St Peter's Church of England Primary School, Slough Review 2026: High-attainment KS2 outcomes with a clear values framework

There is a particular kind of primary school where standards and culture reinforce each other. Here, pupils are expected to work hard, speak thoughtfully about what they are learning, and treat classmates with decency. This school sits firmly in that bracket, with Key Stage 2 results that outpace England averages across the headline measures.

The latest Ofsted inspection (February 2022) confirmed the school remains Good, and reported that safeguarding arrangements are effective.

Leadership stability is a further strength. The headteacher is Mrs Tanya Morris, and the February 2022 inspection report states she took up her post in September 2019.

For parents, the two practical headline points are competitiveness and logistics. Reception is typically oversubscribed, and the school publishes a structured school day, with wraparound care that many working families will value.

A Church of England identity is present in the language the school uses about belonging, responsibility, and service. The school’s stated vision, “Every Child a Success”, is not just branding; it is tied to a set of named values (including Courage, Effort, Joy, Kindness, and Trust) that appear consistently across school communications and policies.

The most distinctive cultural thread is the way pupils are encouraged to connect learning with the wider world. External reporting linked to the school highlights pupil-led civic work connected to the local area, including projects around the legacy of Lord Grenville and the abolition of the slave trade.

In day-to-day terms, behaviour expectations are clear. The most recent Ofsted report describes lessons as free from disruption, with pupils taking pride in roles of responsibility, including school councillors and house captains.

Nursery provision and early years culture

Nursery provision is a real part of the school’s structure, rather than an add-on. Children can join from age 2, and the early years model uses a key-person approach so children have a familiar adult for reassurance and emotional regulation.

Parents should note one operational detail that affects planning: the school makes clear that moving between its nursery rooms is not automatic, and a fresh application is required for Rainbow Fish nursery even if a child already attends Little Fishes.

This is a high-performing primary by the measures most parents recognise, and by comparative metrics against England averages.

KS2 headline measures

In the most recent published Key Stage 2 data:

• 80% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%.

• At the higher standard, 33.33% achieved the high standard in reading, writing and mathematics, compared with an England average of 8%.

• Average scaled scores were 109 in reading, 105 in maths, and 109 in grammar, punctuation and spelling (all above typical England benchmarks of 100).

These outcomes indicate strength across both breadth (expected standard) and depth (higher standard), which usually reflects consistent teaching, tight curriculum sequencing, and strong early reading foundations.

FindMySchool performance ranking context

The school is ranked 2,481st in England for primary performance and 16th in Slough (FindMySchool ranking based on official data). This places it above England average overall, within the top 25% of schools in England.

A useful way to interpret that percentile band is this: parents should expect secure basics for most pupils and meaningful stretch for higher attainers, rather than a narrow focus on borderline outcomes.

The curriculum is planned across the whole age range from nursery through Year 6, with explicit mapping of knowledge and skills by subject. Where this tends to matter most for parents is consistency: children should meet the same key ideas in the same order regardless of class, rather than learning being dependent on individual teacher preference.

Early reading is a clear strength. Phonics teaching is described as structured and well-paced, with reading books aligned to the sounds pupils are learning, plus targeted help for any child who falls behind.

Mathematics is presented in small steps, with regular checking for understanding and purposeful practice to help pupils remember what they have learned. This matters because KS2 maths success is often less about raw ability and more about cumulative confidence: pupils who do not miss building blocks tend to stay calm under the pressure of Year 6.

One area to watch, and a fair “things to consider” point for parents, is subject leadership beyond the headline areas. The latest inspection noted that leadership of some foundation subjects needed further development to ensure curriculum intent is implemented consistently across those subjects.

As a Buckinghamshire-linked primary serving Burnham and the wider Slough fringe, families tend to consider a mix of pathways at 11. For some, that means local non-selective secondaries; for others, it includes Buckinghamshire grammar testing where appropriate. The practical implication is that Year 5 and Year 6 can look different from family to family, depending on whether 11-plus preparation is part of the plan.

