Ashley Church of England Primary School Review 2026, High-attaining, three-form entry Church school in central Walton

At 8.35am the gates open, and the day starts with the calm structure families tend to value in a large primary. Ashley Church of England Primary School is a three-form entry school for pupils aged 4 to 11, with a published capacity of 630, and around the high 500s on roll in recent official figures.

Academic outcomes at the end of Key Stage 2 are a clear strength. In 2024, 81% of pupils met the expected standard in reading, writing and maths, well above the England average of 62%, and 32% reached the higher standard, compared with 8% across England. That combination suggests a cohort doing well across the ability range, not only at the top.

It is also a competitive school. For Reception entry, demand data indicates 229 applications for 90 offers, roughly 2.54 applications per place. That kind of pressure shapes the admissions conversation, especially for families relying on faith-based criteria.

Ashley presents as a big school with clear routines, and an ethos that is explicitly Church of England without feeling narrow. The school’s published vision draws on the imagery of bees and hives, and it frames school life around three values, Care, Courage and Curiosity. Those values are practical rather than decorative. They translate easily into what parents typically want to see, kindness in relationships, curiosity in learning, and courage to have a go.

Leadership is stable. The headteacher is Jennie Ratcliff, and school governance information lists her headship term of office as running from 19 April 2021 onwards. As an academy, Ashley sits within The Good Shepherd Trust, which means wider trust leadership and trusteeship are part of the accountability picture, alongside the local committee.

The most recent inspection describes a school that has been through substantial change and is now delivering a more settled experience, particularly in early years, attendance, and curriculum clarity. It also flags a familiar growing-pains issue for larger primaries, consistency of routines and classroom expectations across all classes. For parents, the implication is simple. Many classrooms will feel orderly and purposeful, but you should still ask how behaviour expectations are embedded and how leaders support consistency across year groups.

Ashley’s Key Stage 2 outcomes in the latest published dataset are strong, and they are strong in a way that matters to parents making practical decisions.

Combined reading, writing and maths (expected standard)

In 2024, 81% of pupils reached the expected standard in reading, writing and maths. The England average is 62%. The implication is that an above-average proportion of pupils leave Year 6 meeting the core benchmark that secondary schools assume. For many children, that reduces transition anxiety because they arrive in Year 7 able to access the curriculum confidently.

Higher standard

At the higher standard, 32% of pupils achieved the higher standard in reading, writing and maths, compared with 8% across England. This is the statistic that usually differentiates “good progress” from “genuinely stretching”. It suggests a meaningful group are leaving Year 6 ready for a faster pace, more demanding texts, and higher expectations in maths.

Scaled scores and subject detail

Average scaled scores of 108 in reading and 106 in maths are both comfortably above the national reference point of 100. Grammar, punctuation and spelling is also high at 108, with 84% meeting the expected standard and 43% achieving a high score in that element. Science sits well too, with 87% meeting the expected standard against an England figure of 82%.

Rankings context (FindMySchool proprietary ranking)

On FindMySchool’s proprietary ranking for primary outcomes, based on official data, Ashley ranks 2,834th in England and 2nd locally within Walton-on-Thames. With an England percentile of 0.187, performance sits above the England average, placing it comfortably within the top 25% of schools in England.

For parents, the practical takeaway is that you are not choosing between “good” and “weak” outcomes here. The more relevant question is whether the size, faith admissions, and town-centre logistics fit your family.

The inspection evidence points to a curriculum that has been tightened and sequenced carefully, with staff using shared language to help pupils connect ideas across time. One example is the school’s “golden threads” approach, which links concepts like computing skills across year groups so pupils build mental models gradually, rather than treating each unit as standalone.

Reading is positioned as central, and that aligns with the results profile. The inspection describes systematic early phonics, targeted support for weaker readers, and routines such as pupils showcasing recommended reads at classroom entrances. The implication for families is that the school is likely to suit children who thrive on structure and repetition in the early stages of reading development, including those who need extra practice to stay on track.

Where the inspection is more cautious is on task design and consistency. In some subjects, tasks do not always connect as clearly to intended learning, and classroom routines are still being embedded evenly. If your child needs very predictable expectations to stay regulated and focused, it is worth asking how teachers are supported with behaviour routines, and how leaders monitor consistency across the school.

As a Walton-on-Thames primary, Ashley feeds into a local secondary landscape that includes several established options, and the school actively maintains links with local secondaries.

The school’s communications show relationship-building with Thamesmead School, including contact between headteachers and Year 6 pupils preparing to transfer. The school also shares information for families about local secondary open events, including material from Three Rivers Academy.

The most useful way to approach transition here is not to assume a single “default” destination. Instead, treat Year 5 and early Year 6 as your research window. Surrey’s secondary application deadline for September 2026 entry was 31 October 2025, which is earlier than many families expect, so planning ahead matters.

