Hereward Primary School Review 2026: Elite KS2 outcomes and a purposeful, kind culture

High attainment, clear routines, and a strong sense that learning matters; that is the headline here. Hereward Primary School serves pupils from age 3 to 11 and combines nursery and primary phases within a single community setting, with a school day structured around punctual starts and calm ends to learning.

Academic outcomes place it among the highest-performing primary schools in England on the available data. Ranked 191st in England and 1st in Loughton for primary outcomes (FindMySchool ranking based on official data), it sits among the highest-performing in England (top 2%). The underlying attainment picture is equally striking; in 2024, 91.67% of pupils met the expected standard in reading, writing and mathematics combined, with 50.67% reaching the higher standard.

Leadership stability is a further theme. The current headteacher, Mrs Renette Fourie, was appointed in February 2020, and the school forms part of the Epping Forest Schools Partnership Trust.

The culture here is built around clarity and consistency, especially in the early years, where expectations are established quickly and routines are practised until they become second nature. That matters for pupils because it lowers day-to-day friction; lessons keep their momentum, transitions run smoothly, and pupils get more time to focus on learning rather than managing uncertainty.

The school’s stated values are framed as three core ideas: Grow, Learn, Achieve. In practice, that gives staff a shared language for what they want pupils to become; safe and cared for, inquisitive and resilient, and equipped with skills and knowledge for the future. For families, the benefit is coherence. Behaviour expectations, pastoral support, and classroom ambition all point in the same direction rather than pulling in different ways.

Nursery provision is a meaningful part of the school’s identity, not an add-on. Early years and Reception routines, including lunch timing, are explicitly planned into the day, and early years is treated as the foundation for later success rather than simply childcare. For children who start at 3, this can support confident communication, independence, and readiness for the more formal demands of Key Stage 1.

This is a state school with no tuition fees, so outcomes matter even more as a marker of value. On the published KS2 measures performance is exceptionally strong.

In 2024, 91.67% of pupils met the expected standard in reading, writing and mathematics combined, compared to the England average of 62%. At the higher standard, 50.67% reached greater depth across reading, writing and mathematics, compared to the England average of 8%. Scaled scores reinforce the story: reading 111 (England average 100), mathematics 110 (England average 101), and grammar, punctuation and spelling 112. Science is similarly strong, with 93% reaching the expected standard compared with an England average of 82%.

Ranked 191st in England and 1st in Loughton for primary outcomes (FindMySchool ranking based on official data), the school sits in the elite tier, placing it in the top 2% of schools in England.

The implication for pupils is that lessons are not simply covering content, they are building secure knowledge and exam readiness, with a large proportion working beyond the expected standard by the end of Year 6. For parents comparing options locally, the FindMySchool Local Hub and Comparison Tool can help place these results side-by-side with nearby schools, using the same official-data basis.

Teaching here is built around planned progression and revisiting knowledge so pupils remember what they have been taught. The curriculum is described as broad and comprehensively planned from early years through Key Stage 2, and a key strength is how writing, reading vocabulary, and core concepts are layered year on year. The practical implication for pupils is fluency; skills become automatic, freeing up attention for more complex thinking.

Early reading is a clear priority. A consistent phonics programme and targeted extra help support pupils who need it to catch up quickly, which helps to prevent later knock-on effects in comprehension and wider curriculum access.

Inclusion also has visible practical features. The school describes a whole-school approach to Makaton, including introducing a new sign each week so that communication support becomes a shared norm rather than something only a few pupils experience. For pupils with emerging speech or confidence, that can reduce frustration and increase participation, including in nursery and Reception where language development is central.

As a state primary in Essex, transition at the end of Year 6 typically follows the county’s coordinated admissions route for Year 7 places, with pupils moving on to local secondary schools serving the wider Loughton and Epping Forest area.

The school supports transition readiness with Year 6 materials focused on organisation, timetables, routines, and social change, helping pupils approach the move with confidence and practical strategies. For families, this is especially useful where children are anxious about new expectations or unfamiliar systems; a gradual build-up of independence in Year 6 can make the first half-term of Year 7 feel more manageable.

