Kentisbury Primary School Review 2026: Small rural primary with federation breadth

For a school of this size, the most useful lens is not a single headline figure, it is whether teaching is systematic, expectations are clear, and gaps are identified early. The latest inspection evidence points to a structured approach to early reading, with leaders strengthening the Reception curriculum and phonics teaching in Years 1 and 2 so pupils build fluency quickly.

The report also describes a broader curriculum intent as pupils move through the school, including regular exposure to literature to build knowledge of the wider world. The practical implication is that families should expect a school that takes reading seriously as the core learning tool, rather than treating it as a narrow set of phonics checks.

If you are comparing local options, it is worth using FindMySchool’s Local Hub comparison tools to review nearby primaries side-by-side, then using the qualitative detail in this review to understand which setting best matches your child’s temperament and needs.

The federation describes its curriculum through values and lived routines, rather than flashy programmes. Day-to-day structures matter in a primary, and Kentisbury has a clear rhythm: the school day starts at 8.45am, and includes a short morning session that can be “Morning Work” or “Fun Fit”. That matters for two reasons. First, it builds immediate focus for pupils who arrive sleepy or distracted. Second, it bakes movement into the day early, which tends to help attention and self-regulation for many children.

In the early years and Key Stage 1, the school’s reading approach is described as systematic, with pupils reading frequently and using books matched to their stage so they can practise successfully rather than guess. Pupils who need extra support are described as receiving targeted help focused on gaps. In a small school, this kind of precision support can be easier to organise quickly, because fewer adults are coordinating interventions and fewer pupils need timetables rearranged.

As pupils get older, the federation model becomes part of the teaching strategy, not just a logistical choice. Bringing older pupils together at Parracombe can widen discussion, group work, and peer learning in a way that a single very small cohort can struggle to achieve, particularly in Years 5 and 6 where collaborative learning becomes more demanding.

As a Devon community primary, the next step for most families is the standard secondary transfer process coordinated by the local authority. Devon’s published admissions guidance states that secondary applications close on 31 October each year, and for the September 2026 transfer cycle it set out a deadline of 31 October 2025.

Kentisbury itself is not presented as a feeder for a single named secondary in the sources accessible here, so families should treat secondary choice as a decision to research actively rather than assume a default pathway. A sensible approach is to shortlist likely secondaries based on travel practicality and ethos, then check each school’s admissions criteria and open events. If your child is in Year 6 now, the operational takeaway is simple: work backwards from the October deadline and do not leave preferences until the last week.

Reception entry is managed through the Devon coordinated process. The federation’s admissions page states that Devon residents apply between 15 November and 15 January for primary schools, with the same national closing dates applying across local authorities. This is the key timing to anchor on for 2026 entry planning.

Demand looks modest in raw numbers but tight in practice, which is typical for very small schools. In the latest available admissions round, there were 20 applications for 18 offers for Reception, which equates to around 1.11 applications per place, and the entry route is marked as oversubscribed. Competition at this scale is not about hundreds of families, it is about a handful of extra applications moving the needle quickly.

The school encourages families to discuss in-year places directly if they are moving area or have a reason to seek a place outside the usual intake point. In a small setting, in-year movement can have a bigger effect on class balance and staffing, so it is wise to have an early, transparent conversation about timings and your child’s needs.

Parents who want to understand how realistic a Reception place is should use FindMySchool’s Map Search tools to check practical proximity, then cross-check against the school’s oversubscription criteria in the relevant Devon admissions policy for the year of entry.

Pastoral support in a small primary often rests on two foundations: relationships and routines. The March 2023 inspection evidence highlights that pupils feel safe, staff know pupils well, and disagreements are dealt with promptly, with bullying described as very uncommon. For many families, especially those with children who are anxious or who struggle with big transitions, that kind of consistent adult oversight is a meaningful strength.

Wellbeing is also approached through activity. The inspection report describes pupils starting the day with physical activity, plus opportunities to keep fit through clubs and outdoor learning such as forest school activities and visits to local gardens. This matters because movement breaks are not just “nice extras”, they often help behaviour and attention stay calm in mixed-age classes.

Older pupils are given real responsibility, which can be unusually motivating in a small school where leadership roles are visible. The report notes some Year 6 pupils serving as associate governors, contributing to discussions about school life and even supporting staff appointment processes. The implication is a culture where pupil voice is not tokenistic, and where maturity is encouraged as a normal part of growing up.

The federation runs a structured clubs programme that is designed to overcome the limits of size. After-school clubs operate each night, and pupils can attend activities across the federation sites to broaden the mix of peers and options. Clubs are listed as running from 3.15pm to 4.30pm, with each child entitled to one free club per week.

What makes this distinctive is the specificity of what is on offer. Recent and current listings include Art Club, Film Club (hosted at Kentisbury on Fridays), Football Club (Kentisbury on Mondays), and a Forest School Club at Kentisbury on Wednesdays and Thursdays, sometimes combined with cookery using produce grown in the garden. These are practical, tangible experiences rather than generic “lots of clubs”, and they fit the setting. Forest school and outdoor cookery are a natural match for rural grounds; film and art provide quieter creative options that suit pupils who may not want competitive sport.

The federation’s learning updates also show enrichment that goes beyond clubs. Recent examples include netball tournaments, use of virtual reality headsets to support topic learning, and local trips linked to science and geography, such as exploring hydroelectric power at Glen Lyn Gorge. For parents, the implication is that this is not a narrow “basics only” education. Even with small numbers, the school makes deliberate effort to widen experiences.

Pupil leadership and community-minded activity also appear in the school’s own updates, with roles such as Play Leaders and an Eco-Schools committee described as part of everyday life. These are small-school strengths when done well: responsibilities feel real because everyone knows who is contributing.

The school day runs 8.45am to 3.15pm, with an early slot used for registration and either “Morning Work” or “Fun Fit”. Breakfast club operates across the federation from 8.00am to 8.45am. After-school clubs typically run until 4.30pm, and there is an extended after-school option at Kentisbury until 5.00pm, with 5.30pm available by special arrangement, plus a minibus service from Parracombe.

For travel, the federation encourages walking where practical and asks families who drive to park considerately and respect residents and restrictions. This is common sense, but in a small village it is worth taking seriously, because congestion and poor parking can become an avoidable source of friction.

• Very small cohorts. The benefits are attention and strong relationships; the trade-off can be fewer same-age peers in the youngest years and a social experience that feels different from a two-form entry primary. The federation model offsets this, but it remains a key fit question.

• Split-site model for older pupils. The move to being taught alongside pupils at Parracombe Church of England Primary School for Years 3 to 6 can be a plus for breadth, but some children may need extra reassurance around travel routines and being based away from the Kentisbury site.

• Admissions can still be competitive. Even a small increase in applications matters when there are limited places. A ratio of about 1.11 applications per place in the latest available round suggests demand is slightly above capacity. Families should treat a place as something to plan for carefully rather than assume.

• On-site early years is separate. The federation runs an on-site pre-school at Kentisbury, which may make transition smoother for some children, but families should check how sessions, progression, and availability align with their needs, and use the official pre-school information for current pricing and terms.

This is a calm, community-rooted primary that uses federation scale intelligently. The best evidence points to effective safeguarding, a clear approach to early reading, and a curriculum that is richer than many people expect from a village school.

Best suited to families who want a small-school feel with broader opportunities, and who like the idea of older pupils learning in a larger combined group through the federation. The main decision point is fit: if your child thrives on close relationships and outdoor learning, it can work extremely well; if they need a large pool of same-age peers every day, you will want to weigh alternatives carefully.