St Michael’s Church of England Primary School, Bishop’s Stortford Review 2026: A faith-rooted primary with strong Key Stage 2 outcomes

Strong results and a clear Church of England identity sit side by side here. The school serves pupils from Nursery through Year 6, with a small-school feel and a purposeful, calm culture that is reinforced through routines and pupil leadership roles. A recent Ofsted visit confirmed the school has maintained the standards seen at the last graded inspection, with safeguarding judged effective.

Academically, the latest published Key Stage 2 outcomes place the school above the England picture across the combined reading, writing and maths measure, and scaled scores in reading, maths and GPS (grammar, punctuation and spelling). In FindMySchool’s primary ranking, it sits above England average and within the top quarter of schools in England (25th percentile is stronger, 60th is weaker), a useful signal for families comparing local options.

Because the school is voluntary aided, admissions include faith-informed criteria alongside the usual priorities such as looked-after children and siblings. That makes the application process slightly more involved than a standard community primary, including a supplementary form for some applicants.

This is a Church of England primary where the faith element is not a badge, it is part of how the school relates to pupils and families. The school’s links with the parish are active, including regular worship in church during the year and clergy involvement in school worship and wider activities.

The recent inspection evidence points to pupils feeling secure and settling quickly, with staff reinforcing good manners and creating conditions for focused learning. Pupils are described as proud of their school, polite, and ready to listen and work hard in lessons. That combination matters because in a primary setting, calm routines are often what allow strong phonics, reading practice, and writing stamina to take hold over time.

Leadership opportunities also shape the tone. The school council and play ambassadors are highlighted as genuine responsibilities for pupils, not just badges. The practical implication is that children who enjoy being “helpers”, organisers, or peer role models tend to find a natural place in the culture, while quieter children still benefit from a structured environment where behaviour expectations are consistent.

Nursery provision

Nursery is part of the school, but it is important to understand the boundary between Nursery and Reception admissions. Nursery attendance does not guarantee a Reception place, and families still need to apply through the coordinated admissions process.

For eligible families, 30 hours childcare funding is available, which can materially change affordability and weekly logistics. The school does not offer 2-year-old funding through this setting, so families needing funded provision at age 2 may need an alternative early years route before joining at 3.

At Key Stage 2 in 2024, 77.67% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%. At the higher standard, 31.33% achieved the higher benchmark in reading, writing and maths, compared with 8% across England. Reading and maths scaled scores were 107 and 107, with GPS at 109. These are strong indicators of consistent attainment across the core.

FindMySchool’s 2024 primary ranking places the school 2,474th in England and 13th in the Bishop’s Stortford local area for primary outcomes (a FindMySchool ranking derived from official performance data). This sits above England average and comfortably within the top 25% of schools in England, which will matter to families weighing nearby schools that look similar on paper but differ in outcomes.

The practical implication of these numbers is less about raw test preparation and more about whether children are likely to leave Year 6 ready for a demanding Year 7 curriculum. Strong combined outcomes alongside higher standard performance typically correlate with pupils who can read fluently, write with control, and apply maths accurately, skills that reduce the need for “catch-up” in the first year of secondary school.

The most recent inspection describes a well-structured curriculum in most subjects, with teachers building knowledge in a sequenced way so pupils can remember and apply key ideas. Staff are described as checking understanding regularly and addressing misconceptions quickly, which is one of the clearest levers for sustained progress in a mixed-ability primary classroom.

Reading is treated as a central priority. Children start learning to read as soon as they begin school, with a consistent phonics approach and books matched to their phonics knowledge. The implication for parents is straightforward: if your child thrives with routine and repetition, and benefits from aligned home reading, the school’s approach should support steady development from early years through to confident reading by Year 6.

The key area flagged for improvement is also worth understanding in practical terms. In a few subjects, the progression of knowledge, skills and subject vocabulary is described as less clearly defined, which can lead to repetition or missed building blocks. That does not mean outcomes are weak overall, but it does suggest some subjects may feel less “joined up” than English and maths until leaders fully tighten sequencing across the whole curriculum.

As a primary school, the main transition point is Year 6 to Year 7. Families typically think in terms of local secondary options and travel time, and also whether their child will cope with a larger, more complex setting. The school’s Key Stage 2 outcomes suggest many pupils leave with a solid academic base, which tends to help children manage the step up to a timetable-led secondary environment.

