Red Oak Primary School Review 2026: A high-expectations primary with a big club culture

The 2024 Key Stage 2 data is the strongest “quick read” for parents comparing local options.

• Expected standard (reading, writing, maths combined): 89%, compared with an England average of 62%.

• Higher standard (greater depth across reading, writing and maths): 36.33%, compared with an England average of 8%.

• Scaled scores: reading 107, maths 108, GPS 108.

These are not marginal differences. A gap of this size, particularly at the higher standard, usually indicates consistent teaching quality across year groups and a curriculum that builds knowledge in a deliberate sequence rather than hopping between disconnected topics.

FindMySchool ranking context helps translate that into a wider benchmark. The school is ranked 2,162nd in England and 2nd in Lowestoft for primary outcomes (FindMySchool ranking based on official data). In plain English, that sits above the England average and places the school comfortably within the top 25% of primaries in England.

A useful way to interpret the scaled scores is as “securely above the national reference point”. A score of 100 is the national standardised centre, so 107 to 108 suggests pupils are leaving Key Stage 2 with attainment that is meaningfully ahead of age-related expectation.

Families comparing options can use the FindMySchool Local Hub page to view these results side-by-side with nearby primaries using the Comparison Tool, which is often the fastest way to see whether a school is “good” or genuinely high-performing.

The curriculum story here is about clarity and sequencing. Teaching is described as following curriculum plans that capture prior learning for teachers to build on, with subject vocabulary and skills made explicit. That matters because it reduces gaps and repetition. Children are less likely to hit Year 5 with missing Year 3 foundations if content is planned as a progression rather than a set of disconnected units.

Early reading is a particular strength in the external evidence. There is a consistently delivered phonics programme, staff training is emphasised, and assessment is used to keep pupils moving through reading stages without drifting. The detail that pupils engage with diverse, high-quality texts across the curriculum is important because it points to reading as a whole-school priority rather than a “phonics in the morning” silo.

Support for pupils with special educational needs and disabilities is framed around knowing children well and adapting teaching accordingly. The most useful practical takeaway for parents is that SEND is not treated as an add-on, it is woven into curriculum access. If your child needs adjustments, the question to ask on a visit is not just “what interventions exist”, but “how are lessons adapted so they can access the same knowledge sequence as everyone else”.

Another distinctive element is weekly current affairs lessons that build debate skills and research-based opinions. In a primary context, that tends to develop confident speaking, listening, and respectful disagreement. It also signals that personal development is not left to assemblies alone, it is timetabled and taught.

As a state primary, the main transition point is into local secondary schools at the end of Year 6. The immediate Lowestoft area offers several mainstream options, and families often shortlist based on distance, transport practicality, and each secondary’s pastoral fit.

Nearby secondaries include East Point Academy (11 to 16) and Pakefield High School (11 to 16), alongside Benjamin Britten Academy of Music and Mathematics (11 to 18).

What matters for transition is less the name on the blazer and more the preparation. A school that builds strong reading, writing and maths habits, and that trains pupils to discuss and debate, usually supports a smoother move into Key Stage 3 where independence and self-management ramp up quickly. For families who want to map likely secondary routes early, Suffolk’s admissions guidance and school directories are the right starting point, because admission patterns vary year to year and some schools do not operate simple catchment models.

Admissions for a state primary in Suffolk are typically co-ordinated through the local authority. For the 2026 to 2027 school year, Suffolk’s published timeline sets 15 January 2026 as the closing date for on-time primary applications. Late applications may be treated as on time up to 5 February 2026 in very exceptional circumstances, and outcomes are processed after on-time allocations, following 16 April 2026.

Demand is best understood through both the school-level and county-level snapshots available. Suffolk’s published summary for this school shows a Published Admission Number (PAN) of 60 for 2026 to 2027, with 41 on-time applications and 41 places allocated. In other words, for that cycle, all on-time applicants received a place.

However, demand fluctuates. Other recent demand figures indicate more applicants than offers in at least one cycle, so families should not assume a place is automatic. In practical terms, this means doing three things early: confirm whether the school uses a catchment or distance priority model, check sibling rules, and review how nursery attendance links to Reception entry. Suffolk is explicit that a nursery place does not guarantee a Reception place, so nursery families still need to apply through the normal route.

Nursery provision and entry

Nursery provision starts from age 3, and Suffolk’s own directory listing notes the presence of maintained nursery provision alongside wraparound childcare.

For families, the key admissions point is simple: nursery can be a helpful settling-in stage, but Reception admission remains a separate application process through the local authority timeline.

The external evidence emphasises safety, trust in staff, and calm behaviour. Bullying is described as rare and handled effectively when it occurs. That combination, low incidence plus decisive response, is typically what parents most want to hear, because it suggests both prevention and follow-through rather than platitudes.

Safeguarding culture is described as vigilant, with regular training and careful checks, and a curriculum that includes staying safe online and understanding physical and mental health. This tends to show up in everyday practice as consistent reporting routes for concerns and a staff team that shares a common language about risk and support.

For pupils who need additional support, SEND practice is characterised by staff knowing pupils well and adapting teaching based on detailed information and careful review of impact. It is worth asking, in concrete terms, how the school communicates support plans to parents, how progress is tracked, and how classroom adaptations differ from out-of-class interventions.

This is one of the clearest differentiators in the available evidence. Many schools claim to offer “lots of clubs”, but here the range is described with enough specificity to be meaningful.

Example

pupils have access to a wide menu of clubs.

Evidence

activities referenced include film, cooking, mathematics and philosophy, alongside several sports clubs.

Implication

children can find a niche that feels like theirs, which often improves attendance, motivation, and friendships, especially for pupils who are not sport-first.

There is also an underlying “pupil voice” thread that links extracurricular life to civic and personal development. Weekly current affairs lessons build debate skills and research habits, and pupils are involved in selecting charities and deciding how to support them.

For families, that can be a strong fit if you want your child to develop confidence speaking up, listening well, and understanding community needs.

This is a state school with no tuition fees. Costs tend to be around uniform, trips, and any optional enrichment such as peripatetic music, if offered.

Wraparound childcare is listed in Suffolk’s service directory as available both before and after school. The exact start and finish times, session times for nursery, and the details of breakfast or after-school provision are not consistently published in the public documents available for this review, so families should confirm directly with the school.

For travel, Lowestoft rail station is the local rail hub for the town, and families commuting across Lowestoft often combine rail with local bus routes and walking.

• Admissions variability. The 2026 to 2027 allocation summary shows all on-time applicants received places against a PAN of 60, but demand can change quickly with local housing patterns. If you are planning a move, work from the most recent Suffolk admissions publications, not anecdotes.

• Leadership tenure clarity. The current headteacher is listed as Mrs Tracy Hailstone-Ahern, but public sources accessible here do not state the appointment date. Families who care about stability and continuity should ask directly about leadership structure and recent changes.

• A purposeful culture. Behaviour and learning expectations are high. Many children thrive with that clarity, but pupils who find strong routines difficult may need additional transition support at the start.

• Nursery is not an automatic pipeline. Nursery provision is a plus for continuity, but Suffolk is clear that nursery attendance does not guarantee a Reception place. Families should treat nursery and Reception as two separate admissions decisions.

Strong Key Stage 2 results, a clear curriculum sequence, and a notably wide club offer make this a compelling option for families who want both academic momentum and breadth. It suits pupils who respond well to structure, enjoy participating in lessons, and benefit from having plenty of ways to get involved beyond core subjects. The main question for most families is not the education quality, it is simply the practicalities of securing a place in the year you need it, and matching the school’s purposeful tone to your child’s temperament.