St Mary's CofE Foundation Primary School Review 2026: High-performing Church of England primary with a strong reading culture

A Church of England primary with results that stand out well beyond the local area. In 2024, 86% of pupils met the expected standard in reading, writing and mathematics, compared to the England average of 62%, with 35% reaching the higher standard (England average 8%).

The school sits comfortably in the top 10% of primaries in England on FindMySchool’s ranking for primary outcomes. It is ranked 802nd in England and 1st in the Stansted area (FindMySchool ranking, based on official data).

Families should also expect competition for places. The most recent admissions demand data shows 59 applications for 25 offers, which is around 2.36 applications for every place.

The school’s identity is openly faith-led, with a clear Christian vision and values that are designed to be inclusive for families of all faiths and none. The vision on the school website is ‘Show love in everything you do’ (1 Cor 16:14), supported by the values Love, Faith, Joy, Hope and Respect.

Pastoral language and behaviour expectations are grounded in that same theme. The school’s motto appears in both the website and formal evaluations as ‘Learning to Love, Loving to Learn’, and it is used as a practical frame for how pupils are expected to treat one another, not simply as a strapline.

External evidence also points to a settled, safe culture. The most recent Ofsted inspection describes pupils as happy, kind and respectful, with bullying reported as rare and dealt with quickly, and safeguarding judged effective.

A further distinctive feature is the site itself. The school notes that it moved into a new building in November 2012, described as the school’s fourth home since its foundation in 1835. That kind of modernisation matters in day to day primary life; it typically enables better teaching spaces, improved accessibility, and more coherent zones for learning, play and support.

This is a high-performing primary by measured outcomes, with particular strength in core attainment and high scores.

Key Stage 2 combined attainment (2024)

• 86% met the expected standard in reading, writing and mathematics, compared to the England average of 62%.

• 35% reached the higher standard in reading, writing and mathematics, compared to the England average of 8%.

These two figures together are the headline. Expected standard tells you how consistently the cohort reaches the benchmark. Higher standard tells you whether there is real stretch at the top end. Here, both are strong, suggesting the school is effective at securing breadth and depth rather than trading one for the other.

Scaled scores and subject indicators (2024)

• Reading scaled score: 110

• Mathematics scaled score: 108

• Grammar, punctuation and spelling scaled score: 110

• Science expected standard: 98% (England average 82%)

Reading and mathematics scores of this level are well above England’s typical scaled score benchmarks. A science figure at 98% indicates that the curriculum is not narrowly focused on the tested reading and mathematics combination, it is also securing strong subject coverage and knowledge retention.

FindMySchool ranking context

On FindMySchool’s primary outcomes ranking (based on official data), the school ranks 802nd in England and 1st in the Stansted local area, placing it well above England average (top 10%).

For parents comparing nearby schools, FindMySchool’s Local Hub pages and Comparison Tool can be a practical way to view these measures side by side without relying on anecdotal impressions.

The academic profile is supported by a curriculum model that is deliberate about sequencing and practice, and by clear priorities in early reading.

Ofsted describes reading as a central priority, including systematic teaching of sounds from Reception and swift support for pupils who fall behind. That matters because early reading is usually the highest leverage input a primary can get right, it affects confidence, access to the wider curriculum, and later writing quality.

Phonics is delivered through a validated programme, Bug Club Phonics, with an explicit synthetic phonics approach. The materials and school explanation emphasise structured progression and blending sounds for decoding, which aligns to what typically produces secure early fluency when implemented consistently.

Beyond English and mathematics, the curriculum narrative from formal sources is broadly positive, with a specific caveat. The school is described as well designed overall, with strong subject knowledge from staff in most areas, while acknowledging that in a small number of subjects curriculum sequencing could be refined further so pupils learn and remember even more over time. That type of point is useful for parents to explore at an open event, it is less about whether the curriculum exists, and more about how consistently it is built and embedded year to year.

As a primary for ages 5 to 11, the main transition is into local secondary education. The majority of families typically choose the nearest suitable secondary options within Essex, with some also considering schools in nearby towns depending on transport, parental preference and admissions rules.

Because secondary admission patterns and priority areas can change, families are usually best served by checking their address against the local authority’s catchment and admissions tools. Essex County Council publishes a catchment area finder and clear guidance on primary and secondary admissions routes.

