St Edward's Catholic Primary School, Lisson Grove: Excellence in a Tight Westminster Community

In the heart of Westminster, where Lisson Grove meets the edges of Regent's Park, St Edward's has educated local families for generations. The recent Ofsted inspection confirmed what parents in the catchment already know: this is one of London's strongest primary schools, consistently placing in the top tier nationally. With only 27 Reception places available for over 69 applications annually, entry is fiercely competitive. Yet for those who secure a place, the school delivers a distinctly Catholic education rooted in academic excellence and pastoral care. Pupils here achieve well above national expectations, with 93% reaching the expected standard in reading, writing, and mathematics combined (compared to 62% nationally), and scaled scores across the curriculum that rank among England's best.

Walk through the gates of St Edward's and you notice immediately the sense of purpose without pressure. The school building, a Victorian structure that has housed Catholic education since the 19th century, has been thoughtfully extended with modern classrooms that maintain the building's character. The bright, organised corridors reflect the school's ethos: calm, purposeful, and welcoming.

The Catholic character is woven throughout without being oppressive. Prayer marks the school day, but it feels natural rather than forced. Pupils speak readily about their faith, and those from non-Catholic families describe feeling included in the community. The school celebrates both Catholic feasts and the broader school calendar, creating space for families of all traditions.

Mrs Catherine O'Brien leads the school as Headteacher, bringing both warmth and high expectations to the role. Her tenure has coincided with sustained excellence: the school's ranking of 113th in England (FindMySchool data) places it in the elite tier nationally, an achievement that reflects the careful curriculum planning and staff consistency evident in classrooms.

The buildings include a main Victorian block with extension housing Junior (Years 3-6) and Infant (Reception-Year 2) classes. The school grounds extend to include a dedicated outdoor learning space, with younger pupils accessing Forest School sessions. The dining hall, modernised in recent years, serves hot meals and operates a busy lunch routine that feels unhurried despite the number of pupils.

St Edward's primary outcomes place the school among England's highest-performing schools in terms of raw achievement. In 2024 Key Stage 2 assessments, 93% of pupils reached the expected standard in reading, writing, and mathematics combined, well above the England average of 62%. This 31%age point advantage reflects not privilege but consistent, high-quality teaching across every year group.

Reading Performance

Reading scaled scores averaged 111, above the England average of 100. 95% of pupils met the expected standard, with 51% reaching the higher standard (compared to a national figure of around 20%). This breadth of attainment — strong at both expected and greater depth — suggests reading instruction that builds both fluency and comprehension systematically.

Mathematics & Grammar, Punctuation, Spelling

Mathematics averages 110 (again above national average), with 95% meeting expected standard and 51% at higher standard. Grammar, punctuation, and spelling achieved a scaled score of 114, the school's strongest subject area. 77% of pupils achieved the higher standard in GPS, compared to a national average of around 30%.

These figures place the school at 113th nationally (FindMySchool ranking), equivalent to the top 2% of primary schools in England. Locally, it ranks 4th among Westminster primaries, a position it has maintained consistently. The school's sustained performance across multiple subject areas, rather than strength in a single discipline, marks this as a genuinely excellent primary education.

Science

95% of pupils reached the expected standard in science, in line with the England average. The school does not publish fine-grained detail about science teaching, but the consistency of science results alongside other subjects suggests it receives appropriate curriculum time and expertise.

The curriculum follows the national framework, but implementation here demonstrates clarity and progression that benefits all pupils. Teachers plan collaboratively within year groups, ensuring that pupils working at age-related expectations receive the same curriculum as those working above, just with additional time and practice to deepen understanding.

Writing receives explicit focus. Pupils are taught sentence construction systematically, with grammar instruction embedded in writing lessons rather than isolated. By Year 3, pupils work with complex sentences; by Year 6, multi-clause sentences are routine. The high GPS performance reflects this structured approach.

Mathematics uses a mastery model, where concepts are taught in depth before moving forward. Reasoning is emphasised; pupils can articulate not just answers but the thinking behind them. Setting begins in Year 4, allowing more experienced staff to work with pupils working significantly above age-related expectations.

