Kirk Langley CofE Primary School Review 2026: Small village primary with top 10% outcomes in England

In a village setting outside Ashbourne, Kirk Langley CofE Primary School combines the feel of a small school with results that compare strongly across England. The school’s Key Stage 2 outcomes place it well above England averages, while its size means pupils are known well and take on responsibility early. External review describes pupils as proud of their school, with very strong behaviour and a clear sense of belonging.

The school is a Derbyshire local authority maintained primary with a Church of England character, for pupils aged 4 to 11. It operates with a capacity of 105 places, and the most recent published roll figure is in the low 90s, which is consistent with mixed age classes and a close-knit community feel.

This is a school that leans into the strengths of being small. Pupils are described as proud to attend, and adults knowing pupils well is presented as a defining feature. The school’s own public messaging reinforces the same idea, using the language of helping pupils shine, framed through a Christian lens.

Leadership roles appear to be taken seriously here, not treated as token gestures. Pupils hold posts such as school councillors, eco leaders and treasurers, and they are explicitly encouraged to see these roles as ways to shape daily life and contribute to the wider community. The decision to introduce blazers is a telling example of how responsibility is positioned, it was driven by pupil preference, linked to wanting to look smarter and feel ready for secondary school.

As a Church of England school, worship and prayer sit within the rhythm of the week, and this is presented as something pupils value. For families who actively want a school where Christian practice is visible, that will feel coherent rather than occasional. For families who prefer a lighter-touch approach to faith, it is sensible to explore how collective worship and religious education look in practice.

For a rural primary, the historical footprint is unusually well documented in local records. Derbyshire Record Office notes that the school is said to have originated in the 18th century, and that a rector-built schoolroom used as a day and Sunday school dates to 1845. That does not mean the current buildings all date from the mid 1800s, but it does place the school’s roots firmly within the long tradition of Church-linked village education.

Outcomes at Key Stage 2 stand out. In 2024, 93% of pupils reached the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 40% achieved greater depth in reading, writing and maths, compared with the England average of 8%. These are the figures parents tend to care about most, because they indicate both breadth of success and how well higher attainers are stretched.

The school’s scaled scores are also strong: reading 108, maths 107, and grammar, punctuation and spelling 113. In practical terms, that suggests a cohort that is secure in core literacy, confident in maths, and well-drilled in the technical accuracy that supports writing quality.

Rankings add further context. Kirk Langley CofE Primary School is ranked 714th in England for primary outcomes (FindMySchool proprietary ranking based on official data), and 2nd in the Ashbourne local area. That places it well above England average (top 10%).

A final detail worth noting is the balance across subjects. In 2024, 100% met the expected standard in reading and in grammar, punctuation and spelling, with 87% meeting the expected standard in maths and 93% in science. While cohorts are small and percentages can move year to year, the overall picture is of consistently high attainment.

Parents comparing several nearby schools should use the FindMySchool Local Hub comparison tools to see how results, ranks, and cohort sizes stack up side by side, rather than relying on headline impressions.

The most persuasive evidence of teaching quality is the specificity. Core subjects are described as planned and taught well, with staff using carefully chosen texts and stories to engage pupils and support learning. Teachers are described as delivering information clearly, asking questions that deepen thinking, and checking pupils’ retention routinely, with swift action taken when gaps appear.

Early reading and phonics is presented as a particular strength. Staff are trained in the school’s chosen phonics programme, pupils learn new sounds quickly, and reading books sent home are matched to the letter sounds pupils know. For families, the implication is straightforward: pupils are less likely to drift in the early stages of reading, and weaker confidence in decoding is more likely to be spotted early.

Curriculum design also appears to include a strong local and cultural dimension. Planning documents show purposeful choices such as a Tudor unit linked to life in Haddon Hall, local visits such as Pickford House in Derby, and study of Joseph Wright of Derby. That kind of specificity tends to translate into pupils remembering more, because the learning is anchored to tangible stories, places, and regional context.

As a state primary, the most relevant “destination” question is Year 7 transition. The school’s published transition materials explicitly reference Ecclesbourne transition, including guidance shared with pupils about Year 7 routines and expectations. That points to Ecclesbourne being a common next step for at least a significant share of pupils.

Practically, this matters because transition success is often about habits as much as academic readiness. The emphasis on routines, organisation, and responsibility maps well to pupils already taking leadership roles and responding to clear expectations in primary.

