St Mary’s Church of England Primary School, Slough Review 2026: A large, values-led primary with strong KS2 outcomes and wide-ranging enrichment

The morning gate line on Yew Tree Road moves fast, and it needs to. With a roll close to capacity (around 680 pupils), St Mary’s operates at the scale of a small secondary, yet it aims to keep daily routines personal and predictable, especially for children joining mid-year. The school is Church of England, but it sits in a diverse part of Slough and positions its ethos around inclusive values as much as formal worship.

Academic outcomes are a clear strength. In 2024, 84% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. FindMySchool’s primary ranking places the school above England average and comfortably within the top 25% of primaries in England.

In January 2025, an Ofsted inspection confirmed the school has maintained its Good standards and safeguarding is effective.

Scale shapes the feel of this school. Large year groups and many classes can suit children who like a broad peer group, plenty of friendship options, and the sense that there is always something happening. The trade-off is that families often rely on clear communication and consistent systems; when a school is this size, small operational changes, such as timings and club schedules, matter.

The published Christian values are woven into the language adults use with pupils, and the ethos is backed by formal church-school inspection. A SIAMS inspection (June 2019) graded the school Good overall and highlighted a strong focus on wellbeing, alongside a culture of care and inclusion. This matters for families weighing whether the “Church school” label implies a narrow intake or one faith expression; the evidence here points to a school that expects respect for its Christian foundations, while teaching pupils to understand and live alongside different beliefs.

Pastoral support is not treated as an optional extra. The latest inspection evidence emphasises emotional and mental health support, clear systems for pupils to share worries, and consistent responses to bullying. Pupils are also given formal roles, including pupil ambassadors feeding ideas to leaders, which can be a good fit for children who want responsibility and a voice in school life.

Nursery, early years, and settling in

Nursery provision is a major part of the school’s offer. The nursery takes up to 52 children across two daily sessions, with a 15-hour pattern rather than full-time places. The nursery description highlights a purpose-built, free-flowing setting with its own outdoor garden and a Forest School classroom. For three-year-olds, those design choices are not cosmetic. They signal a daily routine built around movement, language development, and learning through guided play rather than extended carpet sessions.

For Reception, the school describes an induction process and a quick move to full-time attendance early in September, usually within the first week. That clarity helps families planning childcare, and it also indicates that the school expects children to adapt to whole-day routines quickly, with support in place for those who need it.

St Mary’s KS2 picture is strongly above England average, and it is not “strong” only in one narrow area.

In 2024, 84% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 26.67% achieved the higher standard in reading, writing and maths combined, compared with an England average of 8%. Those are the kind of figures that typically reflect both secure basics and a cohort with a meaningful proportion working beyond expected standards.

Scaled scores reinforce the point. Reading was 107, mathematics 106, and grammar, punctuation and spelling (GPS) 110. The combined total score (reading, GPS and maths) was 323. These scores sit well above the typical England benchmark of 100 for scaled scores, and they suggest consistent strength across English and maths rather than a single standout subject.

FindMySchool’s ranking (based on official outcomes data) places the school 2,243rd in England and 13th in Slough for primary outcomes. In plain English, that reflects above England average performance, placing it comfortably within the top 25% of primaries in England.

A note on context: the school serves a diverse community and has a nursery intake, so the cohorts can include many pupils joining at different points through the school, including part-way through the year. Strong KS2 outcomes in that context often indicate effective curriculum sequencing, strong assessment routines, and good support for pupils who arrive with different starting points.

A recurring theme in the published inspection evidence is curriculum ambition, followed by careful organisation of knowledge so pupils can remember and connect ideas over time. That kind of approach is particularly valuable in a large primary because it helps keep quality consistent between classes.

Early reading is clearly structured. Daily phonics, books matched to pupils’ phonic knowledge, and explicit guidance for parents are all described as part of how pupils become fluent readers. The implication for families is practical: children who need tight, systematic early reading teaching should find it here, and those who move in mid-phase are less likely to be left trying to decode books that do not match their current knowledge.

Adaptation for special educational needs and disabilities is described in terms of early identification and staff training from specialist input, with teachers adjusting teaching and resources so pupils can learn alongside peers. In a mainstream Church of England primary, this “train, adapt, review” loop is often what separates a school that has support on paper from one that can implement it day-to-day across multiple classes.

One area to watch, based on formal review evidence, is precision when addressing misconceptions. The school is described as checking understanding regularly, but sometimes the chosen activities do not target misunderstandings tightly enough, slowing how quickly gaps close. For parents, that is not a red flag; it is a useful question for a visit. Ask how teachers spot misconceptions in maths and writing, and what intervention looks like when a pupil is nearly secure but not quite there.

As a primary, the key transition is Year 6 into Year 7. The school’s enrichment programme includes explicit secondary transition activity for Year 6 within the annual trips and visits programme, which suggests transition is treated as a process rather than a single meeting.

For families in Slough, “where next” typically depends on the secondary allocation system, distance, and whether a child is aiming for selective options. What matters from St Mary’s perspective is preparation for the step-up: pupils are exposed to wider-world learning and visits across the school, and Year 6 has a transition focus built into the programme, which can help pupils handle bigger environments and new expectations.