Reading is taught through a combination of phonics (in Reception and Year 1) and guided reading groups that continue through Year 6. The breadth of reading attainment suggests that decoding is only the beginning; comprehension, inference, and engagement with texts are developed systematically.

Beyond core academics, the curriculum includes regular Art, Design Technology, Music, and Physical Education. Specialist staff teach some of these subjects, ensuring pupils benefit from expertise beyond their class teacher.

The school prioritises emotional wellbeing alongside academic progress. A dedicated pastoral team includes trained staff who provide small-group support for pupils who may be struggling emotionally or socially. These interventions are offered discretely, without stigma.

Behaviour expectations are clear and consistently applied. The Catholic ethos of respect and responsibility underpins the behaviour policy. Sanctions are proportionate, and restorative approaches are used where appropriate. Pupils describe the school as a place where they feel safe and where adults listen.

The school employs a full-time Family Liaison Officer who bridges home and school, particularly supporting families newer to the UK or those navigating welfare systems. This role has proven particularly valuable given Westminster's high proportion of families for whom English may not be a first language.

St Edward's extracurricular programme is extensive and genuinely inclusive, offering opportunities that span the creative arts, sport, and academic enrichment.

Music & Performing Arts

The school's music programme extends well beyond the classroom. Cantamus, the school choir, rehearses weekly and performs at major events including the Westminster Cathedral Christmas Concert. An increasing number of pupils learn instruments; the school facilitates access to peripatetic violin, piano, and guitar tuition through partnerships with external providers. The jazz band, though small, rehearses regularly and performs at school events. A drumming circle engages pupils in years 5 and 6, with workshops led by visiting musicians.

Music assemblies happen weekly, where pupils perform songs learned in class and listen to recorded classical music. The school has invested in new instruments, including a set of classroom ukuleles, bringing instrumental experience to all pupils.

Drama & Creativity

The annual whole-school production, staged in the school hall, involves nearly all pupils in some capacity. Recent productions have included adaptations of classic stories and musicals, with Year 6 pupils often taking leading roles. The production doubles as a performance workshop, building confidence and public speaking skills. Beyond the main production, individual year groups stage smaller performances as part of assembly time and at special events.

Art and Design Technology are taught by specialist staff, not integrated into class time. This ensures pupils benefit from expert instruction and access to specialist materials and equipment. Pupils undertake projects that span drawing, painting, sculpture, textiles, and graphic design. A school gallery, maintained near the office, displays the best work rotating termly.

STEM & Technology

Science clubs, offered termly, attract pupils interested in deeper exploration. The Investigator's Club (Year 5-6) focuses on practical experiments, working with magnets, circuits, and materials. Younger pupils access the Discovery Club, where hands-on activities develop scientific vocabulary and curiosity.

Computing is taught as a discrete subject, with pupils learning to code from Year 3 onwards. The school uses block-based programming languages (Code.org, Scratch) before moving toward more text-based approaches at Year 6. Robotics Club, run by a parent volunteer, meets fortnightly and has begun competing in local LEGO robotics challenges. The school recently introduced 3D design software, allowing older pupils to design objects for 3D printing.

Sports & Physical Activity

Physical Education is taught three times weekly across the school. In addition, a range of sports clubs cater to different interests and abilities: Football Club meets twice weekly and competes in the Westminster Primary League. Netball Club serves girls primarily, though open to all. A newly launched Badminton Club has proven popular with Year 5-6 pupils. The school fields teams in cross-country running, competing annually in Westminster competitions. Swimming tuition is compulsory for Year 4, with the entire cohort attending weekly sessions at a nearby pool.

Beyond clubs, the school organises an annual Sports Day on the nearby playing fields, a multi-sport event where pupils compete individually and as houses. Inter-class competitions in athletics and gymnastics run throughout the year.

Enrichment & Academic Extension

The Debating Society, aimed at Year 5-6 pupils, meets fortnightly to prepare speeches and practice persuasive communication. Pupils have competed in local school speaking contests. The Books Club, open to all, meets monthly to discuss age-appropriate fiction.

