Days Lane Primary School Review 2026: High-performing three-form entry primary with a strong behaviour culture

Large primaries can feel anonymous. This one reads differently, because the systems are intentionally built for scale. With a published capacity of 656 and an age range of 3 to 11, it is a full-sized, three-form entry school with nursery, meaning routines and consistency matter day to day.

Academic outcomes are a clear strength. In 2024, 79.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 35.33% achieved greater depth in reading, writing and mathematics, well above the England average of 8%. These results sit above England average and place it comfortably within the top 25% of schools in England.

For families, the practical appeal is obvious: wraparound care on site, a defined school day structure by phase, and an admissions picture that reflects genuine demand.

Scale does not have to mean chaos. Here, the tone is anchored by a school-wide approach to behaviour and relationships that is framed through “core values” rather than a traditional rules list. The values are Resilience, Responsibility, Respect, Community, Compassion and Excellence, brought to life through child-friendly characters, stickers and certificates, plus pupil booklets used from Year 1 and updated termly. The intent is as much about repair as reward, with children supported to reflect on choices and try again.

Leadership has also been stable. The headteacher is Mrs Joanna Trusty, and governance information records her headteacher appointment beginning on 13 April 2015. That kind of continuity often shows up in consistent expectations for pupils and staff, and it matters in a busy three-form entry setting.

In the early years, the school presents a clear picture of learning through play with purposeful structure. The most concrete example is the use of role-play and practical maths in nursery, including a café area where children practise paying for items and counting through routines. Alongside this, the nursery offer includes both 15-hour and 30-hour patterns, with an optional extended hour, so the early years setting is positioned as a real part of the wider school rather than a bolt-on.

One of the most useful clues about “feel” is what responsibilities pupils are trusted with. The school presents a broad pupil leadership structure, including roles such as Digital Leaders, Eco-Warriors, Junior Road Safety Officers, and Days Lane Journalists, plus Peer Mentors (Play Buddies). In a large primary, these roles do more than look good on a poster. They create extra layers of belonging, especially for pupils who are more confident when they have a job to do.

Results are consistently strong on the measures parents tend to care about most at primary. In 2024, 79.33% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. Reading performance shows an average scaled score of 107, mathematics 106, and grammar, punctuation and spelling 109. Science outcomes are also above the England comparator, with 86% reaching the expected standard versus an England average of 82%.

The higher standard story is just as important for families whose children are already working beyond age-related expectations. 35.33% achieved greater depth across reading, writing and maths combined, compared with 8% across England, and 43.67% achieved a high score across reading, maths and GPS. Those are meaningful indicators of stretch, not just secure basics.

Rankings provide a simple shorthand for how these outcomes stack up. Ranked 2,907th in England and 2nd in Sidcup for primary outcomes, this sits above England average and comfortably within the top 25% of schools in England (FindMySchool ranking based on official data).

One caution that applies to any school with strong outcomes is how it handles consistency across subjects, not just the headline tested areas. The March 2023 graded inspection flagged that recent curriculum changes were not yet fully embedded in every subject, and it also pointed to workload implications for staff and a need for trustees to assure themselves of quality across the full curriculum. That is not unusual in a school that is actively refining its curriculum, but it is something families may want to explore when they visit.

The teaching model is built around clear sequencing and explicit attention to knowledge and vocabulary. The inspection evidence gives a specific example in history, where Year 6 pupils compared primary and secondary sources in detail, an approach that signals more than surface-level topic work. It also describes classroom questioning and checking for understanding as features of teaching, which matters in a large school where consistency across parallel classes can otherwise drift.

The school’s inclusion strategy adds further texture to how learning is made accessible. Practical adaptations are described in concrete terms, not generic language: Widgit symbols to reinforce language, cloze procedures, picture word banks, knowledge mats adapted to need, and scaffolded resources to remove barriers while keeping pupils within the same curriculum journey where possible. There is also a clear intervention layer, including Sensory Circuits during registration and a “Mindful Mornings” small group before school to support readiness to learn through calm, structured activities.

Where needs are more complex, the school runs a small Key Stage 2 provision class called The Ark, designed for pupils with an Education, Health and Care Plan (or those in the process of receiving one). The description on the school site frames it as a highly personalised curriculum, with examples that combine literacy, real-world experiences and confidence building, including local allotment visits linked to class texts and practical cooking tasks used as writing prompts. For parents exploring SEND fit, this is a specific, named provision to ask about, rather than an abstract promise of support.

As a primary with nursery through Year 6, the key transition point is the move into secondary education. Bexley families apply through the borough’s coordinated admissions process, and choices typically include a mix of non-selective schools and selective grammar routes depending on a child’s profile and family preference.

The most helpful way to think about this school’s role in transition is readiness, not any single destination. Strong Key Stage 2 outcomes suggest pupils are leaving with secure literacy and numeracy foundations. The higher-standard figures also indicate a meaningful cohort working beyond age-related expectations, which can be relevant for selective pathways where academic pace is fast from Year 7.

For pupils with SEND, transition planning is explicitly referenced in school policy, with opportunities for pupils and parents to meet staff at the next setting, and enhanced transition where needed. The policy also notes that the Year 5 annual review for pupils with an EHCP is part of the process where families are supported to make decisions about secondary school choice.

A practical tip: if you are weighing several secondaries, use FindMySchool’s Saved Schools feature to keep notes and compare open-event impressions in one place. It sounds simple, but it helps when deadlines cluster in autumn and early spring.