Reception admissions are coordinated through Essex, with an application window that opens on 10 November 2025 and closes on 15 January 2026 for September 2026 entry. National Offer Day is 16 April 2026.

Demand is high. For the primary entry route there were 168 applications for 60 offers, a subscription ratio of 2.8 applications per place, and the school is recorded as oversubscribed. This level of demand means families should treat admissions as competitive and keep alternative options live until offers are confirmed.

The school also publishes a nursery application closing date of 27 April 2026. Nursery entry is typically direct to the school rather than via the main Reception process, so families considering starting at 3 should check nursery admissions requirements early, even if Reception is the longer-term goal.

If you are weighing up likelihood of a place, FindMySchoolMap Search is useful for checking your precise position relative to other local applicants, particularly in oversubscribed schools where small differences can matter year to year.

Pastoral support is described as structured rather than informal. A dedicated Wellbeing Support Worker role was introduced in September 2021, designed to support pupils experiencing social, emotional, and mental health difficulties through targeted programmes and ongoing work alongside class teachers and senior leaders. For families, this is a practical reassurance; support is not only reactive but planned into school capacity.

Personal development is also treated explicitly. Pupils learn about online safety alongside kindness and respectful conduct, and content such as puberty is introduced with age-appropriate judgement. The implication is that wellbeing is not separated from learning; it is part of becoming ready for secondary school and wider life.

The latest Ofsted inspection (4 and 5 June 2024) rated the school Outstanding overall, with Outstanding judgements across Quality of Education, Behaviour and Attitudes, Personal Development, Leadership and Management, and Early Years.

Enrichment is not treated as a single afterthought; it runs through the year in different formats. One distinctive example is the school’s Magic Moments Days, themed days each term where pupils work across classes and with different teachers, giving children variety in groupings and activities while keeping the learning aligned to a clear theme. For pupils, this can widen friendships and encourage adaptability, especially valuable for quieter children who benefit from structured opportunities to work with different peers.

Clubs are a practical strength and, importantly, they are specific rather than generic. Recent published examples include non-sport clubs such as Minecraft (Years 3 and 4, and Years 5 and 6), Kids with Bricks (Years 1 to 4), and Art Club (Years 1 to 4). On the sport side, the programme includes Tennis, Netball, Rugby, Football (including Girls Football), Cross Country, Karate, and Funksters dance groups, with year-group targeting that makes participation more realistic for families juggling schedules.

Outdoor learning is another pillar. The school runs a Forest School programme and has invested in building capacity around outdoor education, linking resilience and problem solving to hands-on activities. For pupils who learn best through doing, this can complement classroom work while also developing confidence and independence in a different setting.

The school day begins with doors opening at 8.35am and lessons starting at 8.45am. Home time is 3.10pm for Reception to Year 3 and 3.15pm for Year 4 to Year 6.

Wraparound care details, such as breakfast or after-school club timings, are not clearly published in the sources reviewed; families who need childcare beyond the school day should ask the school directly what is currently available and whether places are limited.

For travel, drop-off and pick-up can be pressured, and the school explicitly asks parents to park and drive sensibly near the school gate. If you plan to drive, it is worth factoring in time for safe parking and a short walk.

• Competition for places. With 168 applications for 60 places in the most recent dataset snapshot for primary entry, demand materially exceeds supply. Have realistic back-up options and keep them active until offers are confirmed.

• Wraparound uncertainty. If you rely on breakfast or after-school care, do not assume provision or availability without checking current arrangements directly with the school.

• Enrichment can create scheduling pressure. The clubs programme is broad and specific, but it can also mean children want to commit to multiple options. Families may need clear routines to avoid overstretch across the week.

• Parking and local congestion. The school flags concerns about parking behaviour near the gate. If you drive, plan for a safer, slightly longer approach rather than last-minute stopping close to the entrance.

Hereward Primary School pairs very high attainment with an organised, values-led culture and a thoughtful approach to early years. The curriculum and routines are set up so pupils can build secure basics and then move well beyond them by the end of Year 6, while still experiencing breadth through themed days, clubs, and outdoor learning.

Best suited to families who want academically ambitious primary education in a state setting, and who are ready to engage early with a competitive admissions process and the practicalities of busy drop-off routines.