Queen’s Park Primary School, London Review 2026: High-performing community primary with a strong wellbeing focus

A Victorian board-school building on Droop Street sets a distinctive tone here. The main block dates to 1877 and is Grade II listed, designed by the schools architect Edward Robert Robson, a reminder that this area has long invested in public education.

Today’s priorities are modern: wellbeing sits prominently in the school’s own language, alongside a curriculum built around “big questions”, reading and oracy, and structured approaches to emotional regulation. Results data backs up the intent. In 2024, 84% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. The school’s FindMySchool primary performance rank is 2,838 in England and 20 locally in Westminster, placing it comfortably within the top 25% of primary outcomes nationally.

There is a nursery, and demand for places is real. Recent Reception entry data shows 63 applications for 29 offers, around 2.17 applications per place. The local authority has also consulted on reducing the Published Admission Number for Reception from 42 to 30 for 2026 to 2027 entry, a change that can intensify competition if demand holds.

The school describes itself through five values, Respect, Teamwork, Perseverance, Creativity, and Achievement. These are presented as behaviour cues as much as aspirational statements, and they map neatly onto what external evaluation reports as everyday norms, pupils are kind and considerate, behaviour is calm in lessons and around the site, and pupils know who to turn to when worried.

Leadership is explicitly structured as a federation model. Ben Commins OBE is listed as Executive Headteacher, with Melissa Royle as Head of School, and both roles sit alongside deputy and assistant heads with safeguarding responsibilities. For parents, that usually translates into two practical advantages. First, there is visible capacity at senior level, which matters in a busy urban context with complex needs and high pupil mobility. Second, the school can make use of federation-wide programmes, particularly around mental health, enrichment, and family support.

The setting itself supports a sense of permanence. Historic England’s listing describes yellow brick with red dressings and later additions, and that matters because it signals a school that has evolved rather than rebuilt from scratch. Families should expect a site where heritage and day-to-day logistics coexist, stairs and older corridors alongside newer extensions and modern safeguarding routines. It is not a polished “new build” experience, but it is a serious civic building designed for children.

Nursery provision is part of the picture from age 3, and the school states there are 26 full-time nursery places. Early years language on the website leans into play as “serious learning”, alongside Forest School experiences, which hints at a curriculum that values exploration and talk early on, then tightens into more formal knowledge-building as pupils move through Key Stage 1 and Key Stage 2.

This is a school with strong published outcomes at the end of Key Stage 2. In 2024, 84% of pupils reached the expected standard in reading, writing and maths combined, compared with 62% across England. At the higher standard, 18.33% achieved greater depth in reading, writing and maths, compared with an England average of 8%.

Drilling down into component measures, 87% reached the expected standard in reading and 89% in maths; spelling, punctuation and grammar is a particular strength at 92% at the expected standard. Science sits at 87% at the expected standard. Scaled scores are also high, reading 105, maths 107, and GPS 110 (reported as average scaled scores).

Rankings put those outcomes in context. Ranked 2,838 in England and 20 in Westminster for primary outcomes, this is a proprietary FindMySchool ranking based on official data, and it places the school above the England average and within the top 25% of primary performance nationally.

What this means for families is straightforward. If you are choosing between local options and academic outcomes matter, this is a data-backed choice. If you want a calm school that is still academically ambitious, the combination of strong results and emphasis on wellbeing is a compelling pairing, provided you can secure entry.

Parents comparing local performance can use FindMySchool’s Local Hub page to view nearby schools side-by-side using the Comparison Tool, then check how these results align with your child’s learning profile and your preferred secondary pathway.

The school’s curriculum statement is unusually specific for a community primary. It describes a spiral curriculum, where key concepts are introduced simply then revisited with increasing depth; topics are framed around a “big question” to encourage conceptual links; and “threads” of reading, oracy, and wellbeing run through everything.

