. For travel planning, the Pimlico location tends to be well served by public transport and walkable streets, but families should check the route at drop-off and pick-up times, as local traffic patterns can change quickly.

• Competition for Reception places. With 80 applications for 30 offers demand is higher than supply. Families should apply on time and shortlist realistic alternatives in parallel.

• Behaviour and leadership are graded Good rather than Outstanding. Teaching and personal development are graded Outstanding, but the inspection grades suggest the school has been tightening consistency in routines and implementation. Families should ask how behaviour expectations are applied across classes.

• A period of change sits behind the current story. Recent staffing changes, mid-year pupil growth, and the addition of specialist provision can be positive, but families with children who find change difficult should ask about continuity of routines and support.

• The site is shared with a secondary school. Shared sites can bring advantages in facilities and transition links, but they can also feel busier at certain times of day. It is worth visiting at a typical pick-up time to understand the flow.

Pimlico Primary combines strong KS2 outcomes with a curriculum and enrichment model that uses central London as an asset. The offer will suit families who want a structured, values-led education, and who like the idea of specialist input in areas such as music, sport and the arts. The limiting factor is usually admission rather than the educational experience, so the best fit is for families who can plan early, visit, and keep aI options open while they apply.