Families also sometimes consider selective routes or independent options at 11, particularly in parts of Derbyshire where travel patterns make that feasible. The school’s strongest contribution here is likely to be high attainment and strong early literacy, which open doors regardless of which secondary route a family chooses.

Kirk Langley CofE Primary School is part of Derbyshire’s coordinated primary admissions process, so Reception applications are made through the local authority rather than directly to the school.

For September 2026 entry, Derbyshire’s published timetable states that online applications open on 10 November 2025 and close at midnight on 15 January 2026. Offers are released on 16 April 2026. If you apply after the deadline, the local authority treats the application as late.

Local demand looks healthy rather than extreme, but it is still competitive. In the most recent admissions demand data available here, there were 25 applications for 15 offers at the main entry point, indicating oversubscription and a meaningful chance of disappointment for families applying without strong priority. (No “last distance offered” figure is available for this school so families should not assume a simple proximity cut-off.)

Parents who are considering a house move should use FindMySchool Map Search to check realistic journey distances and compare likely access across nearby schools. Even where distance is not the only criterion, it remains a common tie-break in local authority allocations.

The school’s wellbeing picture is closely linked to behaviour and relationships. Pupils are described as behaving exceptionally well, being polite and respectful, and receiving prompt adult support when disagreements occur. That matters because it reduces learning disruption and tends to make a small school feel calm, even when the day is busy.

Personal, social, health and economic education (PSHE) is described as carefully planned, with pupils developing a mature understanding of relationships, safety and equality, including online risks and what to do when concerned. This is the kind of detail that reassures parents who want to see safeguarding culture reflected in curriculum content, rather than treated as a compliance exercise.

The school’s safeguarding structure is clearly signposted publicly, including who holds key roles, which supports transparency for parents and carers.

A small school cannot offer the volume of clubs that a large urban primary can, but it can offer breadth through whole-school participation and strong community events. Here, pupils’ leadership roles are a central pillar. School Council and Eco Council are presented as active, with named advocates of change for the 2024 to 2025 cycle. The implication is that contribution is normalised, and pupils who might not be “sporty” still have visible routes to recognition.

Educational visits and visitors are described as part of the learning model, including residential experiences designed to develop independence and teamwork. For parents, this often translates into children returning home with stronger self-management skills and a more confident social presence, especially in mixed-age settings where younger pupils learn from older ones.

Community events run through the calendar. The school’s published notices include a Christingle service at St Michael’s Church and a PTA Pancake Race on the school field, which signals a PTA that runs family-facing activities rather than operating quietly in the background. The PTA area also references events such as a Halloween Disco, reinforcing a programme that builds belonging through shared traditions.

The school publishes clear timings. The school is open from 08:05 daily, closing at 17:00 Monday to Thursday and 15:15 on Friday. The compulsory day is 08:55 to 15:15, with pupils welcomed onto the playground from 08:40. For working families, this suggests wraparound availability, but parents should confirm booking arrangements and costs directly because the published page focuses on timings rather than operational details.

Travel context is inherently local in a village setting. Most families will be car-based, but the transition materials explicitly reference planning for bus fare or a bus pass at secondary level, suggesting that public transport becomes relevant for some pupils at Year 7.

• Curriculum development in a small number of subjects. Leaders are still tightening the precision of what pupils must know in some foundation subjects, which can affect how securely pupils remember and build on knowledge. This is not a core-subject weakness, but it is relevant for families who value a consistently structured curriculum across every subject.

• Identifying and meeting SEND needs. Systems for identifying pupils with special educational needs and disabilities are described as not always precise enough, and work is still needed to ensure the right support is consistently in place. Families with children who need targeted adaptations should ask detailed questions about assessment, support plans, and how staff translate identified needs into classroom practice.

• Faith is part of the weekly rhythm. The Church of England character includes regular worship and prayer, and pupils are described as valuing those moments. Families should consider whether this aligns with their expectations for daily school life.

• Small-school dynamics. Mixed-age classes and a roll under 100 can be a strength, but it can also mean fewer friendship options in a given year group. For some pupils, that creates security and continuity; for others, it can feel limiting if friendship issues arise.

Kirk Langley CofE Primary School combines a very small-school feel with outcomes that sit well above England averages, placing it in the top 10% of primary performance in England by the available ranking. It suits families who want strong early literacy, clear expectations for behaviour, and a Christian ethos that is visible in daily life. The main challenge is that places can be competitive relative to the school’s size, so families should approach admissions early and keep realistic alternatives in mind.