The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Ambition is the defining feature here, not in a pressurised way, but as a clear expectation that pupils can achieve highly from the earliest years. The most recent inspection confirmed the school remains Good following a May 2024 visit, with safeguarding effective; the evidence also indicated the school could be graded higher at its next full inspection.
Academically, the picture is striking. In 2024, 90.67% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 39.33% reached greater depth in reading, writing and mathematics, compared with 8% across England. These figures align with the school’s strong FindMySchool ranking, placing it well above the England average and within the top 10% of primary schools in England.
Admissions are competitive. For Reception entry, the local authority route applies, and the wider Slough timetable for September 2026 entry opened on 01 September 2025, with the on-time deadline on 15 January 2026 and offers on 16 April 2026.
This is a large primary, with an age range from 3 to 11 and a published capacity of 682. The roll has been reported as higher than capacity in recent official reporting, which matters for day-to-day feel, especially at peak times like drop-off, lunch and end-of-day collection.
The school sits within The Park Federation Academy Trust, and the leadership structure is clear and visible. The current principal is Mrs Tajinder Johal, and the academy council information shows her role running from 01 March 2020 to the present, providing continuity through the post-pandemic period and the recent inspection cycle.
The most recent inspection describes pupils as happy, confident and articulate, with exemplary behaviour in lessons and at playtimes, and pupils reporting that they feel safe, valued and cared for. That description matters because it suggests the school’s academic drive is paired with calm routines and a consistent culture, rather than relying on intensity.
Inclusion is positioned as part of the mainstream story, not a bolt-on. Formal reporting highlights rapid identification of special educational needs and/or disabilities, followed by tailored curriculum adjustments. Alongside this, school documentation describes targeted wellbeing support such as ELSA support and a Quiet Lunchtime Club for pupils who find the playground difficult, which can be a practical difference-maker for anxious or sensory-sensitive children.
The headline measure for primary outcomes is the combined reading, writing and mathematics expected standard at the end of Key Stage 2. In 2024, 90.67% met that benchmark, well above the England average of 62%. At the higher standard, 39.33% reached greater depth across reading, writing and mathematics, compared with 8% across England. Those are not marginal gains, they represent a materially different level of attainment for many pupils by Year 6.
Scaled scores reinforce the same story. Reading averaged 109 and mathematics 108, with grammar, punctuation and spelling at 111. High score rates were also strong, including 54% achieving a high score in reading and 46% in mathematics. Science expected standard was 88%, above the England figure of 82%.
The FindMySchool rankings based on official data place the school at 753rd in England for primary outcomes, and 4th within Slough. That corresponds to performance well above the England average, within the top 10% of primaries nationally in England, and at the very top locally. Parents comparing nearby schools can use the FindMySchool Local Hub and Comparison Tool to view these outcomes side-by-side, rather than trying to reconcile different headline measures across multiple sites.
England ranks and key metrics (where available)
Reading, Writing & Maths
90.67%
% of pupils achieving expected standard
The school’s strongest signal is curriculum design that starts early. The May 2024 inspection report describes an ambitious curriculum beginning from Nursery, with careful sequencing of knowledge and vocabulary and staff checking that pupils remember and understand key content before moving on. That approach tends to suit children who benefit from structured learning and frequent retrieval, and it can also support pupils who arrive mid-year by making expectations explicit.
Early reading is a clear priority. Formal inspection reporting describes precise phonics teaching, pupils reading books matched to the sounds they have learned, and effective support for those at the earliest stages of learning to read. The practical implication for parents is that children who need a confident start in decoding are likely to encounter consistent routines, rather than a patchwork of approaches between classes.
Digital learning is also part of the school’s identity at trust level, with the school describing a one-to-one Chromebook strategy and “digital leaders” explaining how it was implemented and used in day-to-day learning. For families, this can mean more home access to assignments and feedback, and a more consistent approach to online learning expectations, although it also places a premium on sensible screen habits at home.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
For a primary in Slough, the next step is typically determined by local authority secondary allocations and family preference, including comprehensive options and selective routes where relevant. What this school appears to prioritise is readiness: formal inspection reporting notes pupils are well prepared for the next stage, and highlights a Skills Builder Programme introducing careers learning from an early stage. In primary terms, that usually shows up as purposeful oracy, confidence with roles of responsibility, and familiarity with setting goals, rather than direct career planning.
Because the school is large and diverse, transition outcomes will vary by cohort and by family decisions. Parents who want a clearer sense of typical destinations should look for any published transition information from the school or the local authority’s secondary transfer guidance, and treat informal word-of-mouth destination lists with caution.
Reception admissions are run through Slough Borough Council using the common application process. For September 2026 entry, the published timetable opened on 01 September 2025, the on-time deadline was 15 January 2026, and national offer day is 16 April 2026. If you missed the on-time deadline, the council directs families to the late application route.
Nursery admissions work differently. The school states that Nursery offers part-time morning or afternoon provision, with applications made directly to the academy, and that admission to Nursery does not guarantee a Reception place. Children can start Nursery in the term after they turn 3, with intake points in September, January and April.
