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St Theresa's Catholic Primary School | Ofsted Ratings, Reviews, Exam Results & Admission 2026
St Theresa's Catholic Primary School
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St Theresa's Catholic Primary School
- Primary
- Barnet N3 2TD
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Ofsted report
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| Effectiveness of leadership and management | Good |
| Early years provision | Good |
| Overall effectiveness at previous inspection | Good |
| Quality of teaching, learning and assessment | Good |
| Personal development, behaviour and welfare | Good |
| Outcomes for pupils | Good |
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Foundational Skills: Much work has been done on improving the quality of teaching of mathematics, particularly arithmetic.
Success of the Curriculum: The curriculum is creative and builds on pupils’ previously acquired knowledge and skills.
Foundational Skills: High priority on reading fluency; phonics taught confidently.
Success of the Curriculum: Broad, ambitious curriculum with sequenced skill development.
Areas Needing Improvement: Improving the quality of the early years outdoor provision.
Areas Needing Improvement: In some foundation subjects, assessment is less precise; gaps not swiftly addressed.
Performance in Maths & Reading: Progress made by pupils in mathematics has improved and leaders anticipate much better outcomes for the current Year 6 in reading, writing and mathematics combined.
Support for Falling Behind: Regular pupil progress meetings ensure that pupils who are at risk of underachieving are quickly identified and offered bespoke or whole-class interventions.
Behaviour and Attitudes: Their behaviour is exemplary and they have positive relationships with their teachers and with each other.
Performance in Maths & Reading: Strong performance; national assessments achieved highly.
Support for Falling Behind: Extra support given to pupils who fall behind; inclusive approach.
Behaviour and Attitudes: Polite, respectful conduct; bullying rare, swiftly handled.
Support for SEND Pupils: Additional funding for pupils with special educational needs and/or disabilities (SEND) is spent well to ensure that these pupils make the progress of which they are capable.
Support for SEND Pupils: Well-trained staff ensure full curriculum access with necessary adaptations.
Managing Bullying and Pupil Safety: Bullying is unusual in the school and pupils have a good understanding of different types of bullying.
Promotion of Welfare and Safety: The school’s values permeate every aspect of school life and inspectors witnessed pupils modelling these through their actions and attitudes.
Managing Bullying and Pupil Safety: Rare bullying, swiftly addressed; safe environment.
Promotion of Welfare and Safety: Mature understanding of diversity, equality; respect emphasized.
Parental Involvement: The leaders work well with parents to encourage them to play a key role in supporting their child at home. A new online assessment system allows parents to access information about their child's progress.
Parental Involvement: School works closely with families to support attendance.
Parent Feedback: Parents are very supportive of what the school aims to achieve for the pupils, though some rightly expressed concern about the way the school communicated with them.
Extracurricular Activities: Pupils also attend after-school sports clubs, and their attendance is monitored by leaders.
Extracurricular Activities: Extensive enrichment program; clubs like dance, art, math.
Outdoor Facilities: The quality of the outdoor provision in early years does not yet match the resources on offer in the indoor classroom.
Teacher Engagement: Teachers are observed as part of the appraisal process and to inform the strengths of teaching in the school and areas for development.
Impact on Student Progress: Teachers’ shift of emphasis from attainment to progress when looking at pupils’ outcomes has raised teachers’ awareness of the importance of looking at the range of groups of pupils and how well they progress from their different starting points.
Assessment of Teaching Quality: Teachers assess pupils’ progress through questioning, looking at the work in pupils’ books and through peer and self-assessment.
Teacher Engagement: Strong relationships support thriving learning environment.
Impact on Student Progress: Teachers effectively present information; pupils thrive.
Assessment of Teaching Quality: High-quality training supports teachers; strong impact.
Teaching Staff Challenges: A few teachers do not regularly check that pupils understand what they are learning.
Historical Ofsted reports
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About Us
St Theresa's Catholic Primary School is a Primary, Co-Ed, Roman Catholic school located in Greater London, London.
It has 168 students from age 4-11 yr with a student-teacher ratio of 20 : 1.
At this school, 72% of pupils achieved higher standard in reading, writing & maths at key stage 2.
This school rated Good by recent Ofsted inspection.
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St Theresa's Catholic Primary School
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The Catholic Voluntary Aided Primary School St Theresa's is located in the Church End, Finchley, North London Parish of St Philip the Apostle.
The Archbishop of Westminster, Cardinal Heenan, launched the school in the fall of 1966.
The Sisters of Marie Auxiliatrice were established in Castelnaudary, a tiny hamlet near Carcassonne in the South of France, in 1864 as a result of Blessed Marie Therese de Soubiran's vision.
As the First World War came to an end, the Archbishop of Westminster went to the Congregation and asked the Sisters if they would be willing to continue serving the Church by opening a grammar school in Finchley, a neighbourhood of North London with few resources for the education of Catholic children.
The Sisters were asked to construct a primary school this time.
The site for the new school building project was to be the kitchen garden and tennis courts, and construction got under way.
