Cardinham School Review 2026: Small village primary with high-end KS2 outcomes

The results profile is unusually strong for a small primary.

• Expected standard (reading, writing, maths combined): 86% met the expected standard in the latest published Key Stage 2 outcomes, versus an England average of 62%.

• Higher standard: 44.33% achieved the higher standard in reading, writing and maths, versus an England average of 8%.

• Subject indicators: reading expected standard 83%, maths 83%, grammar, punctuation and spelling expected standard 92%, science expected standard 92%.

Rankings add context. Ranked 656th in England and 1st in Bodmin for primary outcomes (FindMySchool ranking based on official data), the school sits well above the England average, placing it within the top 10% of primaries in England (top decile).

A useful way to interpret this, especially for parents of younger children, is that the school is not just producing a few high attainers. The expected-standard figure is high, and the higher-standard figure is also high. That combination usually points to both secure core teaching and stretch for pupils ready to move faster.

The curriculum story, based on the inspection evidence and published curriculum information, is one of breadth with a clear intent to sequence knowledge carefully, then revisit it so pupils remember more over time.

Reading is positioned as central. The inspection report describes an ambitious phonics approach from the start of school, regular checks on what pupils know, and targeted support for those who need to catch up. The implication is practical, early decoding is treated as a priority rather than an “it will come” assumption, which matters in a small school where gaps can be very visible.

Writing is taught through a Talk for Writing model, structured around imitate, innovate and invent, with punctuation and grammar taught in the context of the texts being studied. For many pupils, that approach makes writing less abstract because sentence choices are anchored in models they have explored in detail.

The one caution from the inspection narrative is consistency, especially in early years and in some newer subject areas. Expectations are described as clear, but not yet fully embedded everywhere, particularly around independent learning routines in early years. For parents of nursery and Reception children, it is worth asking how independence is built through the week, not just what adults provide.

As a state primary, the main transition point is into Year 7 at a Cornwall secondary school.

Cornwall uses designated (catchment) areas for admissions, and an address can sometimes sit in a shared area with more than one designated school. Because of that, the most accurate planning step is to check the Cornwall Council mapping tools for your specific address rather than relying on general assumptions about “nearest”.

In practice, a small primary can offer a calm runway into secondary, but the move can feel bigger simply because Year 6 cohorts are small. It is sensible to ask what transition links look like in a typical year, for example joint activities, staff handover, and how pupils are supported if they move to different secondaries.

Cardinham School is oversubscribed on the Reception entry route provided. There were 21 applications for 8 offers, which is 2.63 applications per place, and the school is recorded as Oversubscribed. In a school this small, a handful of additional applicants can change outcomes significantly year to year, so treat any single-year picture as indicative rather than predictive.

For Reception entry (September 2026), Cornwall Council’s coordinated admissions deadline was 15 January 2026, with outcomes issued on National Offer Day, 16 April 2026. Cornwall also sets out how later preference changes are handled in subsequent rounds, with late applications after 16 January 2026 processed later.

If a family misses the main admissions window and needs an in-year place, Cornwall states that applications for a September 2026 start are accepted from 20 May 2026 (up to eight school weeks ahead).

Nursery entry is separate from Reception. Even if a child attends a school nursery, families still need to apply for Reception through the local authority process.

Practical tip: if you are comparing several local primaries with different oversubscription patterns, FindMySchool’s Map Search and comparison views can help you sanity-check travel distance and shortlist trade-offs in one place.

The September 2022 Ofsted inspection confirmed the school remains Good and that safeguarding arrangements are effective.

Beyond that headline, there are a few details worth pulling out. Pupils are described as clear about different forms of bullying and confident that adults will act quickly if problems arise. The school also uses structured ways for pupils to raise concerns, including class-based worry mechanisms, which can be especially valuable for quieter children in a small setting.

For families considering nursery and Reception, the inspection’s developmental point about independence is relevant to wellbeing too. Independence routines are not just “academic readiness”. They also affect confidence, friendships, and how children handle transitions within the day.

A small school can struggle to offer breadth, so named, practical clubs matter. Cardinham School publishes a club list that includes Bikeability, Lego, Yoga, Dance, and Football, alongside past offerings such as Kwik Cricket, Cross-country, Italian, and Netball. In a small primary, those options do more than fill time after school. They broaden friendship groups across ages, and they give pupils “identity hooks” beyond the classroom, which supports confidence.

Performance opportunities are also part of the picture. The inspection report references pupils enjoying performing publicly, including a recent school play titled Holes. For some children, especially those who are not naturally sporty, that kind of structured stage experience can be the point where they find their voice.

The school describes a two-site structure, with early years based at Woodside and Years 1 to 6 in the main school building. The published daily timetable shows the main school day ending at 3:10pm for Years 1 to 6, and 3:00pm for the early years day.

Wraparound care is clearly set out. Breakfast club runs from 8:00am to 8:45am, and after school club runs from 3:15pm to 5:00pm.

On travel, this is a rural setting, so many families will drive. For public transport planning, Transport for Cornwall publishes timetables including service information such as route 201 (Bodmin College to Warleggan, via Mount), which can help families check whether a bus connection is realistic for their household. Rail users for the wider Bodmin area typically travel via Bodmin Parkway on the main line.

• Small roll, small cohort effects. With capacity at 84, year groups are small. That often feels supportive, but it can also mean limited same-age friendship choice if two pupils do not naturally click.

• Admissions volatility. Oversubscription data is based on small numbers. A few extra applications can materially change outcomes year to year, so plan with backup preferences.

• Early years independence work in progress. The inspection narrative flags that early years routines and independent learning opportunities were not yet consistently established at the time of inspection. For nursery and Reception families, ask what has changed since then and how independence is taught day to day.

Cardinham School’s appeal is the combination of a genuinely small, village-scale setting with KS2 outcomes that outperform most of England. It looks well suited to families who value close relationships, clear behaviour culture, and a structured curriculum that takes reading seriously from the start. Entry remains the practical hurdle, and for early years families it is worth checking how independence and routines are built, because that is where the inspection pinpointed further development.