New Monument Primary Academy Review 2026: High expectations, strong KS2 outcomes, and a busy early reading culture

This is a state primary in Maybury, Woking, serving pupils from age 2 to 11, with nursery provision and a one-form entry feel in the main school. Recent Key Stage 2 outcomes are a clear strength: in 2024, 86% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. Alongside that headline, reading and maths scaled scores sit at 107 and 108, both above typical national benchmarks.

The school sits in Bourne Education Trust, and its current headteacher is Mrs Karen Barham. Day to day, the tone is set by high expectations and consistent routines, plus a strong emphasis on reading, including structured phonics and a culture that makes books feel visible and valued.

Admissions are competitive. For the latest available Reception intake data, 68 applications were made for 30 offers, around 2.27 applications per place. That does not make entry impossible, but it does mean families should treat this as an oversubscribed school and plan accordingly.

The school’s identity is strongly values-led. The most recent inspection describes a positive culture built around the values “Thrive, Aspire, Achieve”, and pupils are expected to live those values through their daily habits and choices. Rules and routines are clearly framed, with simple language that pupils can remember and follow, and behaviour is described as calm and consistent across lessons and social time.

A helpful way to understand the atmosphere is to look at what the school chooses to emphasise. Early reading is treated as a whole-school priority, not just a phase-specific project. Staff are trained to teach phonics well, pupils who struggle are identified quickly, and reading for pleasure is supported through practical cues such as book corners, a library, and a book vending machine. The implication for families is straightforward: if your child responds well to clear routines and plenty of reading practice, they are likely to feel secure and well supported here.

The local story matters too. The current academy is relatively young as an institution, but the area’s schooling history stretches back much further. Local historical records describe a school established in Maybury in 1907, reflecting the long-standing role education has played in this neighbourhood. That heritage does not automatically shape today’s classroom experience, but it does place the school in a community where generations of families have relied on nearby provision.

Key Stage 2 outcomes are a standout feature, and the detail supports the headline.

In 2024, 86% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 22% achieved the higher standard in reading, writing and maths, above the England average of 8%. Reading outcomes are strong: 97% met the expected standard in reading, with a reading scaled score of 107. Mathematics is similarly healthy, with a maths scaled score of 108 and 86% meeting the expected standard. Grammar, punctuation and spelling also looks secure, with a GPS scaled score of 107 and 86% meeting the expected standard. Science is the one area that sits below the England benchmark at 72% meeting the expected standard compared with an England average of 82%.

Rankings add context. New Monument Primary Academy is ranked 2,883rd in England for primary outcomes and 7th locally in Woking (FindMySchool ranking, based on official performance data). This places it comfortably within the top 25% of primary schools in England.

What this tends to mean in practice is that pupils are leaving Year 6 with solid literacy and numeracy foundations, and a cohort profile that includes a meaningful share pushing beyond the expected standard.

Parents comparing options should use the FindMySchool Local Hub and Comparison Tool to view these measures alongside other Woking primaries, especially if you are balancing strong results against commute, wraparound needs, or siblings at another school.

The curriculum is described in official reporting as ambitious and mapped carefully so that knowledge builds from the early years onwards. The most effective teaching is characterised by clear explanations, purposeful recall of prior learning, and attention to vocabulary. The benefit for pupils is cumulative: when recall is built into everyday routines, children are less likely to experience learning as a series of disconnected topics, and more likely to retain what they have been taught.

Early reading deserves separate mention because it is one of the school’s defining features. Phonics is taught from Reception, staff training is emphasised, and intervention for pupils who fall behind is described as quick and practical. The broader reading culture is supported by activities that make reading feel public and shared, including poetry competitions and ready access to high-quality texts.

For pupils with special educational needs and disabilities, the published picture is of timely identification and classroom adaptations, such as breaking learning into smaller steps or using additional resources so pupils can keep pace with core learning.

Nursery provision is part of the school structure and is treated as a genuine entry point, rather than an add-on. However, families should be aware that early years practice is an area where the most recent inspection identified specific refinements needed, particularly around matching activities to the intended curriculum and using checks on learning consistently well.

As a state primary, the main destination question is Year 7 transition. Surrey secondary admissions are coordinated through the local authority, and families can apply across a range of schools depending on their address, preferences, and admissions criteria.

Rather than assuming a fixed “feeder” route, it is more useful to think about readiness. With strong KS2 literacy and maths outcomes in the most recent dataset, many pupils should be well placed for the step up to secondary expectations, including heavier reading demands and more subject-specific writing. The school’s reading-first approach in the younger years is usually a good predictor of how comfortably pupils manage that transition, because it supports comprehension across the whole curriculum.

