The Olive School, Preston Review 2026: High-expectation primary with an inclusive Muslim ethos

A calm, purposeful start to the day sets the tone here. The Olive School, Preston is a two-form entry primary with 60 places per year group and a full roll of around 420 pupils. It combines an Islamic ethos with an explicitly inclusive admissions stance, welcoming pupils of all faiths and none, and treating applications equally without reference to faith.

Academic outcomes at the end of Year 6 are exceptionally strong, and demand for places is high, with 199 applications for 60 Reception offers in the latest published admissions snapshot. The overall impression is of a school that sets the bar high, teaches with clear structures, and expects pupils to rise to those expectations, academically and socially.

There is a clear sense of routine and shared standards that begins early. Expectations for behaviour and learning are consistently communicated, and pupils are expected to take pride in their work and how they conduct themselves. This is reinforced by a whole-school culture of aspiration that does not rely on selective intake.

The school’s Muslim character is part of daily life, while the day-to-day experience is designed to be welcoming to families with a range of backgrounds. The most recent inspection documentation notes an Islamic ethos alongside a stated welcome for pupils of all faiths and none, which is an important marker for families who value faith-grounded education but want their child to grow up confident in wider British society.

Leadership is stable and clearly defined. The principal is Parveen Yusuf, and official inspection documentation names her explicitly in that role.

For parents, this matters because consistency at the top usually translates into consistency in classroom practice, behaviour routines, and communication with families.

The school is also part of Star Academies. That tends to mean shared approaches to training, curriculum thinking, and operational systems, with local leaders still responsible for the school’s distinctive day-to-day culture.

The headline for families is that Year 6 outcomes are among the strongest in England.

In 2024, 94.33% of pupils met the expected standard in reading, writing and mathematics combined. The England average for the same measure is 62%. At the higher standard, 48.33% reached greater depth in reading, writing and mathematics, compared with an England average of 8%. These are unusually high figures in any context, and they indicate both strong everyday teaching and effective support for pupils aiming well beyond the expected benchmark.

The scaled score profile supports that picture. Reading and mathematics both sit at 110, and grammar, punctuation and spelling at 112, showing strength across the core assessed areas rather than a single spike in one subject.

On FindMySchool’s primary outcomes ranking (based on official data), the school is ranked 249th in England and 2nd in Preston, placing it among the highest-performing primaries in England (top 2%). Parents comparing local options can use the FindMySchool Local Hub and Comparison Tool to see how these measures stack up against other nearby schools on the same basis.

A final, practical point: very high attainment can sometimes mask gaps for particular groups. Here, the published inspection evidence points to high aspirations for pupils with special educational needs and/or disabilities, with teaching adapted and support planned so pupils can access the full curriculum from their starting points.

Teaching is structured and deliberately sequenced, with careful attention to what pupils should know, and in what order. The most recent inspection documentation describes a thoughtfully planned curriculum with clear outlines of key knowledge and skills, supported by staff who understand how to deliver it effectively and check understanding routinely.

For parents, the implication is straightforward. In classrooms where teachers continually test understanding and address misconceptions quickly, pupils are less likely to carry forward small gaps that later become barriers. That typically shows up in stronger writing quality, more secure mathematical fluency, and more confident reading comprehension by the end of Key Stage 2.

Reading is treated as a priority. Staff training, consistent phonics delivery, and careful matching of books to pupils’ current sounds are specifically flagged in the most recent inspection documentation.

A practical indicator of how this lands for children is the emphasis on fluency and accuracy, combined with frequent engagement with books via the school library.

The school’s approach to wider learning also matters. Beyond tests, pupils are described as learning about fundamental British values and about different cultures and religions, supporting the development of respectful confidence rather than insularity.

For a faith school, that balance is often a key question for parents, and it is helpful to see that it is addressed explicitly in formal documentation.

As a primary school, the main destination question is Year 7 transition.

Families should expect the usual local pattern of applications to a range of Preston secondary schools, shaped by the child’s needs, travel logistics, and the local admissions framework. The most relevant practical step is to identify which secondaries are realistic for your address, and then work backwards to what that means for daily travel time and after-school commitments.

For some pupils, transition planning will include targeted preparation around organisation, independent study habits, and confidence in new social groups, particularly if pupils are moving into larger secondary settings. The inspection evidence that pupils leave well prepared for secondary education is a useful signal here, because it points to habits and routines being built well before Year 6.

If your family is considering specific secondary routes, it is worth asking during an open event how the school supports transition in Year 6, what information is shared with receiving schools, and how pupils who may find change more difficult are supported.

Demand is the defining feature of admissions here. In the latest available snapshot, there were 199 Reception applications for 60 offers, a ratio of 3.32 applications per place, and the route is recorded as oversubscribed.

In practical terms, most families need to assume that not everyone who applies will receive an offer.