Example, early reading is not treated as a generic priority, it is structured. Evidence from the most recent inspection report describes trained staff teaching a phonics programme consistently, with reading books closely matched to the sounds pupils know, plus active work with parents to support reading at home. Implication, families should see reading as a defining pillar, not an add-on, and children who need to catch up are likely to meet a system designed to do that quickly rather than quietly hoping they will “pick it up”.

Mathematics is also described in practical classroom terms. The inspection narrative highlights teachers using questions to spot which steps need further explanation, and checking pupils’ recall before moving on, with an example of Year 5 fraction work building on prior teaching about equivalent fractions. That is the kind of incremental mastery approach that tends to suit pupils who like clarity and structure, and it can be particularly helpful for those who need confidence-building through small, secure steps.

The school’s wellbeing toolkit is named rather than implied. The curriculum materials reference Zones of Regulation and MindUp as tools to help pupils understand emotions and stay focused. For parents, the key question is how this is applied in daily routines, not whether the words appear on posters. Here, the approach is also embedded in policy language, which suggests it is part of the shared staff vocabulary rather than dependent on one enthusiastic teacher.

One important nuance is sequencing. This is where the school should be held to its own high standards. The inspection report notes that in a few subjects, knowledge is not taught in a consistently logical order, which can limit pupils’ ability to link new learning to what they already know. For many families this will be a manageable “school improvement” issue rather than a red flag, but it is worth asking, especially if your child thrives on clear progression in foundation subjects such as history or geography.

As a state primary, the main transition point is Year 6 to Year 7, and pupils typically move on through the Pan-London coordinated admissions system. For Westminster families, the local authority publishes detailed guidance each year and encourages parents to visit secondary open days and use published criteria, rather than relying on reputation.

The closest options many local families explore include Westminster Academy and Paddington Academy, both profiled in Westminster’s secondary admissions materials, alongside a wider set of Westminster secondaries and all-through options. The practical implication is that your Year 6 planning should start earlier than you think. Even if you expect to apply broadly across borough boundaries, you will want to understand which schools prioritise distance, which require supplementary forms for faith criteria, and how realistic each option is given where you live.

If your family is considering selective or independent routes at 11+, or specialist pathways later on, the right approach is to treat Year 5 as the “information year”, open events, admissions policies, and realistic travel times, then make decisions with your child’s temperament in mind, not just attainment.

Reception entry is coordinated by Westminster City Council, with the standard London timetable. For September 2026 entry, applications open from 1 September 2025 and must be submitted by 15 January 2026 (11:59pm for online applications). Offers are made on 16 April 2026, with a deadline of 30 April 2026 to accept or decline the offer.

The school is oversubscribed in the available admissions data. The Reception entry route shows 63 applications for 29 offers, and a subscription ratio of 2.17. For parents, that is the headline, this is not a “turn up and get in” option.

Admissions arrangements for 2026 to 2027 have a further twist. Westminster consulted on reducing the Published Admission Number from 42 to 30. If implemented and demand remains steady, the distance needed to secure a place could tighten, even without any change in local population.

Oversubscription criteria follow a familiar local authority pattern for community schools: looked-after and previously looked-after children first; exceptional need (with professional evidence); siblings; children of staff in defined circumstances; then distance to the school, measured in a straight line to the main gate using Ordnance Survey address points.

Nursery admissions operate differently. The school states that families must complete a nursery application form and places are allocated under a nursery admissions policy. Crucially, there is no automatic transfer from nursery to Reception; parents must apply again for Reception through the coordinated process. That matters because some families assume nursery is a guaranteed pathway. Here it is a good early start, not a guaranteed place in the main school.

Parents should use FindMySchool’s Map Search to check their precise distance from the school gates and then compare it with published local authority cut-off information where available. In oversubscribed urban primaries, being “near” often is not near enough.

Wellbeing is not treated as a side project here, it is core positioning. The head of school’s welcome explicitly frames happiness, health, and confidence as foundations for learning, and the curriculum pillar statements reinforce this by naming emotional regulation tools and a whole-school approach to respectful relationships.