For families planning ahead, keep an eye on two practical factors. First, travel time to your likely secondary options, which can shape clubs, homework routines, and tiredness in Year 7. Second, whether your preferred secondary schools have priorities that interact with your address, siblings, or faith criteria. FindMySchoolMap Search can help you sense-check distances and shortlisting assumptions early, before deadlines arrive.

New Monument Primary Academy is an oversubscribed school in the latest available Reception route data. There were 68 applications for 30 offers, around 2.27 applications per place, which suggests steady demand relative to the published admission number. In an oversubscription context, the details of priority order and how the local authority measures distance can matter a lot, especially for families who are close but not quite “next door”.

Applications for Reception entry are coordinated by Surrey County Council. For children starting in September 2026, Surrey states that applications open on 3 November 2025 and the closing date for on-time applications is 15 January 2026. Offers for primary school places are sent on 16 April (or the next working day if that date falls on a weekend or bank holiday).

Nursery places are not covered by the same national timetable in the same way as Reception, and schools vary in how they manage nursery admissions. Because the school’s website could not be accessed for this review, families should confirm nursery application steps directly with the school.

No “last distance offered” figure is available here, so families should avoid assuming a safe radius. If you are applying on distance, use FindMySchoolMap Search to measure your home-to-school distance in a consistent way, then compare it with any published local authority allocations data for your target year.

Pastoral support is described as a priority, with pupils knowing there are adults who can help if they are worried about wellbeing. That matters, because it speaks to accessibility, not just policies on paper. For many families, the practical test is whether a child can name a trusted adult and explain how they would ask for help. The published picture suggests that systems and relationships are in place to make that possible.

Behaviour routines also function as pastoral scaffolding. When expectations are consistent, pupils spend less energy decoding what is allowed, and more energy on learning and friendships. The inspection narrative points to orderly social times and lessons that are not frequently disrupted, which is a protective factor for pupils who need predictability.

Attendance is treated as a shared responsibility with families, and the school is described as working positively with parents and carers so expectations are clear.

This is a school that tries to broaden horizons through planned experiences rather than relying only on in-house clubs. A trust-wide initiative called the “BET Guarantee” is referenced as a mechanism for offering pupils varied opportunities, linked to learning about life in modern Britain and developing interests. The practical implication is that enrichment is meant to be systematic, not dependent on a single enthusiastic staff member.

Trips and visitors are part of that approach. One documented example is a visit to a Victorian classroom as part of a trip to a local museum, which pupils remembered clearly. For primary-aged children, these experiences can have an outsized impact because they make vocabulary and historical ideas “stick” in a way worksheets rarely manage.

Pupil leadership opportunities are also visible. Roles include pupil parliament, prefects, and eco-leaders, which provide structured ways for pupils to contribute and practise responsibility. These are small experiences, but they matter, especially for pupils who gain confidence through being useful and recognised.

Reading culture crosses into extracurricular life too. Poetry competitions, access to high-quality texts, and the book vending machine are signals that reading is celebrated, not just assessed. For families who want a school where books have status, that is a meaningful marker.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform, trips, and optional clubs, which can vary by year group.

Specific start and finish times, plus details of breakfast club or after-school provision, were not confirmed from an accessible official school page for this review. Parents who rely on wraparound care should ask directly about hours, booking expectations, and holiday coverage, because those operational details can be the deciding factor for working families.

For travel, the school is in Maybury, Woking, and most families will approach on foot, by car for drop-off, or via local bus routes depending on where they live. If you are planning a walking route, check timings at peak school-run periods, as congestion and crossing points can change the real journey.

• Oversubscription is real. With 68 applications for 30 offers in the latest available Reception route data, demand exceeds places. Families should treat admissions as competitive and apply with realistic backups.

• Early years is an improvement focus. External evaluation highlighted that nursery activities and assessment processes were not consistently as well matched to the intended curriculum as in the rest of the school. This does not mean nursery is weak overall, but it does mean parents should ask clear questions about how progress is checked and how activities build learning.

• Science is the softer spot. KS2 science expected standard sits at 72% versus an England average of 82%. For most children this will not be a concern, but families with a child who is science-motivated may want to ask how practical science and vocabulary development are structured in Years 3 to 6.

• Wraparound details need confirming. If you need breakfast club or after-school care, confirm availability, timings, and costs directly, because these were not verified from an accessible official page for this review.

New Monument Primary Academy suits families who value clear routines, high expectations, and a reading-led culture, with KS2 outcomes that look convincingly above average for England. It is also a sensible choice for parents who want enrichment to be planned and consistent, through trips, pupil leadership roles, and structured trust-wide opportunities.

Who it suits: families seeking a state primary with strong core results and a purposeful culture, who are prepared to engage early with the Surrey admissions timeline and keep alternative options ready. The main obstacle is admission rather than what happens once your child has a place.