St Augustine's CofE Academy Review 2026: Small first school, big on character and community

Teaching is built around routines and clear classroom habits. One simple example is the shared language pupils use when they find work difficult, described as “brain, buddy, boss”, which encourages pupils to try, ask a peer, then go to an adult. That matters in a small school, because it normalises independence rather than over reliance on adult support.

Curriculum thinking is also connected to real experiences. The school’s cultural and enrichment planning references structured transition work with middle school partners across the federation and trust, which helps reduce the cliff edge that can come with leaving at 9.

The key transition is at the end of Year 4, when pupils typically move into a middle school or junior phase, depending on how schooling is organised locally. The school’s published information points to active transition work across the federation and multi academy trust links, which is particularly valuable for children who thrive on familiarity and predictable routines.

For families considering a move into the area, it is worth checking how the local system is structured and which schools are the usual next step, as that is the main structural difference from a standard primary.

Reception admissions are coordinated through Staffordshire County Council, rather than directly through the school. The published county deadline for children starting school in September 2026 is 15 January 2026.

Demand, in the most recent, shows 10 applications for 6 offers for the primary entry route, indicating the school can be oversubscribed even with a small intake.

Nursery admissions are handled directly by the school, with families asked to request forms from the office. The school highlights Nursery as a helpful transition route into Reception because children become used to routines and the school day.

Personal development is a defining strength. Ofsted’s April 2024 inspection describes a carefully designed programme of character education and real world experiences, including a “50 things to do before you’re 9” list intended to broaden interests and confidence.

The community thread is not tokenistic. Pupils are described as taking pride in charitable work, including fundraising connected to an international link and practical support for a local foodbank, which gives moral education a concrete outlet rather than leaving it at the level of assemblies.

Safeguarding was judged effective at the most recent inspection.

Enrichment is structured and specific, which helps in a small school where it is easy for clubs to become thin or irregular. The wraparound provision, branded as Little Saints, runs a programme of themed activities, with examples including Craft and Cookery Club and a dedicated Lego Club that is described as consistently popular.

There is also a broader “try it” approach embedded into personal development, with practical skills and experiences chosen to stretch comfort zones in an age appropriate way. The implication for families is that confidence building is part of the planned curriculum experience, not just an optional add on for the keenest pupils.

The school day ends at 3:20pm, with wraparound care available from 7:30am until 6pm (Little Saints Breakfast and After School Club).

The setting is rural, so day to day logistics tend to be car led for many families. For prospective parents, the school describes an open door approach for tours by appointment, which is often the simplest way to understand drop off practicalities and how wraparound works in practice.

Nursery Provision

Nursery is part of the school’s offer and is presented as a gentle route into Reception, especially for children who benefit from becoming familiar with routines and staff before starting full time schooling.

• Earlier transition point. With education here running to age 9, families need to be comfortable planning a move to the next school earlier than in a typical 4 to 11 primary. Transition work is referenced, but the structural change is still significant.

• Small school dynamics. Small cohorts can be reassuring, but friendship groups are naturally narrower. This suits many children, but those who want a large peer group may prefer a bigger setting.

• Oversubscription risk. Demand can exceed places, even on a small scale, so it is wise to treat admission as competitive rather than automatic.

• Curriculum consistency work in progress. Ofsted identified that, in a few subjects, the sequencing of knowledge needs tightening so that new learning builds more consistently from Nursery to Year 4.

St Augustine’s CofE Academy is a small first school with a strong values driven culture and an unusually strong personal development offer for its size. Behaviour and personal development stand out, and the school’s community links give children real ways to practise responsibility and kindness.

Best suited to families who actively want a Church of England setting, value a calm, structured approach for younger children, and are comfortable with the earlier transition to the next school at the end of Year 4.