Totley Primary School Review 2026: High-performing Sheffield Primary with a Strong Community Feel

There is a clear sense of momentum here, academically, socially, and in the way the school has expanded its spaces to match demand. Totley Primary School is a state primary in south west Sheffield, close to the Peak District boundary, serving pupils from Reception to Year 6. It is part of Mercia Learning Trust, and sits within an admissions system that retains a defined catchment area, alongside distance and sibling priorities.

The most recent published Key Stage 2 outcomes (2024) are exceptionally strong. In reading, writing and maths combined, 92.33% of pupils met the expected standard, compared with 62% across England. At the higher standard, 35% achieved greater depth, compared with 8% across England. On FindMySchool’s primary outcomes ranking, the school is ranked 2,572nd in England and 18th in Sheffield, placing it above the England average and comfortably within the top 25% of primary schools in England for outcomes.

The tone is purposeful but warm. Staff set high expectations and pupils respond, not through formality, but through routines that make learning feel normal and achievable. The school’s own language puts relationships front and centre, and that aligns well with the way external review describes the culture: calm, caring, and highly focused on learning.

A standout practical feature is the recent expansion of the site. The school describes a new extension building that includes specialist rooms such as a food technology and science laboratory, an IT suite and a library, alongside new classrooms. That investment matters for daily life. It supports specialist teaching, gives pupils more subject specific experiences, and reduces the sense of a school stretching beyond its footprint.

Pastoral priorities are stated plainly. The school highlights its Mental Health in School Award, and positions wellbeing as an active part of school life rather than a bolt on. That shows up in how personal, social and health education is framed, and in the range of opportunities offered to pupils to take responsibility, contribute ideas, and build confidence.

Leadership is stable and visible. The headteacher is Ben Paxman, supported by a senior team that includes deputy heads and phase leadership. Families who value clarity on who is leading, and how decisions are made, will appreciate that the school is explicit about its trust context and governance structures.

Academic outcomes at the end of primary are the headline strength, and the detail supports the overall picture.

In 2024, 92.33% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. The higher standard figure is equally striking: 35% achieved greater depth across reading, writing and maths, compared with 8% across England. Science outcomes are also strong, with 100% meeting the expected standard.

Looking at subject level indicators, the school’s average scaled scores were 108 in reading and 106 in maths, both comfortably above the typical England benchmark of 100. Grammar, punctuation and spelling is also strong at 108. These are the kinds of numbers that usually reflect consistent teaching, strong early reading foundations, and careful monitoring of pupils who need extra consolidation.

FindMySchool ranks Totley Primary School 2,572nd in England for primary outcomes and 18th in Sheffield (FindMySchool ranking based on official data). Put simply, it performs above the England average and sits comfortably within the top 25% of primary schools in England for outcomes.

It is worth reading those results alongside admissions demand. With 163 applications for 60 Reception offers in the most recent admissions data provided, the school is operating in a high demand context. When a school is this oversubscribed, its intake can shift slightly year to year, so sustained outcomes carry added weight.

The curriculum is described as carefully sequenced and ambitious, with a strong emphasis on pupils remembering more over time, and applying knowledge confidently. In practice, this usually means a tighter approach to progression and assessment, rather than simply covering topics.

Early reading is a central pillar. Strong phonics teaching tends to be the engine behind high reading scaled scores, and the school’s approach is designed to move pupils from decoding to fluency, with targeted extra support where needed. For parents, the implication is straightforward: pupils who need a confidence boost in early reading are less likely to drift, because interventions happen quickly and are designed to help them catch up.

Beyond English and maths, foundation subjects are taken seriously. The curriculum is framed as going beyond the national curriculum, and history is used as an example of pupils comparing conflicts and linking them to the modern world. That matters for pupils who thrive on discussion and connections, and for families who want broader subject knowledge, not just test performance.

The newer specialist spaces add practical depth. A dedicated food technology and science laboratory supports hands on learning, while the IT suite and library provide a clearer base for computing, research, and reading culture. In schools without these spaces, subjects can be more constrained by classroom practicality.

Digital learning is present, but positioned sensibly. The school references collaboration with education technology partners and the use of Google Classroom for homework and remote learning. The most important implication is consistency: families can expect a standardised platform for assignments and communication, rather than ad hoc systems by class.

As a state primary, the main destination question is secondary transfer. Totley Primary School is described as a key feeder into King Ecgbert School, which provides a clear and familiar next step for many local families. For parents, that can reduce uncertainty around transition, friendships, and travel routines.

Transition readiness is also about wider personal development. The school places significant weight on helping pupils become socially aware, understand the modern world, and speak up about issues that matter to them. This kind of approach usually pays off in secondary, where pupils need to manage a bigger environment, more independence, and more complex peer dynamics.

There is also a practical point about demand. In an oversubscribed primary, families sometimes join with a longer term plan for secondary. Those considering the area should look at both stages together, and use FindMySchool’s local comparison tools to explore likely secondary routes and outcomes side by side.

