The Grange Community Primary School Review 2026: High-attaining Banbury primary with strong reading culture

Strong primary outcomes sit at the centre of the story here, alongside a clear set of expectations that pupils can articulate as “The Grange Way”.

This is a large, modern community primary serving the Cherwell Heights and Bodicote Chase area, with 11 classes and an age range of 4 to 11. Outdoor learning is a visible priority, with the school describing a “Let’s Go Wild” area, an outdoor classroom and a large field, plus a technology offer positioned as a practical strength.

The latest Ofsted inspection, in February and March 2023, confirmed the school continues to be Good.

The school’s identity is built around an explicit, child-friendly code of conduct. Staff position “The Grange Way” as the framework for behaviour and everyday decision-making, and the language is used consistently enough that pupils are expected to reference it as part of normal school life.

A noticeable feature is the way leadership and pupil voice are structured. There is a broad set of councils and ambassador roles, including Eco Council, Reading Ambassadors, Mental Health Ambassadors, Anti-Bullying Ambassadors, Sports Reps and House Captains. The point is not the titles themselves, it is the repeated message that pupils have formal responsibility for aspects of school culture. For many children this creates a sense of belonging and agency, and for parents it is a useful indicator of how personal development is organised beyond assemblies.

Pastoral cues are practical rather than performative. The school highlights a Buddy Bench initiative shaped by Anti-Bullying Ambassadors, a simple piece of provision that can make breaktimes easier for pupils who are lonely or unsettled.

Outcomes at the end of key stage 2 are exceptionally strong. In 2024, 89.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 40% achieved the higher threshold in reading, writing and mathematics, compared with an England average of 8%.

Scaled scores reinforce the picture: reading 111, mathematics 109, and grammar, punctuation and spelling 112.

Rankings place this school among the highest-performing in England (top 2%). Ranked 281st in England and 1st in the Banbury area for primary outcomes (FindMySchool ranking based on official data), it is operating at a level that should be on the shortlist for families prioritising academic results.

Parents comparing local options may find it helpful to use the FindMySchool Local Hub page to view outcomes side-by-side with nearby primaries using the Comparison Tool.

Early reading is presented as a deliberate, tightly structured priority. The school uses Read Write Inc as its phonics programme and is explicit about extending phonics teaching beyond age 7 where pupils still need it. The implication is twofold: children who take to phonics quickly can move on promptly, while those who need more repetition are not left to “catch up later” without a plan.

Vocabulary is treated as a teachable component of writing, not a by-product. The school references “word of the day” work using Mrs Wordsmith resources, alongside teaching about word origins and structures such as prefixes and suffixes. For pupils who enjoy language, this can translate into more ambitious writing; for pupils who do not, it can still provide a scaffold that reduces the blank-page problem.

A further thread is the intention to prepare pupils for secondary transition through subject foundations, including computing. The school frames its computing curriculum as building a strong base for the next phase, which matters for children who may not have much access to structured technology learning outside school.

As a primary, the key question is not destinations data, it is how transition is handled. The school explicitly recognises the move to secondary as a significant step and signposts additional transition support for pupils who may need it. It also positions its family support staff as a route for parents who want guidance on secondary applications and options.

For families planning ahead, Oxfordshire’s coordinated admissions process is the framework that matters most. The local authority advises families to include their catchment area school among preferences, and publishes countywide key dates for the annual cycle.

Reception entry is coordinated by Oxfordshire County Council rather than directly by the school. The school’s own admissions page sets out the countywide timeline clearly for the September 2026 intake: applications open on 05 November 2025, with a closing date of 15 January 2026, and offers issued on 16 April 2026.

Demand is high. For the recorded entry route, there were 148 applications for 43 offers, and the school is flagged as oversubscribed. That equates to roughly 3.44 applications per place offered, so the practical implication is that families should treat timing, evidence and the admissions criteria as non-negotiable details rather than admin.

Open event information for Reception is presented via a dedicated bookings page and a school film, which is useful for families who want an initial sense of routines and ethos before committing to a visit.

If you are weighing up multiple schools, FindMySchool’s Map Search can help you sense-check practicalities such as travel time and day-to-day logistics alongside academic factors.

Personal development is described as planned provision rather than occasional add-ons. The school references weekly personal development lessons and uses programmes including SCARF (Safety, Caring, Achievement, Resilience, Friendship), alongside local safeguarding context signposted as SCIB. This matters for parents looking for a clear, structured approach to relationships, safety and wellbeing rather than reactive interventions only when problems arise.

The ambassador structure also plays into wellbeing. Mental Health Ambassadors and Anti-Bullying Ambassadors are positioned as peer-facing roles, and the Buddy Bench initiative is a practical example of pupil-led design improving the social experience of playtimes.

Wraparound provision is run by school staff and is presented as part of a continuity model, with structured spaces for calm play, reading and creative activities. That can be especially valuable for younger pupils who find long days demanding, as it reduces the number of different adults and settings they need to manage across a week.

The school’s enrichment model is shaped partly by pupil voice. Clubs are described as being decided through discussions with pupils and staff, and places are offered on a termly basis with waiting lists where clubs are oversubscribed.

The most concrete indicator of breadth is the named offer. Examples include gardening club, choir, multi-sports, dance, cricket and karate, plus football and cross-country. For pupils, the implication is a menu that includes creative, active and performance strands, rather than sport being the only reliable after-school option.

Outdoor play is also treated as a developmental lever. The school is participating in the OPAL (Outdoor Play and Learning) programme, framing outdoor play as a route to leadership, resilience, social skills and teamwork. Combined with the “Let’s Go Wild” area and outdoor classroom, this suggests an environment where outdoor learning is not confined to occasional themed days.

The published school day runs from 08.30am to 15.15pm, a 32.5-hour school week.

Wraparound care is detailed and specific. Breakfast provision includes sessions from 7.30am (Early Breakfast Club) or 7.45am (Breakfast Club), and after-school provision runs from 3.15pm, with options to 4.45pm (Early Birds) or 6.00pm (Night Owls). Published session prices include £8.50 and £7.00 for breakfast options, and £10.00 or £13.00 for after-school options depending on the end time.

For meals, the school notes that pupils in Reception, Year 1 and Year 2 are entitled to Universal Infant Free School Meals, with an on-site kitchen and an emphasis on fresh preparation.

• Oversubscription pressure. With 148 applications for 43 offers on the recorded entry route, competition is real. Families should treat the county deadline as immovable and read criteria carefully before assuming a place is likely.

• Consistency across foundation subjects. The most recent inspection pointed to a need for clearer identification of essential knowledge in some foundation subjects so that pupils build understanding over time. For parents, a sensible next step is asking how subject leaders have tightened sequencing and recall beyond English and mathematics.

• A large primary experience. With 11 classes and a capacity of 315, this is not a small village primary. Many children thrive with that social breadth; children who prefer very small peer groups may find it less comfortable.

The Grange Community Primary School combines a clear behaviour framework with exceptionally strong key stage 2 outcomes, and it backs this up with structured reading practice and an unusually explicit approach to pupil leadership. The result is a school that should suit families who value academic performance and want a well-organised culture with defined expectations and visible personal development roles.

Entry remains the limiting factor. For families who secure a place, the education on offer is compelling, particularly for pupils who respond well to structure, high expectations and a reading-rich curriculum.