The most recent inspection report reinforces that this is not just branding. Pupils are described as happy, behaviour is described as secure in lessons and around the building, and staff respond quickly to early signs of unkindness. Pupils also know who to speak to and believe they will be listened to, which is the practical measure parents actually care about.

Support for pupils with additional needs is framed as inclusive, pupils with special educational needs and disabilities are supported to access learning alongside peers, with work alongside outside agencies such as speech therapists and educational psychologists. The implication is that parents of children with emerging needs should expect signposting and coordinated support rather than “wait and see” delay, although the exact experience will still depend on resourcing and cohort needs in any given year.

There are three named strands that help this school feel distinctive rather than generic.

Forest School

Forest School is presented as a structured programme rather than a one-off enrichment day. The school describes regular sessions that encourage exploration, supported risk-taking, and learning in a natural setting. For many pupils, the benefit is not only outdoor time. It can provide a different route to confidence, especially for children who find sitting-and-writing heavy days tiring, and it can develop language through shared tasks.

Westminster Children’s University

The school is closely linked to Westminster Children’s University; it is described as the founding member, with named staff based at the school supporting enrichment opportunities. The practical implication is a culture where learning beyond the curriculum is normalised, not reserved for a small group. For families, that can translate into broader horizons, especially in a city where access to cultural and educational institutions can be unequal.

Young Dragons Programme and wider activities

The school’s parent information references a Young Dragons Programme, alongside clubs and paid wraparound care. The inspection report also notes a range of after-school activities that are well attended, and gives an example of pupils visiting financial businesses to learn about money and investment. That combination suggests enrichment is both practical and outward-facing, helping pupils connect classroom learning to real jobs, money, and community participation.

Finally, the school highlights awards and accreditations that point to wider priorities. These include a Silver Award in the Pearson National Teaching Awards (Making a Difference, Primary School of the Year) and a Financial Education Centre of Excellence award (awarded November 2025), plus longstanding wellbeing and healthy schools recognition. For parents, the right way to treat this is as a clue to institutional focus rather than a guarantee. If mental health, wellbeing culture, and real-world learning matter to you, this is a school that appears to invest time in those areas.

This is a state school with no tuition fees. Families should still budget for typical costs such as uniform, trips, and any optional clubs.

The school publishes core weekday opening hours as 8:45am to 3:30pm. Wraparound care is available, with breakfast club priced at £2.00, and after-school care offered at £4.00 for 3:30pm to 4:30pm or £8.00 for 3:30pm to 6:00pm.

For travel, Queen’s Park sits within a well-connected part of west London, and families typically rely on a mix of walking, public transport, and short bus hops. Parking and drop-off can be constrained on residential streets, so it is worth testing your realistic morning route, not your ideal one.

Nursery fees vary and are not listed here. For nursery pricing, consult the school directly. Government-funded early education hours are available for eligible families.

• Admission pressure is likely to increase. Recent data shows 63 applications for 29 offers for the Reception route, and Westminster consulted on reducing the Published Admission Number from 42 to 30 for 2026 to 2027 entry.

• Nursery does not guarantee Reception. The nursery has 26 full-time places, but there is no automatic transfer into Reception; families must apply again through the coordinated system.

• Curriculum sequencing is an improvement priority. External evaluation highlights that in some subjects the ordering of knowledge is not consistently logical, which can affect how securely pupils build understanding over time.

• Expect “extras” to be part of planning. Wraparound care is available but paid, and enrichment opportunities can involve trips or activities that require organisation and occasional cost, even in a state school.

For families seeking a high-performing community primary that treats wellbeing as a serious foundation for learning, this is a strong option. Results place it above the England average, and the curriculum and enrichment offer is unusually explicit for the state sector, particularly around reading, oracy, and emotional regulation. Best suited to families who value both academic outcomes and a structured wellbeing culture, and who are prepared for a competitive admissions process.