Camp Primary and Nursery School Review 2026: A long-established St Albans primary with strong KS2 outcomes and an eco minded identity

A one form entry primary with a sizeable nursery, Camp Primary and Nursery School sits in the St Albans neighbourhood of Camp and has served local families since the late Victorian period. Founded in 1878, the school still centres daily life around its original Victorian building, now extended to support modern teaching and technology.

Academic outcomes at Key Stage 2 are a clear strength. In 2024, 76% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. The same cohort also posted a notably high proportion at the higher standard.

Leadership is shared between Sharon Barton and Rachel Rowe. Sharon Barton has been headteacher since September 2016, with a co headship model now in place.

The tone here is purposeful, but not hard edged. Behaviour expectations are framed in simple, child friendly language, with the school’s “golden rules” emphasising kindness, respect and safety, plus the everyday discipline of trying your best. Peer mediators are part of that culture, helping pupils resolve low level friendship issues and keeping playtimes calm.

The school’s identity is strongly community rooted. Pupils come predominantly from the surrounding neighbourhood, and the website places repeated emphasis on celebrating diversity and encouraging parents and carers into school life through clubs, wraparound care, and wider community learning. That matters for families who want a school that feels locally connected, rather than one that is designed around a wide catchment or long commutes.

The physical environment is an important part of the story, because it shapes daily routines. The main building is over 100 years old and still forms the core, but it has been extended and improved over time. On the practical side, the grounds are not treated as decoration. The school highlights allotments and growing areas, and presents sustainability as a running theme rather than a one week project.

Nursery and Reception operate closely as a Foundation Stage unit, which can make early years feel cohesive rather than split between “nursery” and “real school”. In early years, the curriculum examples in official reporting point to learning that blends structure with hands on exploration, including number work using practical resources and art that uses varied materials and textures.

For a state primary, the numbers are encouraging on both attainment and higher standard.

Key Stage 2 (2024) headline

• 76% reached the expected standard in reading, writing and mathematics combined, compared with 62% across England.

• 26.33% achieved the higher standard in reading, writing and mathematics, compared with 8% across England.

• Science is also strong, with 86% meeting the expected standard, above the England average of 82%.

Scaled scores (2024)

Reading and grammar, punctuation and spelling are both recorded at 108, with maths at 106. These are presented as scaled scores, which parents will recognise as a useful way to compare outcomes year to year (even when cohorts differ in size and profile).

Rankings context

Based on FindMySchool rankings derived from official data, the school is ranked 2,987th in England for primary outcomes and 18th locally within St Albans. This places performance comfortably within the top 25% of schools in England.

The takeaway for parents is not just “good results”, but a pattern that suggests both secure basics and a meaningful proportion of pupils being stretched into higher standard outcomes. That combination typically indicates consistent curriculum sequencing, strong subject knowledge, and assessment that is used to move learning forward rather than simply record it.

Teaching appears strongest when it links clear routines to practical learning. Formal reporting highlights teachers who know their subjects well and build vocabulary deliberately from early years through Year 6. Lessons use interactive tasks and practical activities, with teachers checking understanding through questioning and immediate feedback.

Early reading and maths were specific focus areas in the most recent inspection activity, which matters because those foundations tend to drive later Key Stage 2 confidence. The implication for families is straightforward. Pupils who thrive on clarity and routine, especially in literacy and maths, are likely to feel secure here. Pupils who need catch up support also benefit when assessment is used in real time, not only at the end of a unit.

The school also positions creativity as a deliberate strand rather than an optional extra, tying it to a topic based approach in foundation subjects and arts partnerships. That is reinforced by local recognition for art provision, including a Silver Artsmark award referenced in governor communications. For parents, this is a sign that the wider curriculum is taken seriously alongside core outcomes.

For pupils who enjoy the outdoors, Forest School is described as an initiative that each class experiences at some point during the year. The value here is less about “muddy play” and more about steady confidence building, vocabulary for the natural world, and practical problem solving that complements classroom learning.

As a primary with nursery provision, there are two main transition points to think about.

Nursery to Reception

The nursery offers 15 and 30 hour places and is part of the school’s Foundation Stage unit with Reception, which can make progression feel natural for children already settled in the setting. Not every nursery pupil will move into Reception, and the school also notes that nursery can feed into other local schools, so parents should treat nursery attendance as helpful continuity, not a guarantee of a Reception place.

Year 6 to secondary

Transition work appears structured. The school describes Year 6 transition lessons, plus extra small group support for pupils who may find the move harder, and opportunities to meet staff from new schools and visit their next setting.

