Last reviewed: February 2026 · Rankings and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. If you spot anything outdated or inaccurate, please let us know.
Ebbsfleet Green Primary School is a newer state primary serving a rapidly expanding community in Ebbsfleet Valley. It opened in September 2020 and has been building year groups steadily since then.
Leadership is structured around an Executive Headteacher, Mrs Joanne Wilkinson-Tabi, alongside Heads of School, which is a common model in multi-academy trusts. Mrs Wilkinson-Tabi’s role at the school dates from September 2020. The school is part of Maritime Academy Trust, a detail that matters because trust-wide approaches shape curriculum design, staff development, and operational routines.
The most recent inspection (7 and 8 March 2023) judged the school Good overall, with Good in every graded area, including early years. For a young school still expanding, that is a meaningful stabiliser for parents assessing culture, teaching consistency, and safeguarding practice.
New schools often feel like works in progress, and that can be a positive. With the local housing development still growing, Ebbsfleet Green’s identity is closely tied to building community norms, routines, and expectations from scratch. The school explicitly frames itself as values-led, with the GREAT values, Growth, Respect, Enjoyment, Aspiration, Togetherness.
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.
The most useful insight into day-to-day feel comes from how routines are described and reinforced. In its inspection report, pupils are described as calm around the site, with well-established routines and a culture where older pupils support younger pupils through reading buddy roles and shared responsibilities at lunchtime. That matters because strong routines reduce low-level disruption and make it easier for pupils, especially younger ones, to feel secure.
Early years is not treated as an add-on. The early years vision emphasises communication and relationships, social and learning behaviours, and motor development, and it repeatedly references enabling environments and learning through play. The practical implication is that Nursery and Reception should feel like purposeful classrooms rather than childcare rooms, with an explicit focus on language and independence.
A final atmosphere marker is that pupil voice is presented as a priority, with the website featuring children’s reflections on kindness, help from teachers, and learning through outdoor exploration and discussion. In the review context, the key point is not the wording, but the repeated themes, kindness, confidence, discussion, and collaborative learning.
This is a primary school, but published national benchmark data should still be read in context for a newer setting that has expanded year groups over time. In the 2024-25 / 2025 dataset, the school has a cohort of 29 pupils, with 100% reaching the expected standard in reading, writing and maths, and its current rankings are 84th academically and 1,035th overall out of 14,978 primary schools nationally.
What can be stated confidently is the external quality judgement: the school’s latest inspection outcome was Good overall, with Good in quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. For many families, that is the most reliable top-line indicator available when attainment figures are absent or still emerging.
If you are comparing several local primaries and want to see how outcomes stack up once published, FindMySchool’s Local Hub pages and Comparison Tool are the quickest way to review official-data measures side by side without losing context.
England ranks and key metrics (where available)
Reading, Writing & Maths
97%
% of pupils achieving expected standard
Ebbsfleet Green’s curriculum messaging is unusually specific for a primary. The school describes a curriculum built on the National Curriculum, extended through an entrepreneurial curriculum and Big Outcomes, designed to develop the 6Cs, collaboration, communication, citizenship, character, critical thinking, creativity.
The strongest evidence of what that looks like in practice is the emphasis on oracy. The curriculum statement repeatedly frames spoken language as foundational across subjects, and it describes structured talk moves such as justifying ideas, asking questions to check understanding, negotiating, evaluating others’ ideas, and choosing register appropriately. The implication for pupils is a classroom culture where discussion is not just encouraged but deliberately taught, which can support reading comprehension and writing quality over time.
In inspection evidence, the curriculum is described as logically sequenced from Nursery to Year 6, including specialist resourced provision, and teaching is described as underpinned by leaders’ expectations and consistent routines. The improvement point flagged is that curriculum leadership is less developed in a few subjects, which is a typical growing-pains issue in younger schools that have expanded quickly.
Digital learning is another defining feature. The 1:1 Device Project began in October 2021 and is framed around digital inclusion. The school states an intention for pupils to have access to Chromebooks from Key Stage 1 and early years in classrooms, progressing to individual devices in Key Stage 2, with a model where devices issued from Year 3 stay with pupils through Year 6. For families, the practical benefit is that homework and home learning expectations are less likely to depend on parents’ own devices, although it also means parents should expect more structured online safety messaging and routines.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a primary, Ebbsfleet Green’s key transition is to secondary education at the end of Year 6. The school’s published pages reviewed here do not list named feeder secondaries or formal transition partnerships. In Kent, secondary transfer can vary significantly by area and route, so families should plan early around the likely secondary pathways relevant to their address and preferences.
Because the school is in Kent, some families will also consider selective routes. This review does not assume grammar pathways without published school-specific evidence. If selective options are on your radar, it is worth mapping them early and understanding transport implications, especially if you are balancing multiple children across phases.
Reception admissions are coordinated through Kent County Council. For September 2027 entry, applications open on Friday 6 November 2026 and close on Friday 15 January 2027. Offers are issued on Friday 16 April 2027.