Because this is a Church of England voluntary aided primary, some families also consider faith continuity at secondary stage, while others prioritise the best-fit comprehensive option. A sensible approach is to build a shortlist early and use FindMySchool’s Local Hub comparison tool to view nearby secondaries side by side, then stress-test your shortlist against transport, pastoral offer, and admissions realities.

Reception applications follow Hertfordshire’s coordinated process, with a deadline of 15 January 2026 for September 2026 entry. National allocation day is 16 April 2026, followed by continuing interest activity and appeals windows later in the spring and summer.

What makes admissions here different is the voluntary aided structure. The governing body is the admissions authority, and applicants under the relevant faith categories are expected to complete a Supplementary Information Form by the same deadline. If that extra form is not completed when it should be, the application can fall to a lower priority than families expect.

Oversubscription is a real feature of the intake picture. In the latest admissions data provided, there were 62 applications for 27 offers, which is about 2.3 applications per place offered. That level of demand means families should treat this as a strategic application rather than a “likely” local place, even before faith criteria are considered. If you are trying to judge your chances, use FindMySchoolMap Search to check precise proximity and then read the oversubscription criteria carefully so you understand where your child sits.

Nursery families should plan early. A place in Nursery does not confer priority for Reception, and parents must reapply for Reception in the normal way.

Pastoral strength shows up in small, practical details: pupils’ confidence in routines, their ability to manage minor fallouts, and the availability of staff support when issues arise. The recent inspection describes pupils as self-confident and able to recognise feelings, alongside adults being consistently available when needed.

Support for pupils with SEND is also described in concrete terms: needs are identified accurately in partnership with parents and carers, individual targets are used where appropriate, and skilled staff adapt support so pupils can access learning. The implication for families is that the school is not just focused on high attainment; it is also attentive to how different children actually manage daily learning demands.

The latest Ofsted inspection confirmed safeguarding is effective.

In a primary school, extracurricular quality is less about a huge menu and more about whether opportunities are coherent and inclusive. Two pupil roles referenced directly are the school council and play ambassadors. These are practical, developmental opportunities: they reward responsibility, train children to communicate ideas, and reinforce belonging for pupils who want to contribute to school life.

The inspection evidence also points to structured play at social times, including organised games that keep pupils active and allow them to enjoy competition in a positive, supervised way. The implication is that breaktimes are not left to chance, which can reduce low-level conflict and make the day easier for children who find unstructured time challenging.

For families who want deeper detail, this is the one area where published information varies year to year. Clubs, sports, and enrichment often change termly and can be influenced by staffing. If extracurricular breadth is a deciding factor for you, ask the school directly for the current term’s programme and how places are allocated.

This is a state school with no tuition fees.

Wraparound arrangements are worth checking early, especially if you rely on breakfast or after-school care. Provision in this area can change, including whether it is run directly by the school or through an external provider, so confirm current hours and booking arrangements with the school office before assuming it matches past patterns.

For 2026 entry, Hertfordshire’s admissions calendar is clear: applications opened in early November 2025, closed on 15 January 2026, and allocation happens on 16 April 2026. If you missed deadlines, there are late application rules and continuing interest stages, with appeals deadlines later in the spring.

• Faith criteria can shape priority. Some places are allocated through a foundation (church) route based on regular worship at a Christian church, which can materially affect outcomes for families applying on distance alone. Read the oversubscription criteria carefully and submit any required supplementary form on time.

• Nursery is not a feeder route into Reception. Children in Nursery must reapply for Reception; attendance does not guarantee a place. Plan as if you are applying fresh, even if your child already attends.

• Competition for places is real. With around 2.3 applications per offered place in the latest data, admission is the obstacle; the education is the reward for families who secure a place.

• Curriculum sequencing is still being tightened in a few subjects. Core areas are described as well structured, but a small number of subjects need clearer progression to avoid repetition or gaps. If foundation subjects matter highly to your child, ask how the school is addressing this.

A strong choice for families who want a Church of England primary with above-average Key Stage 2 outcomes and a calm, structured culture. The evidence points to confident pupils, consistent reading priorities, and clear opportunities for children to take responsibility through roles like the school council and play ambassadors. It suits families who value faith links and are prepared to engage with a voluntary aided admissions process. Securing entry is where the difficulty lies.