After the construction was finished in the summer of 1966, St. Theresa's Primary School welcomed a new group of Catholic kids that fall.
Every member of the school community collaborated from the start.
The final Sister to work full-time at St. Theresa's was Sr. Mary Perpetua Wilson, who left to begin missionary work in Africa.
When the Manor House Convent was sold and the mortgage paid off in 1981, the school's building debt was lastly paid off.
The Sisters of Marie Auxiliatrice served as the school's trustees as a one-form entrance school run by a Board of Governors.
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The Archbishop of Westminster, Cardinal Heenan, launched the school in the fall of 1966.
The Sisters of Marie Auxiliatrice were established in Castelnaudary, a tiny hamlet near Carcassonne in the South of France, in 1864 as a result of Blessed Marie Therese de Soubiran's vision.
As the First World War came to an end, the Archbishop of Westminster went to the Congregation and asked the Sisters if they would be willing to continue serving the Church by opening a grammar school in Finchley, a neighbourhood of North London with few resources for the education of Catholic children.
The Sisters were asked to construct a primary school this time.
The site for the new school building project was to be the kitchen garden and tennis courts, and construction got under way.
After the construction was finished in the summer of 1966, St. Theresa's Primary School welcomed a new group of Catholic kids that fall.
Every member of the school community collaborated from the start.
The final Sister to work full-time at St. Theresa's was Sr. Mary Perpetua Wilson, who left to begin missionary work in Africa.
When the Manor House Convent was sold and the mortgage paid off in 1981, the school's building debt was lastly paid off.
The Sisters of Marie Auxiliatrice served as the school's trustees as a one-form entrance school run by a Board of Governors.
Compare with similar schools
| Phase of Education | Primary | Primary | Primary |
|---|---|---|---|
| Type | Local Authority Maintained Schools | Local Authority Maintained Schools | Local Authority Maintained Schools |
| Snobe grade |
A
|
B-
|
A
|
| Ofset report | Good | Good | Good |
| Age range | 4-11 | 3-11 | 7-11 |
| Gender | Co-Ed | Co-Ed | Co-Ed |
|---|---|---|---|
| Student teacher ratio | 20.5 | - | 19.7 |
| Proficient Math | 109 | 111 | 109 |
| Proficient Read | 108 | 107 | 108 |
| Grade 5 or above GCSE | - | - | - |
| Grade 5 or above A Level | - | - | - |
| Day Fees | - | - | - |
Primary Exam Result
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 109 | 100 | 97 |
| Reading | 108 | 100 | 98 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 72% | 66.65% | 55.96% |
| Pupils achieving at a higher standard | 14% | 13% | 7.42% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 1.5 | Above Average |
| Writing | 2.6 | Above Average |
| Maths | 3.4 | Above Average |
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 107 5 | 95 | 96 |
| Reading | 107 1 | 95 | 95 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 74% 26 | 66.16% | 60.44% |
| Pupils achieving at a higher standard | 16% 13 | 13.74% | 9.72% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 1.6 | Above Average |
| Writing | -0.6 | Below Average |
| Maths | 1.4 | Above Average |
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 102 3 | 93 | 94 |
| Reading | 106 1 | 95 | 95 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 48% 21 | 65.57% | 59.51% |
| Pupils achieving at a higher standard | 3% 11 | 11.25% | 9.16% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 1.6 | Above Average |
| Writing | -1.1 | Below Average |
| Maths | -1.9 | Below Average |
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 105 | 91 | 93 |
| Reading | 107 | 90 | 93 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 69% | 60.59% | 56.29% |
| Pupils achieving at a higher standard | 14% | 10.59% | 8.19% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 4.0 | Well Above Average |
| Writing | 2.2 | Above Average |
| Maths | 2.3 | Above Average |
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Admission
Holidays & terms
Holidays 2024/25
| Holidays | Date |
|---|---|
| Autumn Half Term Holidays | 28th Oct 2024 - 1st Nov 2024 |
| Winter Holidays | 23rd Dec 2024 - 3rd Jan 2025 |
| Spring Half Term Holidays | 17th Feb 2025 - 21st Feb 2025 |
| Spring Holidays | 7th Apr 2025 - 21st Apr 2025 |
| Summer Half Term Holidays | 26th May 2025 - 30th May 2025 |
| Summer Holidays | 23rd Jul 2025 - 29th Aug 2025 |
Terms Dates 2024/25
| Terms | Dates |
|---|---|
| Autumn Term | 2nd Sep 2024 - 27th Oct 2024 |
| Autumn Term-2 | 2nd Nov 2024 - 22nd Dec 2024 |
| Spring Term | 4th Jan 2025 - 16th Feb 2025 |
| Spring Term-2 | 22nd Feb 2025 - 6th Apr 2025 |
| Summer Term | 22nd Apr 2025 - 25th May 2025 |
| Summer Term-2 | 31st May 2025 - 22nd Jul 2025 |
Students Teachers
20 : 1
Student teacher ratio at St Theresa's Catholic Primary School
Local authority ratio 18 : 1