If your child has particular interests or needs that will shape secondary choice, such as strong performing arts, sport pathways, or specialist support, it is sensible to start secondary research early in Year 5 so that Year 6 is not overloaded with open evenings and decision-making.

Admissions pressure is real in the most recent available figures: 59 applications for 25 offers, with the entry route marked as oversubscribed and a subscription proportion of 2.36. In practical terms, that is more than two applications per place, before you factor in priority criteria such as looked-after children, siblings, or faith related criteria where applicable.

For Reception entry in Essex, the overall process is local authority co-ordinated. The 2026 entry window opened on 10 November 2025 and closed on 15 January 2026, with offers issued on 16 April 2026 for online applicants.

The school’s own admissions page also references waiting lists held in line with the published admissions criteria, and notes that in-year applications should be submitted no sooner than half a term before the planned start date.

For families weighing a move into the area, it is sensible to use FindMySchoolMap Search to check the practical implications of your exact address, then cross-check with Essex’s official admissions guidance. This reduces the risk of relying on assumptions about informal “catchment” talk that may not match how offers are actually made.

Support is framed as a core strength in the school’s published ethos, and it is reinforced by formal assessments. The most recent Ofsted report judged safeguarding effective and describes pupils as feeling safe and knowing who to speak to if they have concerns.

The school also highlights broader wellbeing support through its links with mental health support resources, including a dedicated MIND support area for families and a focus on wellbeing in the wider school culture.

A notable practical point for many families is regulation and inclusion. The most recent SIAMS report references a dedicated sensory room used by pupils and staff, plus adaptations that help pupils with additional needs feel included in whole-school life. That suggests the school takes accessible participation seriously rather than seeing it as optional.

Sport is a visible strand. The PE curriculum information highlights an all-weather pitch and a hall equipped for gymnastics and agility development, and it describes progression through a broad range of activities including football, tag rugby, cricket, rounders, high five netball and athletics. It also references inter-school competitions and clubs supported by staff and external coaches.

Music is unusually detailed for a primary, and that often correlates with the confidence children show in performance and public speaking later on. Key Stage 1 and 2 music is taught by a specialist music teacher. The school uses Charanga as a structured scheme and includes explicit instrumental learning such as glockenspiel and recorder. There are also opportunities for Key Stage 2 pupils to take part in Young Voices, plus peripatetic guitar and drum lessons for those who opt in.

Faith life overlaps with enrichment rather than sitting separately. Singing is described as a prominent element of collective worship and school productions, including Christmas and other seasonal events, which can help children who are less confident academically find a visible role where effort is recognised.

Wraparound provision is also part of the wider offer. Shine Club operates as an after-school childcare option, which can be a decisive factor for working families even when academic performance is the primary draw.

This is a state school with no tuition fees. Most day to day costs are therefore the typical extras: uniform, lunches, trips, and optional enrichment such as peripatetic music lessons.

Term dates for 2025 to 2026 are published, including Autumn term running from 01 September 2025 to 19 December 2025, Spring term from 05 January 2026 to 27 March 2026, and Summer term from 13 April 2026 to 20 July 2026 (with the usual advisory that dates can vary by school).

School times are referenced on the school website, but specific daily start and finish times are not clearly stated in the accessible published material reviewed here. Families who need wraparound should check Shine Club availability and sessions directly via the school’s published information.

• Oversubscription pressure. With 59 applications for 25 offers in the most recent admissions data, competition is significant. Families should treat proximity and preference strategy carefully, and cross-check both FindMySchoolMap Search and Essex’s admissions guidance before relying on a place.

• No nursery provision on site. The published age range is 5 to 11, so children generally start at primary phase rather than through a school-based nursery route.

• Curriculum refinement is still in progress in places. Formal evaluation highlights strong curriculum design overall, while noting that in a small number of subjects the sequencing and ordering of learning could be improved further. Parents who care deeply about foundation subjects should ask how the school is tightening this up.

• Faith character is a real part of daily life. Collective worship and a Christian vision are central, even while the school positions itself as welcoming to families of all faiths and none. Families seeking a wholly secular setting may prefer to shortlist alternatives.

A high-performing primary with a clear identity, strong results, and a curriculum that makes reading a genuine priority. The combination of attainment and higher standard performance suggests children are both supported to meet core expectations and stretched when they are ready.

Best suited to families who value a faith-informed ethos, want above-average academic outcomes, and are prepared for a competitive admissions picture. The key challenge is securing entry, not the quality of the education once a place is obtained.