Demand in the most recent available intake data is clearly strong: 214 applications for 89 offers, which is around 2.4 applications per place. First preference demand also exceeded first preference offers (ratio 1.07). That pattern aligns with an oversubscribed school where precise eligibility and distance considerations matter.
Because the furthest distance at which a place was offered figure is not available for the latest cycle, families should not rely on anecdotal boundaries. The safest approach is to use FindMySchool Map Search to check your exact distance and then cross-check against the latest published local authority information for the relevant year.
Ebbsfleet Green has nursery provision and accepts nursery applications after a child’s second birthday, with children eligible to attend once they will turn three by the start of term in September, January, or April, subject to availability. The nursery is described as school-based and expects children to attend five days a week during the academic year, which is an important practical commitment for working families.
Crucially, attendance in the nursery does not automatically transfer into Reception. The Maritime Academy Trust admissions arrangements explicitly note that a separate application must be made for a place in Reception. This is a common point of misunderstanding, so it is worth treating Nursery and Reception as two distinct admissions steps.
Applications
214
Total received
Places Offered
89
Subscription Rate
2.4x
Applications per place
Pastoral strength in a primary is usually visible in routines, behaviour consistency, and how adults respond to unkindness. The inspection report describes consistent routines, calm movement around the school, and a culture where bullying is described as rare and resolved quickly when it occurs.
The school also describes planned work on emotional strategies, including managing anxiety and staying calm, alongside broader personal development work around British values through debates and elections. For parents, the practical implication is that pastoral support is not only reactive; it is built into curriculum and daily expectations.
Safeguarding is addressed directly in the inspection report, including pupils learning how to stay safe online and keep personal information confidential.
A school’s extracurricular offer is only useful if it is specific and repeatable, not just a generic promise. Ebbsfleet Green publishes a weekly club pattern that includes named activities. On Mondays, it lists a Musical Theatre Club. On Tuesdays, Singing Club and Write Dance are listed. On Wednesdays, it lists a Nan and Van Art Master class. Thursdays include Sly Moves Street Dance After School Club and Gardening Club.
Outdoor learning is a second pillar. The school’s Forest School programme is on-site and describes weekly sessions, including practical routines (such as getting dressed independently) and structured activities such as mini beast hunts, scavenger hunts, mud kitchens, shelter building, and planting. The implication is that outdoor learning here is not occasional; it is planned and skill-building, supporting independence and cooperative working.
Digital participation forms a third pillar. The 1:1 Device Project positions technology as a bridge between pupils and families and sets out staged access to Chromebooks across phases, with monitoring and online safety systems referenced. For children, this can support research, drafting, and presentation skills early. For parents, it often means clearer visibility of classroom platforms and home learning tasks.
The school publishes detailed day structure by phase. Nursery sessions run 09:30 to 12:30 and 12:30 to 15:30, with variations by session type. Reception and Year 1 have a soft start from 08:30, with formal start at 08:40 and finish at 15:15. Year 2 and Key Stage 2 run 08:40 to 15:15, with lunchtime 12:30 to 13:30.
Wraparound care is available. Breakfast club starts at 7:15am, and after-school club runs until 6pm.
Pickup logistics are also defined, including that Reception and Year 1 are collected from their courtyard, while Year 2 and above are collected from the MUGA. This kind of operational clarity is valuable in a growing school because it reduces end-of-day confusion.
A young school still building subject leadership depth. The inspection report notes that curriculum leadership is less developed in a few subjects. In practice, this can mean some areas have less consistent sequencing or assessment than the strongest subjects.
Nursery is not a guaranteed route into Reception. Even if your child is happy in Nursery, you still need to apply for Reception through the local authority process.
Oversubscription is a real constraint. With 214 applications for 89 offers in the latest available intake cycle, competition for places is the limiting factor for many families.
Five-day Nursery expectation. The nursery model expects attendance five days a week during term time, which may not suit families seeking a smaller weekly pattern.
Ebbsfleet Green Primary School looks like a well-organised, values-led primary that has put distinctive pillars in place early: on-site Forest School, a structured approach to oracy, and a serious plan for digital access. The latest inspection judgement of Good across all areas provides reassurance that routines and teaching are consistent while the school continues to mature.
Best suited to families who want a modern primary with strong routine, outdoor learning embedded into the week, and a clear emphasis on communication and community values. The main challenge is admission, so families should plan around the local authority timeline and treat Nursery and Reception as separate steps.
The most recent inspection judged the school Good overall, with Good in quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. That provides a solid external benchmark, particularly for a newer school still expanding year groups.
Reception applications are coordinated through Kent County Council and places are allocated using the published admissions arrangements and oversubscription criteria for the relevant year.
No. The published admissions arrangements note that pupils attending the nursery do not transfer automatically into the main school, and a separate Reception application is required.
Yes. Breakfast club starts at 7:15am and after-school provision runs until 6pm.
The school lists weekly clubs including Musical Theatre Club, Singing Club, Write Dance, a Nan and Van Art Master class, Sly Moves Street Dance, and Gardening Club. Outdoor learning through Forest School is also a notable feature, with activities such as mini beast hunts, shelter building, and planting.
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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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