Ashley is a state school with no tuition fees. Entry is through Surrey’s coordinated admissions process, with additional school-specific paperwork for some criteria.

Reception entry, September 2026

The school’s Reception information for 2026 entry states that families should apply during the main admissions window running from autumn 2025 to mid January 2026, via Surrey’s online process. Surrey’s published deadline for on-time primary applications for September 2026 was 15 January 2026.

Because Ashley is a Church of England school, families who want their application considered under relevant faith criteria are directed to complete a church supplementary information form, endorsed by an appropriate minister, and return it to the school by the school’s stated deadline. The key implication is that the application is not only about the online form. If you are relying on faith criteria, you need to manage documentation carefully and early.

How competitive is it

Demand data for Reception shows 229 applications and 90 offers, which indicates an oversubscribed school at around 2.54 applications per place. That tends to mean small differences in eligibility and distance can matter, especially once higher priority criteria have been satisfied.

A useful practical step is to use FindMySchoolMap Search to check your exact distance and understand how location may interact with other criteria over time.

The inspection picture here is broadly positive. Pupils are described as typically behaving with kindness and respect, and they report confidence that unkind behaviour is dealt with. The school also puts emphasis on teaching pupils about emotions, friendships, and wider ethical questions as they progress through the year groups, which fits the published values framework.

Two practical indicators matter for parents. First, attendance. The inspection describes a close working relationship with families to promote attendance and punctuality, and a leadership team that understands barriers for particular pupils. Second, safeguarding. The arrangements for safeguarding are reported as effective, which is the baseline reassurance families need before they can focus on enrichment and outcomes.

If you are considering the school for a child who finds transitions hard, ask specifically about consistency of classroom routines and the support used when pupils lose focus. The inspection flags this as an area still being embedded fully, so the detail of implementation matters.

Ashley’s clubs offer is unusually well specified on its website, and that makes it easier for parents to judge fit. The strongest pattern is the mix of arts, language, sport, and performance, with clubs running across a wide age range.

Here are examples that help bring it to life:

• Creative and performing arts: Art Club runs for younger pupils and again for older pupils, and Theatre Works (Key Stage 2) provides a structured performance route for Years 3 to 6. The implication is that creative confidence can be built over time, not saved for occasional productions.

• Languages: Spanish Club is offered across Years 1 to 6, and French Club appears in multiple year-group slots. For families who value language learning early, this is a clear, scheduled opportunity rather than an informal add-on.

• Sport and physical activity: Speedy Runners is positioned as an external club for Years 3 to 6, alongside options such as Tag Rugby and Champion Football for specific year groups. This matters for children who regulate through movement, because it signals regular slots rather than occasional fixtures only.

• Structured enrichment: Chess Club is available for Years 3 to 6, and iRock runs as an external music option across Years 1 to 6. Those two often appeal to very different learners, which is a useful sign of breadth.

A separate strand of enrichment sits within the school’s extended care offer, including Homework Club and Computer Club, which blends childcare with quieter, skill-based options.

School day and drop-off

The school site opens at 8.35am, with classroom access from 8.40am, and gates closing at 8.55am with registers taken promptly. That timetable suits families who like a defined, no-drift start.

Wraparound care

Breakfast Club runs 7.30am to 8.40am in term time, priced at £7.00 per session including breakfast. After School Club runs 3.25pm to 6pm, priced at £15.00 per session including a healthy snack. For working families, this is meaningful provision, not token cover.

Travel and parking

The school advises that the nearest train station is Walton-on-Thames, and it notes the school is about a 15 minute walk from the station. As a town-centre site, on-site parking is limited for visitors, with the school pointing families towards nearby time-limited bays and local alternatives. The sensible implication is to plan an early practice run for any new routine, especially if you expect to drive regularly.

• Competition for places. Reception demand data indicates 229 applications for 90 offers, roughly 2.54 applications per place. Families should treat admission as competitive and prepare a realistic set of preferences.

• Faith criteria and paperwork. This is a Church of England school, and families seeking priority under relevant criteria are directed to complete a church supplementary information form with minister endorsement. If you are relying on that route, organisation and deadlines matter as much as preference order.

• Consistency of routines. The latest inspection notes that routines and expectations are still being embedded evenly across classes, and that some pupils can lose focus where standards are not as firmly established. Ask how leaders support staff to ensure a consistent approach across year groups.

• Town-centre logistics. Limited on-site parking and a busy local road network can make drop-off and pick-up feel pressured. If you rely on driving, factor this into daily stress levels before committing.

Ashley Church of England Primary School combines strong Key Stage 2 outcomes with a clear values framework, broad clubs, and practical wraparound care that supports working families. The latest Ofsted inspection rated the school Good across all areas, with safeguarding reported as effective. Best suited to families who want above-average academic results in a large, structured primary with a Christian ethos, and who are comfortable managing a competitive admissions process in a town-centre setting.