Marston Montgomery Primary School Review 2026: Small rural primary, close-knit culture, improvement journey underway

For parents who like to anchor decisions in published results tables, this is a school where cohort size genuinely matters. The school’s own performance page states that assessment data for recent years has been suppressed due to the size of the Year 6 cohort. That makes it difficult to treat any single year’s outcomes as a stable indicator, even if some figures were available, because very small numbers can swing percentages sharply.

In that context, a more reliable way to judge the academic experience is through what is known about curriculum design and how consistently it is being implemented. The most recent inspection is clear that the school has worked at pace on curriculum changes, but that these are not fully embedded yet. In some subjects, teachers know precisely what to teach and when, while in others the sequencing and checking of what pupils remember is less consistent. The practical implication is that parents may see variability across subjects, and children may not always build knowledge in a smooth, cumulative way, particularly while newer approaches bed in.

Reading is presented as a relative strength, including for pupils with special educational needs and or disabilities (SEND), with pupils supported to catch up quickly if at risk of falling behind and a strong supply of high-quality books. For families where reading confidence is a key priority, that is an encouraging feature to explore during a visit and in conversation with class staff.

With only two classes, teaching and learning at Marston Montgomery is shaped by mixed-age organisation. The prospectus describes Garden Class as Reception, Year 1 and Year 2, and Meadow Class as Years 3 to 6. This structure can work very well when planning is tight, because younger pupils can learn routines from older peers and teachers can revisit concepts in a spiral. It can also be demanding for staff, since the range of need in a single room is wide.

The curriculum approach is described in practical terms rather than slogans. English teaching is often linked to wider topics and uses Talk 4 Writing to build confidence and structure, with daily phonics, spelling, or grammar sessions and an emphasis on drama and role-play as part of language development. In maths, different schemes are used across the two classes, including Number Sense and White Rose in Garden Class, and Target Maths in Meadow Class, with daily time allocations stated by key stage.

From an improvement perspective, the inspection’s most useful detail for parents is about implementation and sequencing. Leaders are described as having an accurate understanding of what is working and what is not, and subject leadership is said to be strengthening, but newer leaders may still be developing the knowledge and skills needed to monitor their areas precisely. In plain terms, the direction of travel is positive, but consistency is not yet where it needs to be across all subjects.

Early years deserves a specific look because it is the entry point for most families. The inspection notes that the early years curriculum was redesigned very recently, with routines and independence supported, but also that implementation is still in progress and children are not prepared as well as they should be for the next stage. That does not automatically mean Reception is weak day to day, but it does mean parents should ask targeted questions: how does the school check what children have learned over time, and how does it ensure curriculum intentions become secure knowledge, especially in a mixed-age environment.

As a Derbyshire village primary serving pupils up to age 11, Marston Montgomery’s natural next step is transfer to local secondary schools. The school’s own aims explicitly reference equipping children with literacy and numeracy skills to make full use of learning opportunities offered in future secondary schools, which is a sensible way to frame transition for a small setting.

The partnership with Queen Elizabeth’s Grammar School is referenced on the school website in the context of sporting events. While that is not the same as being a feeder route, it does signal that pupils have opportunities to mix beyond their immediate cohort and travel for events, which can help confidence when moving on.

This is a state school, so there are no tuition fees. Admission is handled through the Local Authority admissions process rather than direct fee-paying entry.

The school prospectus states an agreed annual admission limit of 10 pupils for Reception intake. That single number explains a lot about the admissions feel. With such a small Published Admission Number, even modest local demand can create an oversubscribed picture.

The latest available admissions data shows 5 applications for 1 offer for the Reception entry route, and the school is recorded as oversubscribed. Taken at face value, that suggests around five applications per place in that snapshot, which is high pressure for a school of this size. Families considering a move for admission should treat this as a warning sign to check current patterns carefully and to submit a strong, timely application.

