Lord Deramore's Primary School Review 2026: High-achieving York primary with a strong enrichment culture

In a part of York where the University of York sits close to long-established family neighbourhoods, Lord Deramore’s has a clear identity, strong results, and a curriculum that puts enrichment at the centre rather than as an afterthought. Founded in 1795, and now operating from a modern £3 million building on its long-standing site, it combines local roots with a contemporary approach to learning.

The numbers underline why this school attracts attention. In 2024, 95% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The proportion working at the higher standard was 36%, versus an England average of 8%. For families prioritising academic security, that is an unusually strong picture for a state primary.

Competition for places is real. For Reception, the most recent admissions data indicates 105 applications for 30 offers, around 3.5 applications per place. That context matters, because for many families the key decision is not whether the education is strong, but whether entry is realistic.

Lord Deramore’s describes itself through a set of values that foreground creativity, diversity, safety, and challenge, as well as personal traits like resilience, independence, respect, and friendliness. This reads as more than branding when set alongside the school’s emphasis on welcoming pupils who join at different points in the year and supporting them quickly into routines and learning.

A defining feature is the school’s sense of community breadth. The school serves a diverse local area and explicitly embraces multiple languages and home countries. That matters in day-to-day school life, because it shapes how classrooms work, how reading and vocabulary are developed, and how pupils learn to communicate across differences.

Leadership continuity also plays a role in the school’s steadiness. James Rourke has been headteacher since April 2017, linked to the move into the newer building. That date is useful for parents because it signals that the current leadership has overseen the school through its modern phase, including curriculum development and systems that are now well embedded.

The site itself is part of the school’s story. The school’s history page sets out a clear timeline: founded in 1795, originally on land donated by Henry Yarburgh (Lord of the Manor of Heslington), moving to a Victorian building on School Lane in 1856, and then into the current modern building from 2017. For parents, this combination of continuity and investment usually translates into stable culture plus improved learning spaces.

The headline KS2 outcomes are exceptional. In 2024, 95% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard in reading, writing and mathematics combined, 36% of pupils achieved greater depth, compared with an England average of 8%.

Scaled scores reinforce the point. Reading was 108, mathematics 110, and grammar, punctuation and spelling (GPS) 110. With 100 as the national reference point, these scores indicate consistently high attainment across core areas rather than a spike in one subject.

For parents comparing schools locally, the ranking context helps. Lord Deramore’s ranks 720th in England and 4th in York for primary outcomes (FindMySchool ranking based on official data). That places it well above the England average, within the top 10% of primaries in England.

One practical implication is that many pupils are likely to arrive at secondary school with strong foundations in reading fluency, arithmetic confidence, and writing stamina. The higher-standard figures matter here, because they suggest a meaningful proportion of pupils are being stretched beyond the baseline rather than simply coached to the threshold.

If you are comparing several York primaries, the FindMySchool Local Hub and comparison tools can be helpful for side-by-side context, particularly where schools have different pupil intakes and admissions pressures.

The school’s curriculum narrative is clear: ambitious planning, careful sequencing, and regular refinement so that what is taught builds coherently over time. The interesting part for families is what this looks like in practice.

Reading is treated as a priority. Pupils access a broad range of texts and are supported quickly when they need help. A useful detail from the latest inspection is the routine of daily reading aloud by staff, including a poem each day, which signals that reading is positioned as culture as well as skill. In a primary setting, that kind of daily habit is often what moves children from decoding to genuine confidence as readers.

Cross-curricular connections appear to be intentional rather than incidental. An example used in formal reporting links history knowledge (Egyptian canopic jars) with art and design work where pupils made models and explained the historical significance while choosing appropriate construction methods. For parents, the implication is that pupils are expected to explain thinking, not only produce finished work, which aligns well with later secondary expectations.

Early Years is described in terms of sustained, focused play linked to a well-planned curriculum that sparks interest. Examples referenced include building “power stations” and creating erupting volcanoes as play-based routes into structured learning. Parents of younger pupils often look for this balance, play that is purposeful without becoming overly formal too early.

For a primary school, “next steps” usually means two things: readiness for secondary learning, and the practical reality of local secondary routes.

Academically, the KS2 outcomes suggest pupils are typically well prepared for the jump to Year 7, particularly in reading comprehension, spelling accuracy, and mathematical confidence. That tends to translate into pupils who can access a broad secondary curriculum without needing extensive catch-up in basics.

On local pathways, the school signposts families towards nearby York secondary options, including Fulford School and Archbishop Holgate’s School through its community links and transition guidance. Families planning ahead should also check the City of York Council secondary admissions process and deadlines well before Year 6, as the key date is earlier than many first-time applicants expect.