Demand indicators in the local results suggest pressure at entry. For the primary entry route measured, there were 163 applications and 78 offers, implying 2.09 applications per place, and the route is marked oversubscribed. This tends to translate into a need for realistic alternatives on the application form, even for families who feel geographically close. If you are weighing up the likelihood of a place, the FindMySchoolMap Search is useful for understanding your exact distance and how that might compare with recent allocation patterns, while remembering that allocation distances vary each year.
100%
1st preference success rate
70 of 70 first-choice applicants received an offer
Places
78
Offers
78
Applications
163
The most recent inspection describes trusting relationships between pupils and staff, and pupils reporting that they feel safe and cared for, with safeguarding judged effective. It also highlights specific pupil roles such as wellbeing champions who support pupils new to the school at playtimes, which is a practical indicator of how inclusion is handled on the ground, not only through policies.
For pupils who need additional emotional or behavioural support, the school’s SEND information report describes several layers, including ELSA support, mental health first aiders allocated by year group, and targeted options like a Quiet Lunchtime Club. The helpful detail here is that these are different intensities of support, which can suit different needs, from confidence-building through to more structured regulation strategies.
Attendance is also treated as a priority area. Inspection reporting notes improving attendance and a data-led approach to understanding absence and supporting families. For parents, this typically shows up as early communication and clear expectations, which can be supportive when a child has genuine barriers to attendance, but can feel firm if a family is used to a more informal approach.
Extracurricular provision is presented as broad, with inspection reporting noting a large range of clubs and a strong mix of sports and creative experiences. The school also runs its own breakfast club, which is a practical part of wraparound for many working families.
Specific examples that help this feel concrete include:
The Skills Builder Programme referenced in inspection reporting, which typically involves structured development of communication, teamwork and problem-solving through lessons and wider roles.
The Quiet Lunchtime Club referenced in the SEND information report, which is an example of extracurricular time being used to meet wellbeing needs, not only enrichment.
Digital leadership within the trust’s one-to-one device strategy, where pupils act as digital leaders and help shape how technology is used for learning.
Sports opportunities appear substantial. The school’s PE and sport premium reporting references extensive after-school sport club activity, with a large number of clubs across the year. While individual club names can change termly, the implication is that there is likely to be a wide menu over time, rather than a single seasonal offer.
The published school day shows gates opening at 8.30am, morning registration at 8.45am, and a 3.15pm finish for all years. After-school clubs are listed as running from 3.15pm to 4.15pm.
Nursery is described as part-time provision with morning and afternoon sessions, and intake points across the year. For eligible families, government-funded early years hours may apply; the school’s own site is the best place to confirm how sessions align with funded entitlement.
Transport-wise, this is a Slough primary serving a local community, so walking and short car journeys are common patterns. Families should still sanity-check the practicalities of drop-off and pick-up, especially given the school’s size and reported roll, and consider whether breakfast club or after-school clubs are needed to make work patterns feasible.
Competition for places. The entry-route demand data indicates oversubscription, with 163 applications for 78 offers and 2.09 applications per place. Families should build a realistic application list rather than assuming proximity alone will be enough.
Nursery does not guarantee Reception. The school is explicit that Nursery entry does not secure a Reception place, so families relying on all-through continuity should plan for the Reception application process separately.
Large-school feel. Capacity is published as 682, and official reporting has shown roll numbers above that level. Some children thrive in a big setting with lots of peers and opportunities; others prefer a smaller feel where routines can be more intimate.
Structured expectations. The culture is described as highly ambitious with strong routines for checking learning and addressing misconceptions. This can suit pupils who like clarity and pace, but families should check that the approach matches their child’s temperament and confidence.
James Elliman Academy combines a calm, orderly culture with unusually strong primary attainment. The best fit is for families who want a structured, high-expectation approach from early years onwards, and who value systematic reading and clear academic sequencing. The limiting factor is admission, not the educational offer, so shortlisting should be paired with a realistic plan for alternatives.
The school is currently graded Good, and a May 2024 inspection confirmed it remains at that level with safeguarding effective. Academic outcomes in 2024 were well above England averages, including 90.67% meeting the expected standard in reading, writing and mathematics combined.
Reception applications are made through Slough Borough Council using the common application process. For September 2026 entry, applications opened on 01 September 2025, the on-time deadline was 15 January 2026, and offers are issued on 16 April 2026.
Nursery applications are made directly to the academy for part-time morning or afternoon sessions, with intakes in September, January and April. The school states that a Nursery place does not guarantee a Reception place, so families should still apply through the local authority for Reception entry.
The school runs its own breakfast club, and published timings show after-school clubs from 3.15pm to 4.15pm. Families who need longer wraparound should confirm current arrangements directly with the school, as club offers and operating days can change.
In 2024, 90.67% met the expected standard in reading, writing and mathematics combined, compared with 62% across England. At the higher standard, 39.33% reached greater depth in reading, writing and mathematics, compared with 8% across England.
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Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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