Hugh Joicey Church of England First School, Ford Review 2026: Small village school with Forest School at its core

There is no Key Stage 2 performance or ranking data available for this school, and the school’s published age range and local reorganisation context make direct comparisons tricky. What can be said with confidence is that the school places strong weight on early literacy and language, and the curriculum is planned in multi year cycles to suit a small school structure.

The most recent Ofsted inspection (15 May 2024) kept the overall judgement at Good, but highlighted that pupils’ achievement is not consistently strong across all subjects. The report notes clear sequencing and stronger outcomes in some areas, and weaker clarity in others where the order of knowledge pupils should learn is less well defined. For parents, the implication is that the early reading and core routines may feel well established, while some foundation subjects may be in a period of refinement as leaders tighten progression.

Because cohorts are very small, parents should also be cautious about over interpreting any single year’s outcomes even when data is available in other places. In small schools, one cohort can look very different from the next, and staffing changes can have an outsized effect, a point echoed in the 2024 inspection’s reference to recent staffing turbulence.

The day is structured around the fundamentals in the morning, with phonics and reading first, then maths, then English, with handwriting built in as a discrete routine. That sequencing is common in schools that want to protect attention for the most cognitively demanding content early in the day, particularly for younger pupils. The afternoon timetable then broadens out into a rotation of subjects including science, geography, history, music, modern languages, PSHE, and Forest School, plus physical education and swimming when scheduled.

Early reading appears to be treated as a whole school priority rather than a Reception only focus. The school references a structured phonics programme and incremental knowledge building, which matters because in small schools consistency between staff is the difference between a coherent approach and a patchwork of methods. For families, the practical implication is that home reading routines and phonics support are likely to be strongly encouraged, and pupils who need extra practice may get frequent adult attention simply because the scale allows it.

In the early years, the 2024 inspection describes careful transition from pre school and a particular emphasis on communication and language, plus a structured approach to developing writing. That combination tends to suit children who need clear routines and repeated opportunities to practise language and fine motor skills.

The most distinctive curriculum element is the outdoor programme. Forest School is not presented as a one off enrichment experience. The school describes it as regular sessions in woodland, led by qualified practitioners, designed to build resilience, teamwork, and practical problem solving. The implication is that learning is expected to happen through doing as well as through books, and children who learn best with movement and real world context often respond well to this style.

This is a first school context, so transition planning matters. In Northumberland’s three tier areas, pupils typically move from first to middle school around age 9, although there has been ongoing local reorganisation work in parts of the county and published decisions affecting local age ranges. Families should therefore check the current year groups offered and the catchment pathway as part of shortlisting.

The most practical approach is to confirm the catchment middle school options using the local authority’s catchment and transport mapping tools, then ask the school how transition is handled for the specific year your child will move. In small schools, transition is often highly personalised, and staff can usually give a clear picture of typical destinations and how pupils are prepared socially and academically for a larger setting.

This is a state funded Church of England voluntary aided school with no tuition fees. Admission into Reception is coordinated through the local authority common application process, with the closing date for Reception applications for September 2026 stated as 15 January 2026 and national offer day on 16 April 2026.

The published admission number is 15 pupils for Reception each year. Where demand exceeds places, the oversubscription criteria are clearly set out. After children with an Education, Health and Care plan naming the school, the order includes looked after and previously looked after children, exceptional medical or social need, siblings, children living in the parish of Ford and Etal or the wider Ford catchment area, then children of parents who worship regularly in the parish church, then children of parents worshipping in another Christian church seeking a Christian foundation, then other children. Distance is used as a tie breaker, measured as a straight line, with random allocation used if distances are identical.

In the supplied admissions results, the Reception entry route shows 7 applications and 7 offers in the most recent recorded year, with a status described as fully subscribed rather than oversubscribed. That suggests demand can be steady rather than intensely competitive, but in a 15 place school even modest shifts in village demographics can change the picture quickly.

Parents considering the school on a catchment basis should use the FindMySchool Map Search to check distance, and then treat it as a guide rather than a promise. Even where distance is not the main criterion, it can still decide borderline cases when other criteria do not separate applicants cleanly.

In a very small school, pastoral support often looks like fast intervention rather than formal layers. Adults know pupils well, and the routine of collective worship, small group learning, and outdoor sessions creates multiple daily check in points where staff can notice changes in mood or behaviour. The school also sets out clear safeguarding roles, including the headteacher as Designated Safeguarding Lead and named deputy arrangements.

There is evidence of an organised approach to behaviour and relationships. The school day includes regular collective worship with a weekly pattern, which often functions as both pastoral anchor and shared language for expectations. The School Council is described as active, giving pupils structured opportunities to contribute to decisions and event planning, which can be particularly valuable in small schools where children can see the impact of their voice quickly.

For families, the key implication is fit. Children who like being known, who benefit from consistent adult attention, and who enjoy outdoor learning tend to thrive. Children who want a wide social circle or who prefer anonymity may find the scale constraining as they get older.

Extracurricular life here is shaped by two realities, the outdoor environment and the small scale. The school day explicitly includes Forest School as part of the curriculum mix, and the website describes dedicated outdoor learning spaces including a fire pit, den building, and practical outdoor play and learning. That matters because it means enrichment is not limited to after school slots. It is built into normal teaching time.

After school, the school runs additional clubs on weekdays until 4.15pm, with wraparound care extending to 5.00pm. The specifics of clubs can vary term by term, but there is evidence of school wide events and activities that are very characteristic of the setting. Examples include community traditions such as the annual May pole dancing and May Queen celebrations, and whole school visits and performances such as theatre trips and seasonal church services. These are the kinds of experiences that often give small schools their sense of shared story across year groups.

Sport is addressed through the primary sport premium strategy, and the school references links with local clubs and opportunities for out of school sessions. In a rural area, those connections can be more important than on site facilities. They broaden pupils’ options and help families connect into the wider community sport network.

The school opens at 8.30am, with the register closing at 8.45am, and the school day ends at 3.15pm. Clubs run until 4.15pm on weekdays, with wraparound care available until 5.00pm.

For travel, the rural setting means most families will plan around car journeys and village routes rather than public transport frequency. For winter months, it is sensible to ask how adverse weather decisions and transport advice are communicated, as rural Northumberland can be affected by seasonal conditions.

• Curriculum consistency work in progress. The most recent inspection kept the school at Good but flagged unevenness across subjects, with clearer sequencing in some areas and less clarity in others. Families should ask how subject progression has been tightened since 2024.

• Very small cohorts. Small numbers can mean excellent adult attention and a family feel, but it also means limited peer group size. This suits some children brilliantly and feels restrictive for others.

• Faith based oversubscription criteria. The school welcomes families of any faith or none, but some criteria relate to worship and church connection. Families should read the criteria carefully and consider how they apply to their circumstances.

• Outdoor learning is integral. Forest School and outdoor learning are central, not optional extras. If your child dislikes outdoor conditions or you prefer a more classroom centred approach, this may not be the right fit.

A distinctive small village Church of England school where outdoor learning and early reading routines are central, and where wraparound care is clearly built into the week. Best suited to families who want a close knit start to school life, value Forest School as more than a weekly treat, and are comfortable with a Christian ethos that shapes language and worship. The main decision point is fit: the scale and the setting are the strengths, but they also define the limits.