If your family is mapping likely secondaries, use FindMySchool’s Local Hub comparison tools to view nearby secondary options side-by-side, then pressure-test the commute and admissions criteria early. Where distance is a deciding factor, FindMySchoolMap Search is a sensible way to check home-to-school measurements accurately.

Reception entry (September 2026 intake)

Reception admissions are coordinated by Slough Borough Council. The published closing date for applications for September 2026 entry was 15 January 2026, with national offer day on 16 April 2026 for on-time applicants.

The school is oversubscribed in the latest recorded admissions cycle, with 187 applications for 90 offers. That works out at just over 2 applications per place, which is competitive for a large primary. In practice, this usually means distance and priority criteria matter more than families expect, even when a school has a high published admissions number.

There is no “last distance offered” figure available here, so families should rely on the local authority’s published criteria rather than assumptions. If you are considering a house move, verify your distance early and re-check annually, because demand patterns can shift.

Nursery admissions (September 2026 intake)

Nursery entry is handled directly by the school. The nursery has 52 places and runs 15 hours per week, split as morning or afternoon sessions, with no full-time nursery places currently offered. The nursery admissions page also publishes an offer day of 16 April 2026 (by email) for 2026 to 2027 nursery places.

Open events matter here because nursery places can be a stepping stone to Reception for some families, even when there is no automatic guarantee. The school homepage lists nursery tours for the 2026 to 2027 intake, including 06 March 2026 and 17 April 2026 (with morning and afternoon slots). If your child is three and you want a September start, treat those dates as a planning anchor and check the school’s latest updates close to the time.

Pastoral support is a stated strength in the latest inspection evidence. The school describes multiple routes for pupils to share worries, a wide-ranging emotional and mental health offer (including use of external professionals), and consistent action when issues such as bullying occur. For families, the practical implication is that children who need structured emotional support, or who are joining mid-year and need fast integration, should not be left to sink or swim.

Attendance and punctuality are also treated as a priority, with monitoring and work with families where concerns arise. In a large school, consistent attendance systems are often a strong proxy for overall operational grip, and they help prevent learning gaps from widening quietly.

For a Church of England school, wellbeing and values are linked rather than separate. The Christian values published by the school include themes such as respect, responsibility, honesty, perseverance and resilience, which are useful “shared language” for behaviour expectations and restorative conversations.

St Mary’s extracurricular offer is unusually specific for a state primary, both in sport and in lunchtime clubs that broaden interests beyond the taught curriculum.

Lunchtime clubs and pupil interests

The clubs list includes named options such as Little Acorns wellbeing, Construction Club, Gardening club, Jackanory story telling, and a Rubiks Club. These are small details, but they matter. They show a school thinking about social connection, fine-motor skills, problem-solving, and calm activities as much as competitive sport.

Sport, including less typical options

Sport is a big pillar. The school explicitly references opportunities in activities that many primaries do not offer, including fencing and New-Age Kurling, alongside mainstream games. For pupils with special educational needs, the school references inclusive sport options such as boccia, which can be a meaningful indicator of how inclusive practice is made real rather than simply stated.

Swimming is built into the curriculum, with Year 4 named as a year group for swimming, which is useful for families wanting predictable access to water safety and confidence development rather than relying on optional clubs.

Music, arts, and trips that widen experience

Music is visible through Choir Club and performances, and the trips programme is extensive and deliberately varied. Examples include Eton College Museum, the British Museum, the Imperial War Museum, the Science Museum, Kew Gardens, Whipsnade Zoo, Windsor Castle, and local faith and community visits. The implication is a curriculum that expects pupils to learn through real-world experiences and that treats cultural capital as something all pupils should access, not only those whose families can organise it privately.

This is a state school with no tuition fees. Families should still budget for the usual extras, such as uniform, trips, and optional clubs that may carry small charges depending on provider.

The published school day runs Monday to Thursday 8.30am to 3.30pm, and Friday 8.30am to 1.30pm. Breakfast club is offered from 7.30am, and wraparound care is available after school through to 6.30pm via an external provider listed on the clubs page. Friday afternoon after-school cover is also described as available (1.30pm to 3.30pm).

For travel, the site is on Yew Tree Road in Slough, close to the town centre. That typically supports a mix of walking, bus travel, and short car drop-offs, but the morning timing shift and Friday early finish can affect working-day logistics, so it is worth planning that rhythm early.

• Competition for places. The latest recorded Reception admissions data shows 187 applications for 90 offers, around 2.08 applications per place. Families should read the Slough admissions criteria carefully and avoid assuming that a large intake guarantees entry.

• Friday early finish. A 1.30pm finish can suit some families and challenge others. The school describes Friday afternoon options, but parents should confirm what is available for their child’s year group and whether it meets childcare needs.

• A big school can feel big. Scale brings breadth, but some children prefer smaller settings. Ask how the school keeps routines consistent between classes and how it supports pupils joining mid-year.

• Nursery is part-time. Nursery places are 15 hours per week and the school states it cannot offer full-time nursery places currently. Families needing full-time early years cover will need an additional childcare plan.

St Mary’s combines the advantages of a large, well-organised primary with a clear values framework and strong KS2 outcomes. It will suit families who want an academically ambitious school where enrichment, trips, and clubs are not an afterthought, and where a Church of England ethos sits alongside a diverse intake. Entry is the main hurdle, and the practical rhythm of the week, especially the Friday finish, is something families should weigh early.