St Thomas' CofE Primary School

St Thomas’ CofE Primary School is a vibrant and inclusive school where pupils thrive in a nurturing, safe and highly ambitious environment. This was the first routine inspection since the COVID-19 pandemic, and the school remains highly effective: all key judgements are outstanding, although under the current inspection framework no overall effectiveness grade is given. Pupils achieve highly, behave exceptionally well and are well prepared for life beyond primary school. The curriculum is carefully crafted and continually refined, and teachers use strong subject knowledge to build pupils’ understanding securely from the early years onwards. Inclusion is a key strength, with pupils with SEND identified early and supported very effectively to access the full curriculum and achieve well. Reading is particularly strong, with systematic phonics beginning in Reception, expert support for struggling readers and a well-developed culture of reading. Behaviour is exemplary, attendance is a key priority and personal development is rich, including PSHE, character development, leadership opportunities and cultural experiences. Leadership, governance and staff development are strong, and safeguarding arrangements are effective. No areas of concern were identified in the report.

Strengths

• Highly ambitious curriculum carefully crafted to meet pupils’ diverse needs
• Teachers use strong subject expertise and adapt teaching to build on prior knowledge
• Pupils, including disadvantaged pupils, consistently produce high-quality work
• Excellent support for pupils with SEND, with early identification and strong partnership working
• Particularly strong reading provision with systematic phonics from Reception
• Expert support helps struggling readers catch up and close gaps
• A strong culture of reading is fostered through library visits, author workshops and imaginative activities
• Behaviour is exemplary, with a calm and focused atmosphere in lessons
• Staff are highly skilled at supporting pupils who show early signs of dysregulation
• Attendance is a key priority, with rigorous analysis and close work with families
• Thoughtfully developed PSHE helps pupils understand British values, healthy eating, online safety and emotional well-being
• A rich beyond-the-curriculum offer builds character, empathy, responsibility and cultural awareness
• Pupils have opportunities to lead and contribute positively to the school community
• Leaders, staff and governors work harmoniously to implement a clear vision
• Governors set strategic direction, meet statutory requirements and hold leaders to account
• Leaders prioritise professional development, training and coaching and staff feel valued
• Safeguarding arrangements are effective
• Early years provision builds respect, cooperation, curiosity and clear routines from the start

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at St Thomas' CofE Primary School attended 93.2% of sessions (the national figure for primary schools was 94.8%). 17.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.5% of pupils at St Thomas' CofE Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 St Thomas' CofE Primary School had 18.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.5% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 19.0% of pupils at St Thomas' CofE Primary School were on SEN support (nationally 15.4%) and 8.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 St Thomas' CofE Primary School received £13,012 and spent £12,062 for each of its 196 pupils. It ended the year with reserves of £207,000 (£1,055 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Kensington And Chelsea · Kensington and Chelsea local authority: places and applications

What is St Thomas' CofE Primary School's Ofsted rating?

The latest Ofsted rating for St Thomas' CofE Primary School is Outstanding, from an inspection in February 2025.

When was St Thomas' CofE Primary School last inspected by Ofsted?

St Thomas' CofE Primary School was last inspected in February 2025.

How many pupils does St Thomas' CofE Primary School have?

St Thomas' CofE Primary School has 200 pupils on roll.

What age range does St Thomas' CofE Primary School cover?

St Thomas' CofE Primary School for pupils aged 3 to 11.

What are St Thomas' CofE Primary School's SATs (KS2) results?

In 2025, 60% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is St Thomas' CofE Primary School?

St Thomas' CofE Primary School is at Appleford Road, North Kensington, London, W10 5EF.