Arundel CofE Primary School Review 2026: High-attaining Church of England primary with strong community culture

Faith, hope and love sits at the centre of this Church of England primary, and it shows up in everyday routines as much as in formal worship. With a published planned intake of 30 pupils per year and a school capacity of 210, this is a close-knit setting that still offers breadth in activities and leadership roles.

Academic outcomes are a clear strength. Key Stage 2 results in the most recent published dataset are among the strongest in England, supported by a curriculum that places early reading and structured recall at the heart of learning.

Leadership is stable. The headteacher is Mr Andrew Simpson, and official records indicate he has held the post since September 2009. The school is state-funded, so there are no tuition fees.

The tone here is purposeful but warm. Older pupils are expected to look after younger ones, including buddying new starters, and pupils are given visible responsibilities that shape the day, rather than being token roles. Play leaders are part of the rhythm of lunchtimes, helping organise games and keeping social dynamics positive.

A key feature is how clearly the community language is taught. Pupils are encouraged to step in when something is wrong, with “upstander” language used to make expectations practical rather than abstract. The result is a culture where kindness is framed as action, not just intent, and where behaviour is treated as everyone’s responsibility.

The Church of England character is integrated rather than decorative. The school describes strong links to St Nicholas’ Church and a Christian ethos that places the individual child’s worth at the centre. Collective worship and prayer sit alongside a curriculum emphasis on tolerance, diversity, and respectful conduct, which helps the faith identity feel inclusive for families with different levels of observance.

The most recent Ofsted inspection (10 and 11 July 2024, published 13 September 2024) confirmed the school continues to be Good and that safeguarding arrangements are effective.

This is a high-performing primary by any reasonable measure, and the figures are unambiguous.

In the most recent published Key Stage 2 results dataset:

• 91.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%.

• At the higher standard, 48% achieved greater depth in reading, writing and mathematics combined, compared with the England average of 8%.

• Scaled scores are also strong, with 111 in reading, 109 in mathematics, and 110 in grammar, punctuation and spelling.

On the FindMySchool ranking (based on official data), the school is ranked 447th in England and 1st in Arundel for primary outcomes. That places it well above England average, within the top 10% of primaries in England, and in practical terms it is outperforming the vast majority of schools nationally.

The implication for families is straightforward. Pupils who thrive on clear expectations and structured learning are likely to do very well here. For children who need more time to build confidence, the question is less about whether support exists, and more about whether the pace and ambition feel motivating rather than pressurising.

Teaching is built around careful sequencing, steady retrieval, and strong early reading. Weekly embedded learning sessions are used to reinforce prior knowledge, and targeted interventions are part of the routine rather than a last resort. Daily “scoop and boost” support is designed to close gaps quickly so pupils can move forward with their class.

Reading is treated as a priority from Reception, with a phonics programme that clearly maps sounds and words over time. Books are matched to pupils’ reading stage so that practice consolidates skill, rather than adding cognitive overload. Where pupils are less confident, extra support is used to help them keep up, not to create a parallel track.

Curriculum design also leans into local context. History, for example, is framed through meaningful links to the area and includes planned visits that make learning concrete. For families, the benefit is twofold: children gain knowledge, and they learn how knowledge connects to place, story, and community life.

There is, however, an important nuance. The latest inspection identified that in some subjects, lesson activities do not always secure the full depth of the intended curriculum. That is a specific improvement point worth asking about during a visit, particularly if your child is very inquisitive and tends to push beyond surface-level tasks.

As a primary school, the main transition point is into Year 7. The school encourages families to choose a secondary that fits the child rather than following general community reputation. It prompts parents to think about practicalities such as commuting, pastoral strength, and the match between the child’s interests and the secondary’s opportunities.

The school does not publish a definitive list of destination secondaries, which is common for primaries. Families who want a clearer picture should ask during open events about typical routes taken by recent Year 6 cohorts, and how the school supports transition, particularly for pupils who may find change difficult.