Because secondary transfer depends on Hertfordshire’s coordinated process and individual preferences, the school does not publish a single feeder pattern. In practice, families should shortlist a range of realistic secondary options early and use FindMySchool’s local comparison tools to view nearby outcomes side by side before the Year 6 application window opens.

This is a Hertfordshire state primary, so there are no tuition fees. Admissions for Reception and in year places are handled through Hertfordshire County Council rather than directly by the school.

Reception entry

For September 2026 entry, Hertfordshire’s timetable is clear:

• Applications opened on 03 November 2025

• Deadline was 15 January 2026

• National allocation day is 16 April 2026

• Last date for accepting the offered place is 23 April 2026

Demand

The most recent published Reception demand data indicates 115 applications for 27 offers, which is around 4.26 applications per place. That level of demand usually means you should expect competition, particularly for families applying from further away or without priority criteria.

Nursery entry

Nursery admissions are a separate route from Reception, and the school publishes a dedicated nursery admissions policy. If you are weighing nursery as a way into the school, it is worth being precise about what is and is not automatic, and planning as if you will still need to make a full Reception application through the council process.

Pastoral systems look practical and visible rather than abstract. Bullying is described as rare, and pupils report trusting adults and peer mediators to help resolve friendship issues. That matters, because at primary age, low level conflict management often makes the difference between a child who bounces into school and one who starts to dread playtimes.

The school’s safeguarding approach is set out through detailed policy and designated safeguarding leadership, with responsibility shared across the leadership team. Support for vulnerable pupils is also described as active, with leaders responding promptly to concerns and seeking external professional advice when needed.

For children with special educational needs and disabilities, transition is addressed directly, including liaison with receiving secondary staff and small group preparation where required. For parents, the practical question to ask is not “does the school support SEND”, but “what does support look like for my child”. The school’s published information gives enough detail to start that conversation.

The extracurricular menu is unusually specific for a primary, and it is clearly organised by term. In Spring 2026, the published programme includes Tech Club, Chess Club, Cook Stars, and Mosaic Club, alongside sport options such as Basketball and Dodgeball, netball, and football sessions split by year group.

This level of detail has two implications. First, it indicates that clubs are not just informal add ons, there is a structured programme with clear staffing and collection points. Second, it gives families a realistic sense of the week. Children who enjoy practical making and creative work have defined options (Mosaic Club and The Art Hut), while those drawn to problem solving and structured games have Tech Club and Chess Club.

The school also positions wider wellbeing and personal development as something that happens beyond formal lessons. A good example is the inclusion of the Happy Human Project in the clubs timetable for Years 2 to 5, which signals that enrichment is not only about sport and performance.

School day

Published attendance guidance sets out clear timings: gates open at 8:30am, registration begins at 8:45am, and the school day ends at 3:25pm Monday to Thursday and 2:35pm on Friday.

Wraparound care

Before and after school care is available through the school’s own provision, with booking and pricing information published for Reception to Year 6 and separately for nursery. If you are relying on wraparound for commuting or shift work, check the current session times and availability, and ask how quickly clubs fill for the days you need.

Travel

The school encourages walking and cycling, and its prospectus references a cycle shelter as part of day to day travel planning. For families driving at peak times, plan for typical primary school congestion and consider how wraparound pick up times might affect parking and traffic flow.

• Competition for Reception places. The most recent demand data indicates around 4.26 applications per place, so admission can be competitive and is not something to leave to chance.

• Nursery is helpful continuity, not an automatic route. The nursery is integrated into early years and offers funded hour options, but parents should still plan a full council application for Reception entry.

• Historic building, modern expectations. The main building is over 100 years old and has been extended over time. This can be a positive, but families with access needs should check practical accessibility details during visits.

• Assessments need to be consistently implemented. Official reporting flags the importance of staff being fully trained in a newer assessment approach, so parents may want to ask how assessment information is used to support pupils who are not keeping up.

Camp Primary and Nursery School offers a blend that many St Albans families look for: strong Key Stage 2 attainment, clear routines, and a curriculum that takes creativity and the outdoors seriously. The school’s heritage and community orientation are genuine, and the wraparound and clubs programme adds real day to day value for working families.

Who it suits: families who want a neighbourhood primary with above average outcomes in reading, writing and maths, plus structured enrichment like Tech Club, Chess Club and creative making. The main hurdle is admissions, particularly for Reception, so planning early is essential.