Reception admissions sit within Lancashire’s coordinated process. The published closing date for the common application form for September 2026 entry is 15 January 2026, with offer notifications on 16 April 2026.

The oversubscription criteria are clearly set out and include, in order, looked after and previously looked after children, children of eligible staff, exceptional medical or social circumstances, siblings, a defined allocation linked to specific wards (with a capped number of places per ward), and then distance for remaining places.

Two implications flow from this:

1. The school is not simply a “nearest school wins” model. The ward element can matter, and families should check how their home address is treated within the published maps and criteria.

2. For families relying on distance, year-to-year outcomes can shift. Even without a published last distance figure in the available dataset, competition levels suggest that small differences in address can be decisive. Parents should use FindMySchoolMap Search to check their precise distance and shortlist realistically before relying on this as the only plan.

The admissions documentation also emphasises evidence requirements for exceptional medical or social circumstances, and clarifies how late applications are treated, including a cut-off after which late information is not considered alongside on-time applications.

For families in the process of moving house or managing complex circumstances, those procedural details can be as important as the headline dates.

Pastoral support is most credible when it shows up in daily behaviour, relationships, and staff responsiveness rather than just policy language.

The most recent inspection documentation describes exemplary behaviour, with pupils polite to each other and to staff, and confident that adults will help if something is worrying them.

The practical benefit for families is a calmer classroom experience, where learning time is protected, and pupils who might otherwise feel anxious have predictable adult support.

Support for pupils with special educational needs and/or disabilities is described in terms of quick identification of needs, tailored support, and adaptations that enable pupils to access the full curriculum.

A useful question for parents of children with additional needs is how those adaptations work in practice: what staff training looks like, how support plans are reviewed, and how the school balances scaffolded support with high expectations.

Safeguarding is presented plainly in the inspection documentation, with effective arrangements and an emphasis on keeping pupils safe online and in the wider world.

A strong primary should offer more than lessons, but the best programmes are the ones that reinforce confidence, vocabulary, teamwork, and resilience in ways that feed back into learning.

Enrichment is presented as a structured part of the experience rather than an afterthought. Inspection documentation references educational visits, extra-curricular activities, and experiences such as climbing venue visits and residential trips.

The implication is that pupils are encouraged to take on challenge and manage new environments, which can be particularly valuable for children who are academically able but cautious outside familiar routines.

There are also named pupil leadership and engagement structures. The school publishes information about a Pupil Council, which is a tangible way for pupils to practise representation, speaking, and responsibility.

For many children, these roles have a quiet impact: confidence in expressing opinions, better listening skills, and a sense that school is something they shape, not just something that happens to them.

Reading culture is another pillar. The school is described as having a welcoming library that pupils use frequently, and pupils are encouraged to discuss what they read across genres and authors.

For parents, the day-to-day test is whether children talk about books at home and whether reading becomes a normal habit rather than a chore. The published evidence here points in the right direction.

Finally, there are indications of wider parent partnership structures, including a published Parent Shuraa page.

Where these are active, they tend to improve communication, reduce misunderstandings, and make it easier for families to contribute constructively.

This is a state school with no tuition fees.

Families should still budget for the normal extras that come with primary education, including uniform, educational visits, and optional enrichment. If your child takes part in paid clubs or extended provision, costs can vary over the year, so it is worth checking what is currently offered and what is included.

The school publishes a structured day model that includes an optional breakfast club from 7:30am, followed by registration and mentoring at 8:30am, with lessons beginning at 8:45am. Families should confirm the latest timings for their child’s year group, since schedules can change across years and terms.

Wraparound care is often a deciding factor for working families. If you need early drop-off and after-school provision as a regular requirement, check current availability and booking arrangements directly, including what enrichment is included within the breakfast provision.

For travel, the location in Preston (Ashton-on-Ribble area) makes it realistic for families across parts of the city and nearby neighbourhoods, subject to the admissions criteria. It is sensible to test the journey at peak times, especially if you are considering walking or cycling as a daily routine.

• High competition for places. With 199 applications for 60 Reception offers in the latest published snapshot, entry is highly competitive. Families should keep a realistic shortlist and include alternative options.

• Admissions criteria are multi-layered. Oversubscription includes staff children, exceptional circumstances, siblings, a defined ward element, then distance. Families should read the criteria carefully and avoid assumptions based on proximity alone.

• Faith ethos is real, even with inclusive admissions. The school’s Muslim character and Islamic ethos are explicit, and daily experience will reflect that. Families should make sure the ethos aligns with what they want for their child.

The Olive School, Preston combines an inclusive Muslim ethos with exceptionally strong academic outcomes and a disciplined, structured approach to learning. It is best suited to families who want a high-expectation primary where behaviour, reading, and curriculum sequencing are taken seriously, and who are comfortable with a faith-framed environment that is still outward-facing and inclusive.

The limiting factor is admission. For families who secure a place, the evidence points to an unusually strong primary experience, with pupils leaving well prepared for the next stage.