Reception places are coordinated through West Sussex County Council, using the standard common application route. For September 2026 entry, the county’s published timeline includes:

• Applications opening on Monday 6 October 2025

• The on-time deadline on Thursday 15 January 2026 (11.59pm)

• Offer day on Thursday 16 April 2026

This school is oversubscribed in the published admissions dataset. There were 84 applications for 30 offers, which equates to 2.8 applications for every place. In practice, that level of demand means families should treat admission as competitive, even before considering any faith-related criteria.

As a voluntary aided Church of England school, published admissions information indicates that faith and parish connection can be relevant, with priority given to children who live and worship within the ecclesiastical parish of Arundel and South Stoke. Families should read the current admissions arrangements carefully, including any supplementary information that the school requests alongside the local authority application.

For parents trying to judge realistic chances, the FindMySchool Map Search tool is the sensible starting point for shortlisting and travel planning. It will not replace admissions criteria, but it helps families compare practical options quickly before investing time in visits.

Pastoral work here is closely tied to community responsibility. Buddy systems, play leaders, and pupil roles build a sense that pupils have agency in making the school feel safe and kind. Anti-bullying culture is framed as proactive rather than reactive, with pupils encouraged to speak up and seek adult support early.

Personal development has clear structure. Pupils learn about healthy relationships, online safety, and how to keep themselves safe in the wider community. Leadership opportunities are broad, including councils such as Eco Council, Learning Council, and roles linked to safety and digital leadership.

Staff wellbeing is also treated as a serious consideration, with leaders and governors mindful of workload and staff support. For families, this matters because stable teams and sustainable workload tend to correlate with consistency in classroom experience.

The enrichment offer is unusually detailed for a primary, and it is not limited to the predictable basics. The school states that clubs change termly and, in a typical term, the list includes a mix of sport, music, creative activity, and academic extension.

Examples of named clubs and activities include:

• ACE School Choir and Ukulele Club, both of which build musical confidence and performance habits.

• History Club and Book Club, which complement the school’s emphasis on reading and local-context learning.

• Archery and Irish Dancing, which provide distinctive alternatives to mainstream sports clubs.

• Lego Club, Chess Club, and Junior Taskmaster, which support problem-solving, teamwork, and structured challenge.

Forest School is another standout feature. The school describes having its own Forest School area, used for supervised breaks and as part of learning, with pupils building confidence through hands-on activity in a woodland setting.

Trips and visits add further texture. The latest inspection references visits to museums and theatres, and learning links include local visits such as to St Nicholas’ Church as part of history content. The implication is that pupils are regularly taken beyond the classroom so that knowledge is reinforced through real experiences.

The school is mixed and serves ages 4 to 11, with a published capacity of 210 and an intake of 30 pupils per year.

Wraparound care is a clear practical strength. The school offers Breakfast Club from 7:30am and an After-School Club from 3:30pm to 5:30pm, run by school staff. Activities include arts and crafts, construction games, reading, role play, and sport, using outdoor spaces such as the field, jungle gym, and woodland area when weather allows.

Published information does not clearly state the core school day start time, so families should confirm this directly, along with any late collection policies and booking expectations for wraparound places. For transport, most families will be looking at a walkable catchment or short drive within Arundel and nearby villages; on-site logistics and drop-off arrangements are worth asking about at a tour.

• Competitive entry. With 84 applications for 30 places in the published data, admission pressure is real. Families should plan on having credible alternatives in case a place is not secured.

• Faith-based criteria may matter. As a Church of England voluntary aided school, parish worship and supplementary information can be relevant to priority. Families who are unsure how this applies to them should read the current admissions arrangements carefully before applying.

• High expectations can feel intense for some pupils. Results indicate a strong academic culture. For many children that will be motivating; for others it may require careful support at home to keep learning confidence high.

• Curriculum depth is an explicit improvement point. The latest inspection noted that in some subjects, activities do not always secure full depth of intended learning. Ask what has changed since July 2024, and how subject leaders are ensuring consistent depth across the curriculum.

Arundel CofE Primary School combines a clear Christian ethos with academic outcomes that place it among the stronger primaries in England. Stable leadership, structured teaching, and a well-developed pupil culture around responsibility and kindness make it an appealing option for families who value both character and attainment.

Best suited to families who actively want a Church of England school, who can engage with the admissions process early, and whose child responds well to high expectations and structured learning. The limiting factor is admission rather than educational quality.