Demand is unambiguous. For the Reception entry route captured there were 237 applications for 90 offers, which is about 2.63 applications per place, and the school is recorded as oversubscribed. First preference demand is also strong, with first-preference demand slightly exceeding available offers.

Reception entry is managed by the Bexley admissions team as part of the borough’s coordinated process. For September 2026 Reception entry, Bexley states applications open on 01 September 2025 and close on 15 January 2026, with offers made in mid-April 2026.

Nursery is different. The school manages nursery admissions directly and states an intended intake of 39 nursery places for September 2026. The nursery admissions policy sets out the age range for that entry point, plus the oversubscription priorities, and it also explains the childcare entitlements that often matter most to families, including the standard 15-hour entitlement and the extended 30-hour entitlement for eligible working parents, with an option to pay to top up where not eligible.

Open events can be a useful filter, especially for nursery where the “feel” of early years practice matters. The school calendar lists a Nursery Open Morning on 02 February 2026 (with a timed slot), and the admissions page indicates that nursery open mornings can be capacity-limited, so booking expectations are worth checking early.

If you are trying to judge likelihood of admission for Reception, a disciplined way to do it is distance-based reality checking. Use FindMySchoolMap Search to measure your home-to-school distance consistently, then compare that with any published distance patterns from the local authority, noting that year-to-year variation can be substantial.

A school’s wellbeing culture shows up in routines, clarity, and whether pupils know where to go when something goes wrong. The inspection evidence describes a positive safety picture, with bullying concerns handled promptly and behaviour managed consistently, which supports learning in a large setting where corridor and playground time can otherwise be the pressure points. The latest Ofsted graded inspection took place on 13 March 2023 and judged the school Good overall, with Outstanding for behaviour and attitudes.

Pastoral support is also formalised in staffing. The staff list includes a Pastoral Lead and Safeguarding Support Officer, and the headteacher is named as the designated teacher for child protection. For parents, that matters because it suggests safeguarding responsibility is not treated as an add-on to another role.

SEND and inclusion work adds another strand of wellbeing support. Sensory Circuits and Mindful Mornings, as described on the school’s SEND pages, are practical interventions that can help children regulate and settle, particularly those who find mornings hard or who arrive dysregulated. These are small details, but they often make the difference between a child coping and a child thriving in the classroom.

The most interesting extracurricular story here is leadership and participation, because it scales in a way that a long club list often cannot. Roles like Digital Leaders, Eco-Warriors, Days Lane Journalists and Junior Road Safety Officers suggest pupils can take on responsibility in areas that match their interests, whether that is technology, environmental action, writing, or practical safety in the school environment. Peer Mentors (Play Buddies) adds a relational layer, supporting younger pupils at breaktimes and helping to build a calmer playground culture.

For families who care about inclusive extracurricular access, the wraparound provision doubles as an activities platform. The School’s Out club describes planned activities through the week, staffed largely by familiar school adults such as teaching assistants and midday supervisors, which can be reassuring for younger pupils or those with anxiety. It also provides hot and cold food, so it functions as both childcare and a structured extension of the school day.

Sports and physical development show up in a few different ways. One is simple: the school offers a PE teacher for PPA cover, which signals specialist input rather than purely generalist delivery. Another is swimming, where sports funding documentation references additional swimming provision targeted at pupils who need it, linked to meeting national requirements by the end of Year 6. That may be particularly relevant for parents who want confidence that practical life skills are not left to chance.

Food and lunchtime routines are also part of the wider school experience. The school describes having its own kitchen on site and using a catering provider for menus checked against school food standards. For primary-age children, predictable lunch routines can matter as much as classroom routines. The lunch page also notes that nursery children can purchase a school meal, while Reception to Year 6 lunches have been supported through the Mayor of London’s universal free school meals extension until 31 August 2025.

The school day is clearly structured by phase. Doors open at 08:30 across the school, with lessons starting at 08:45. Finish times vary: 15:05 for Reception, 15:15 for Years 1 and 2, and 15:25 for Years 3 to 6. Nursery sessions are listed separately, with a morning session and afternoon session, plus an optional extended session.

Wraparound care is a genuine practical strength. Breakfast club runs from 07:30, and after-school provision runs until 18:00, with published session pricing and limited daily spaces, so families who need it regularly should plan ahead for bookings.

For sustainable travel, Transport for London’s Travel for Life programme lists the school as Gold Accredited for the period from September 2024 to August 2027, which can be a helpful signal for families who prioritise walking, scooting, or cycling routines.

• A popular school means real competition. The admissions data shows more than two and a half applications per place for the Reception entry route, so families should approach the process with a realistic plan and backup options.

• Curriculum development brings change. Recent curriculum thinking has been evolving, and trustees were asked through the inspection process to strengthen assurance of quality across subjects and to keep workload implications in view.

• Wraparound care is well developed, but capacity-limited. Published places per session mean late booking can be an issue, especially for families with fixed work patterns.

• Nursery operates on its own admissions route. Families need to treat nursery and Reception as separate processes, with nursery applications made directly to the school.

Days Lane Primary School combines strong outcomes with the operational maturity needed for a large, three-form entry primary. The behaviour culture is a standout, and the inclusion architecture, including structured interventions and The Ark provision class, adds depth beyond headline results. Best suited to families who want a school with clear expectations, well-developed routines, and a busy but organised feel, and who are ready to engage early with admissions because demand is high.