For Derbyshire Reception entry for September 2026, the Local Authority timescale states that online and telephone applications open on Monday 10 November 2025, with the closing date at midnight on Thursday 15 January 2026. National Offer Day is Thursday 16 April 2026.

A practical tip: if you are shortlisting several local primaries, use FindMySchool’s Map Search to compare travel time and likely day-to-day logistics, then use the Saved Schools feature to keep track of application deadlines and visit notes in one place.

Pastoral in small primaries often comes down to relationships, and the evidence here points to a calm, supportive culture. Pupils are described as enjoying school, feeling safe, and getting help from staff when worried. Respectful behaviour is a consistent theme, with pupils acting responsibly toward others.

Support for SEND is described as improving, with needs identified correctly and plans reviewed, plus work with external professionals to secure the right support. The inspection also flags a key caveat, some pupils with SEND are not able to access the curriculum as well as they should, and adaptations are not always strong enough in planning and delivery. For families where SEND access is central, the right question is not “is there support”, but “how consistently is learning adapted so my child can access the full curriculum in a mixed-age class”.

The inspection states that safeguarding arrangements are effective

The school’s small size does not mean a narrow offer. The website references Forest Schools as a recurring feature, alongside trips and joint sporting activity, including events linked with Queen Elizabeth’s Grammar School. The implication is that outdoor learning and physical activity are built into the rhythm of school life, which often suits children who learn best through doing, building, and exploring rather than sitting still for long periods.

The school’s calendar and event pages point to structured activity beyond lessons, including Forest School sessions and partnership-style sports provision. Examples include Forest School sessions referenced for Meadow Class, and organised PE and lunchtime club activity through Primary Stars. For parents, the practical value is twofold. First, it gives children a wider set of experiences than you might expect from a tiny primary. Second, it can create additional structure and motivation for pupils who respond well to routines and team responsibilities.

The inspection report also reinforces enrichment as a real feature rather than a claim, mentioning conservation learning, residential visits, theatre trips, and lunchtime sports clubs, alongside opportunities to compete against other schools. In a small setting, these external-facing activities matter because they broaden social confidence and help children practise representing the school, which is a useful bridge toward the bigger social world of secondary.

The school day runs from 8:55am to 3:30pm, with morning drop-off at the main gate from 08:45 to 08:55 and pick-up at 15:30.

Wraparound care is available from 08:00 to 08:45 every morning Monday to Friday, and from 15:30 to 17:30 every afternoon Monday to Thursday.

For transport, this is a rural Derbyshire location, so most families will think for walking routes within the village, short drives from nearby hamlets, or car-share patterns. When comparing schools, it is worth testing the journey at typical times, since rural roads and parking pinch-points can change the feel of drop-off quickly.

• Inspection trajectory. The latest inspection (November 2023) identifies improvement work in progress, with curriculum implementation and leadership capacity still developing. Families should ask what has changed since then, and how impact is checked across subjects.

• Very small intake. The prospectus states a Reception admission limit of 10 pupils per year, which means places can fill quickly and friendship groups are small. This suits some children brilliantly; others may want a larger peer group.

• SEND adaptation consistency. SEND identification and external support are described as improving, but curriculum access and classroom adaptation are flagged as inconsistent. Parents should ask for concrete examples of how teaching is adapted in practice.

• Oversubscription risk. The most recent admissions snapshot shows the school recorded as oversubscribed, with an applications-to-offers ratio that suggests competitive entry even for a village primary. Treat this as a prompt to apply early and verify current demand patterns.

Marston Montgomery Primary School offers what many families seek in a rural primary: small classes, strong relationships, and a community-centred feel, with enrichment that reaches beyond what you might expect from a two-class setting. The main decision factor is fit with the school’s improvement journey. Best suited to families who value a close-knit atmosphere and are comfortable asking detailed questions about curriculum consistency, early years readiness, and how leadership is strengthening subject oversight.