Membury Primary Academy Review 2026: A very small village primary with one-class teaching and a clear focus on reading

This is a state school, so there are no tuition fees, and its outcomes should be read in the context of a very small cohort.

The July 2025 inspection is the most current benchmark. It judged the quality of education as Good and reports that pupils learn well overall. Most helpfully, it pinpoints early reading as a relative strength, with staff knowing precisely what pupils need in each session, and pupils learning to read well. For families of younger children, that emphasis is often more predictive of later success than a single year of end-of-Key-Stage percentages, especially in very small cohorts where one or two pupils can swing the figures dramatically.

Teaching in a one-class primary is not simply “small classes”. It is a different craft. Staff need to run parallel learning journeys, often teaching multiple subjects or concepts simultaneously across age ranges. The July 2025 report acknowledges that staff manage this complexity, and that the curriculum is largely structured and sequenced so staff know what pupils are expected to learn at each stage.

The same report is also clear about the main improvement priority. In some subjects, important knowledge is not identified precisely enough, which can lead to lessons that try to cover too much content, and this can slow learning for some pupils. For parents, the practical question is whether the school’s curriculum plans are now tighter and more consistent across subjects, and how the trust support is being used to improve that sequencing and clarity.

A second, more classroom-level development point is independence. The report notes that pupils are not always helped to develop the skills and knowledge needed to work independently, which can limit practice and confidence on more challenging tasks. In a mixed-age class, independence matters even more because pupils will often rotate between teacher-led input and self-directed work while another group receives direct teaching.

On the positive side, reading is treated as a high-priority domain, and that usually indicates disciplined routines, consistent phonics practice, and strong staff subject knowledge. Official evaluation notes that pupils enjoy books and stories, and that the school’s approach helps them learn to read well.

For a primary school in Devon, the transition question is often about confidence and readiness rather than selection. The school’s approach to widening pupils’ experiences beyond their immediate setting is a relevant signal here. The July 2025 report describes links with other schools and regular opportunities to work with children from elsewhere, explicitly framed as preparation for the next stage of education.

Devon’s school information listing for Membury Primary Academy shows a feeder link to Axe Valley Academy. That does not mean every child will attend that secondary school, but it is a useful starting point for families exploring likely routes.

For parents, a sensible practical step is to ask how transition is handled for Year 6 pupils in a mixed-age class. In tiny cohorts, transition support can be highly personalised, but it may also rely on collaboration with partner schools to provide broader induction experiences.

Admissions for Reception entry in Devon follow the local authority coordinated process. Devon’s step-by-step guide for normal round admissions states that the application system goes live on 15 November 2025 for Reception (September 2026 entry), with a closing date of 15 January 2026. Offers are made on the national offer date of 16 April (for Reception and Year 3).

This school’s demand profile is currently the opposite of the high-pressure catchment scramble seen in many larger primaries. indicates 3 applications and 3 offers for the primary entry route, with an undersubscribed status. (In practice, undersubscription typically means there are places available in at least some year groups, which aligns with local communications from the trust about capacity.)

Devon’s school information listing also publishes a PAN (Published Admission Number) of 7 for 2025 to 2026. For parents, this helps set expectations: intake numbers may be small, and a “year group” can feel more like a family cluster than a cohort.

Parents comparing options should use the FindMySchool Map Search to understand realistic travel time and the practicalities of rural drop-off, particularly in winter, when narrow roads and weather can change what “close enough” feels like.

Pastoral care in a small primary is often inseparable from teaching because staff see the same pupils across more of the week and across more contexts. The latest inspection describes pupils who enjoy attending, behave well in and around the school, and show respect to staff, visitors and each other.

Support for pupils with special educational needs and or disabilities is explicitly noted as effective, with pupils supported well and learning well as a result. The Devon school information listing also names a SENCO (Katy Lyons).

Safeguarding is a critical parent concern, and here the July 2025 inspection states that safeguarding arrangements are effective.

In very small schools, extracurricular can become either an afterthought or a defining strength, depending on leadership and partnerships. The July 2025 inspection points to an ambitious personal development offer and a broad range of clubs, giving examples that include construction and computing with coding challenges.

Those examples are particularly telling. Construction suggests hands-on, practical problem-solving, often appealing to pupils who learn best through making and doing. Computing with coding challenges signals that digital skills are not just passive “using devices”, but structured, goal-driven learning.

The report also notes opportunities to develop musical talents through learning to play an instrument. In a mixed-age class, music can also become a powerful social leveller, with older pupils modelling practice habits and performance confidence for younger children.

The school’s engagement with the local community and welcoming of visitors to enhance learning is also referenced. For parents, the useful question is what those visitors and partnerships look like over a full year, and whether clubs run weekly, seasonally, or through occasional enrichment days.

Membury Primary Academy is in the village of Membury, near Axminster in Devon, and is part of First Federation Trust. Transport realities matter in rural East Devon, so it is worth checking the most realistic drive-time from your home at peak drop-off and pick-up times.

Wraparound care can be a deciding factor for working families. Publicly accessible sources used for this review do not clearly set out breakfast club or after-school club hours. If wraparound care is essential for your family, contact the school directly to confirm availability, days offered, and whether places are limited by staffing.

Term dates for the 2025 to 2026 academic year are published via Devon’s school information listing, which is useful for holiday planning.

• Ultra-small cohort experience. With a very small roll relative to capacity, your child’s social world will be intimate. That can be brilliant for confidence and belonging, but some children want a larger peer group day-to-day.

• Curriculum delivery consistency. The latest inspection highlights that, in some subjects, curriculum delivery can feel overwhelming when key knowledge is not identified precisely enough. Ask what has changed since July 2025 and how trust support is being used.

• Independence development. Official findings note that pupils are not always systematically supported to build independent working skills. For some children this is minor; for others it is central to confidence and pace of learning.

Membury Primary Academy suits families who value a small village setting, close adult support, and a child who will thrive in a mixed-age, one-class environment. The latest official evaluation places it securely at Good across all areas, with early reading and personal development opportunities standing out as strengths.

The main decision point is fit: children who like familiarity, predictable relationships, and personalised attention often do very well in schools of this scale. Families should also weigh the inspection-flagged curriculum and independence priorities, and ask how these are being addressed through trust collaboration.