A Maths Enrichment Club offers pupils working at greater depth opportunities to tackle reasoning and problem-solving challenges beyond the curriculum. A similar provision, the Thinking Club, targets younger pupils and develops logical thinking and puzzle-solving.

Visiting authors, scientists, and musicians are invited regularly, bringing curriculum subjects to life through direct encounter with adults working in those fields. Recent visits have included a children's author working with Year 2 on story structure and a marine biologist discussing ocean conservation with Year 5-6.

Pastoral & Community Clubs

The Community Garden, tended by a rotating roster of pupils, grows vegetables and flowers. Produce is used in school meals, and pupils learn about growing cycles and sustainability. A Care Club organises support for local elderly residents and prepares gifts for families experiencing hardship.

The school council comprises elected representatives from each class and meets monthly to discuss school life, plan events, and advocate for pupil concerns. Recent projects initiated by the council include redesigning the library space and establishing a lending scheme for outdoor equipment.

Entry to St Edward's is coordinated through Westminster Council's coordinated admissions scheme. Reception places are allocated based on admissions criteria set by the school's governing body. With 69 applications for only 27 Reception places, admission is competitive.

The admissions criteria follow the standard hierarchy: first, looked-after children and children in state care; second, Catholic siblings; third, Catholic pupils who attend the named feeder nursery (St Edward's Nursery on the same site); fourth, other Catholic pupils; fifth, siblings of non-Catholic pupils currently at the school; finally, other pupils. "Catholic" is defined by attendance at Mass or clear involvement in parish life, verified by certificate of Catholic practice obtained through your local parish.

The tight oversubscription ratio (2.56 applications per place) means that even pupils who meet the Catholic criteria may not gain entry, as distance from the school is used as the final tie-breaker. Families considering the school should check with the local authority early about likely distance thresholds, though these vary annually.

The school day runs from 8:50am to 3:15pm, Monday to Friday. A breakfast club operates from 7:45am, offering fruit, toast, and hot chocolate. After-school club runs until 6pm and provides supervised time for homework, games, and snacks. Holiday club operates during main school holidays, offering full-day care and activities.

St Edward's Nursery, located in the same building, accepts pupils from age 3. Nursery children progress naturally into Reception but are not guaranteed a place; they participate in the standard Reception admissions process. Government-funded early years entitlements (15 or 30 hours) are available for eligible families.

Public transport: the school is a 10-minute walk from Edgware Road Underground (Circle, District, Hammersmith & City lines). Buses 13, 82, and 274 stop nearby. On-street parking is limited and restricted during school hours; most pupils arrive by foot or public transport.

A school uniform is required: bottle-green jumper or cardigan, grey trousers or skirt, white shirt, and sensible shoes. Uniform costs are modest and available through the school office. A PE kit is required (white t-shirt, black shorts, pumps).

Catholic character is genuine and non-negotiable. Daily prayer, regular Mass (pupils attend Westminster Cathedral for major feasts), and explicit religious teaching shape school life. Families uncomfortable with Catholicism should carefully consider whether this environment is right for their child. That said, the school is respectful of pupils from other traditions; attendance at school Masses is compulsory, but families of other faiths describe feeling included rather than excluded.

Competition for places is intense. With a 2.56x oversubscription ratio, gaining entry requires either Catholic criteria or exceptional proximity to the school. Families living even 0.4 miles away may not gain a place. If this is your first preference school, you should have a realistic second and third choice that you are genuinely happy with, in case distance becomes the deciding factor.

Nursery does not guarantee Reception progression. Attending St Edward's Nursery is an advantage in the admissions process but does not guarantee a Reception place. Families relying on continued attendance should not assume progression is automatic.

The school is full to capacity. With 420 pupils, the school operates at full capacity. Waiting lists for in-year transfers are long. The likelihood of a place becoming available mid-year is low.

St Edward's delivers genuine excellence: top 2% rankings nationally, Catholic identity that is authentic without being oppressive, and teaching that combines structure with warmth. The school is a genuine community, where staff know families by name and pupils grow academically and spiritually. Best suited to Catholic families seeking an academically strong primary, or non-Catholic families who are comfortable with a Catholic school environment and live within realistic distance. The main barrier to entry is simply demand; the education itself is exceptional.