The school also signposts secondary transfer support through its parent information sessions, which can be helpful for families unfamiliar with local options and deadlines.

Entry is competitive in the normal entry years.

Demand and competitiveness

For the Reception entry route, the school is recorded as oversubscribed, with 85 applications for 30 offers in the latest published admissions demand snapshot. That is 2.83 applications per place. This level of demand is meaningful: it typically means families should have realistic back-up preferences rather than relying on a single first choice.

The first-preference pressure also shows up in the ratio between first preferences and offers (1.41), which indicates that many families listing the school first will not ultimately secure a place.

How places are allocated

The admissions policy sets out a conventional hierarchy for a voluntary aided Church of England school:

• Children with an Education, Health and Care Plan naming the school are admitted first.

• Priority then includes looked-after children, exceptional medical or social needs (with evidence), catchment area, siblings, and finally other children.

• Distance is used as the tie-breaker within categories.

The policy also confirms the main entry points are Reception and Year 3, and that applications for those September intakes go through the home local authority, with national deadlines applying.

Parents who want a precise sense of how realistic admission is should use the FindMySchoolMap Search to check their home-to-school distance alongside the published catchment guidance, then compare with recent demand patterns.

Dates and deadlines for September 2026 entry

Buckinghamshire’s published timetable confirms:

• Applications open in November 2025 (online).

• The on-time application deadline is 15 January 2026.

• National offer day is 16 April 2026.

The school’s own admissions policy mirrors those dates for Reception and Year 3 entry.

Pastoral support is woven into daily routines rather than treated as a separate service. The most recent inspection report describes a personal, social and health education curriculum that is sequenced, with explicit teaching on naming feelings in early years, and trained staff supporting pupils who need extra help managing anxieties and emotions.

Safeguarding culture is described as vigilant, with staff trained to notice changes in behaviour and report concerns quickly, and leaders keeping detailed records and acting promptly to support vulnerable pupils and families.

For parents, the implication is that this is a school that takes both learning and emotional readiness seriously. Children are expected to rise to high standards, but there is also a structured approach for those who need extra help to get there.

Enrichment is strongest when it feels specific, and here the club offer is unusually concrete for a primary. The published list includes options such as Stop Animation (ICT) Club, Drumming Club, Judo Club, Boxing Club, Lego Club, Gymnastics Club, and Choir.

Wraparound provision also doubles as part of the wider offer. Breakfast Club is run on site, and After School Club includes food and time for homework for children staying the full session.

The practical implication for families is choice. Children who prefer active clubs can lean into sport and movement; those who like making and performance have clear routes too. For working parents, the wraparound structure can reduce daily pressure.

The published school day is straightforward: gates open at 8.30am, registration is 8.45am, and the school day ends at 3.15pm. Breakfast Club runs from 7.30am, and After School Club runs until 6.00pm.

For transport, Burnham has rail access via Burnham station, served by the Elizabeth line and National Rail. Bus connectivity in the area includes services on the wider Slough and Burnham corridor, with published route information available through local operators.

• Oversubscription is a real constraint. Demand materially exceeds places in the main entry year. Families should plan multiple realistic preferences and avoid relying on a single option.

• Foundation subject consistency is still an area to keep an eye on. External evaluation noted that leadership of some foundation subjects needed strengthening to ensure the intended curriculum is taught consistently.

• Church school ethos is explicit. The admissions policy welcomes families of all faiths and none, but expects respect for a Christian ethos. That will suit many, but not all.

• Nursery progression requires attention to process. A child attending one nursery room does not automatically transfer to the other, and parents need to plan applications accordingly.

This is a high-performing, values-led primary with strong KS2 outcomes and a calm, purposeful learning culture. It suits families who want above-average attainment alongside clear expectations for behaviour and community contribution, and who will engage with the practical realities of competitive admissions. The main limitation is admission pressure; securing a place is the hurdle.