Admissions for Reception entry are coordinated by Sheffield City Council, with Mercia Learning Trust acting as the admission authority for the school and the local authority applying the criteria by agreement. The published admission number for Reception is 60.

The school operates a defined catchment area, and oversubscription criteria sit within that structure. The broad order of priority is as follows:

• Children with an Education, Health and Care Plan naming the school are admitted as required by law.

• Looked after children and previously looked after children are prioritised.

• Catchment children with a sibling already at the school receive priority within catchment.

• Up to two places may be prioritised for children of eligible school staff in specified circumstances.

• Catchment children without a sibling are considered next.

• Siblings living outside catchment are then considered.

• Any remaining places are allocated to other applicants.

When a category is oversubscribed, tie breaks can include exceptional medical or social need supported by professional evidence. If not, distance is used as the deciding factor, measured as a straight line from home to a specified point at the school. In the rare case of equal distances for the final place, random allocation can be used.

The numbers indicate strong competition. With 163 applications for 60 offers, there were around 2.72 applications per place in the latest dataset. Families considering Reception entry should plan on the basis that demand exceeds supply, and should use FindMySchoolMap Search to check home to school distances accurately when weighing up options.

Wellbeing is treated as a core part of school life, not a separate initiative. The school highlights its Mental Health in School Award and positions relationships, belonging, and emotional support as central. That is reinforced by a personal, social and health education curriculum designed to help pupils handle growing up safely, including online safety and decision making.

Support for pupils with additional needs is framed as high quality and closely coordinated with families. The practical implication for parents is that early identification and joined up planning should be a strength, particularly for pupils who need consistent adjustments and structured support.

Safeguarding is clear and properly embedded. Ofsted confirmed that safeguarding arrangements were effective at the most recent inspection.

The enrichment offer has two strands, structured responsibility and activities that broaden horizons.

On pupil leadership, the school describes a wide range of leadership groups designed to give children a real voice in school life. For pupils who enjoy responsibility, this is often where confidence grows quickly, because roles are visible and meaningful. It also helps quieter pupils develop a public presence over time, in a setting that feels safe.

Clubs and wider opportunities are concrete rather than generic. Examples referenced include after school table tennis, school sleepovers, and trips such as visits to London and the Houses of Parliament. These experiences do more than fill diaries. They connect classroom learning to real places and institutions, and they tend to be the memories pupils carry into secondary.

Outdoor learning is a specific feature. The school has highlighted a Forest School club running on Friday afternoons, giving pupils time to explore and learn outside the classroom structure. Alongside that, letters and club information point to named activities such as Forest Skills, a BeeBot Explorer Club, and a Programming Club. These are the kinds of options that suit pupils who learn best by making, building, coding, and exploring.

Music is also treated as important, with a carefully sequenced music curriculum and opportunities that bring it to life through live performance experiences. For pupils who connect to rhythm, singing, or instruments, this provides another route to confidence and belonging.

Parents will also notice the role of the PTA in shaping school culture. Events such as a summer fair, film nights, seasonal discos, quizzes, and gift swaps are explicitly part of the community rhythm, and they often matter as much to families as formal school initiatives.

This is a state school with no tuition fees. Families should still budget for the usual extras, such as uniform, clubs, trips, and occasional workshops.

The school day runs from 8.45am to 3.15pm. Wraparound care is provided through The Nook, a dedicated on site provision offering breakfast club from 7.15am to 8.45am and after school club from 3.15pm to 6.00pm.

For travel, Totley sits in south west Sheffield and is typically accessed via local bus routes serving the Totley area, with rail access via Dore and Totley station for families coming from further afield. As with many residential streets near popular schools, parking at drop off can be tight, so walking routes and park and stride habits are often worth considering.

• Competition for Reception places. With 163 applications for 60 offers in the latest dataset, demand is significantly higher than supply. Families should plan for contingencies and include realistic preferences in the local authority application.

• Catchment and distance matter. The school operates a defined catchment area, and distance is used as a key tie break when categories are oversubscribed. If proximity is central to your plan, use precise distance tools rather than assumptions based on postcode.

• High expectations can feel intense for some pupils. Strong outcomes usually come with structured routines and consistent challenge. Many pupils thrive on that; children who need a gentler pace may need careful thought about fit.

• Site expansion changes the experience. The newer specialist spaces are a clear advantage, but any expanding school can feel busy. Families should pay attention to how the school manages transitions, play space, and calm routines across a full 14 class structure.

Totley Primary School combines extremely strong Key Stage 2 outcomes with an approach that takes personal development seriously, backed by strong wraparound provision and recent investment in specialist facilities. The limiting factor is admission, not the educational offer. It suits families who want a high expectation, highly organised primary experience within a clear community context, and who are ready to engage early with catchment and application planning.