Admissions are coordinated through the local authority. For Reception entry in September 2026, the school’s published timeline states that applications opened on 12 September 2025 and the on-time deadline was 15 January 2026. Offers are scheduled for 16 April 2026 (or the next working day), with appeals running into June and July 2026.

Because today is 26 January 2026, the on-time deadline for September 2026 entry has already passed. Families still seeking a place should look into the local authority’s late application process and keep expectations realistic, particularly given the level of demand shown in the recent applications-to-offers ratio.

The demand picture is a key part of the story. For the Reception entry route, 105 applications for 30 offers equates to about 3.5 applications per place. The ratio of first preferences to offers is also high (1.59), which usually indicates a meaningful number of families naming the school first rather than as a backup. That does not guarantee oversubscription every year, but it does signal consistent competition.

If you are considering a move with admissions in mind, use the FindMySchoolMap Search to understand practical proximity and local alternatives, then treat that as one input alongside the local authority’s oversubscription criteria.

The school’s wellbeing approach is best understood as two strands: inclusive support for pupils with a wide range of starting points, and a culture where behaviour and routines are predictable.

Pupils who arrive mid-year appear to be a normal part of the school’s experience, and the school’s approach emphasises quick transition and immediate support so children are not left to drift. For families relocating, or for children who have had interrupted schooling, this matters because the first few weeks can determine whether a child settles confidently or becomes anxious.

Safety is treated as part of everyday learning too, including online safety. This is reinforced through personal, social and health education and through pupil roles that build responsibility and peer leadership.

The latest Ofsted inspection (11 and 12 June 2024) graded the school Outstanding in every area.

Enrichment is one of the school’s most distinctive strengths because it is described as central to school life, not an optional extra bolted onto the end of the day.

The detail on the clubs programme is unusually specific, which helps parents judge fit. Examples include:

• Chess for Years 3 to 6 hosted by Noel Stewart, described as an English Chess Federation member and accredited chess coach, with weekly strategy teaching and gameplay.

• Lego Challenge for Years 5 and 6, a robotics challenge using programming and problem solving, supported in partnership with the University of York, with limited places.

• A longstanding orchestra open to pupils who play acoustic instruments and have had formal lessons, with performances at events including the Carol Concert and a summer music event.

• Senior Choir (Years 4 to 6), performing in assemblies and at events such as the Archbishop Holgate’s Carol Service in the Minster.

• Forest School sessions with a badge structure focused on creativity, survival, and nature, supported by staff who are described as forest school specialists and by an outdoor area framed as one of the strongest primary forest school spaces in the city.

A practical equity point is worth noting too. The school states that families eligible for free school meals receive an annual voucher scheme totalling £100 to support access to clubs, with monitoring by Pupil Premium Champions. For parents weighing affordability of extracurricular life, this signals an intention to reduce barriers rather than simply offering opportunities that only some children can use.

The school day is clearly set out. Pupils can enter from 8.40am, registers are taken at 8.45am, and the school day runs until 3.15pm. The published weekly total is 32.9 hours, with compulsory time stated as 32.5 hours.

Wraparound care is provided on site via Kids Kabin, with breakfast club operating 8.00am to 8.50am and after-school care from 3.15pm to 6.00pm. The published session fees are £5.05 for breakfast club and £11.45 for after-school club.

For travel planning, most families will treat the Heslington location as an advantage if they want a school close to the University of York area. Day-to-day logistics will depend on your exact route and parking tolerance at peak times, so it is sensible to trial a drop-off run at a realistic time before committing to a plan.

• High demand for places. Recent data indicates around 3.5 applications per Reception place. Families relying on this school should prepare a realistic Plan B and understand the late application process.

• Results can bring pressure. Very strong KS2 outcomes often go hand in hand with high expectations. Many children thrive in that climate; some may need reassurance and careful pacing if they are anxious about tests.

• Enrichment is a feature, not a side note. The club and opportunity culture is a strength, but it can also make calendars feel busy. Families who prefer minimal after-school commitments may need to be deliberate about boundaries.

Lord Deramore’s Primary School offers a combination that is difficult to find: state-funded provision with exceptionally high attainment, strong reading culture, and a well-developed enrichment programme that includes music, coding, and outdoor learning. The main challenge is admission rather than the quality of education.

Who it suits: families seeking a high-expectation, opportunity-rich primary in the York area, particularly those who value strong academics alongside arts, music, and structured enrichment, and who are comfortable engaging early with the admissions process.