St Mary’s Catholic Primary School, Buckfast Review 2026: Abbey-linked Catholic primary with strong KS2 outcomes

A small Catholic primary with unusually deep ties to Buckfast Abbey, St Mary’s combines faith life with an outdoors-first setting that makes the most of its Dartmoor-edge location. Founded by Buckfast Abbey in 1893, the school still frames its identity around Gospel values and its role in the local Catholic community.

Academic outcomes look strong on the latest published key stage data. In 2024, 80% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%. At the higher standard, 31% reached greater depth in reading, writing and mathematics, compared to 8% across England.

Pastoral and safeguarding practice is a clear pillar. The most recent inspection confirmed the school remained Good (inspection date 17 November 2021) and reported effective safeguarding arrangements.

Practicalities are unusually parent-friendly for a rural primary. Wraparound care runs from 7:30am to 6:00pm, with a structured breakfast club and two after-school sessions.

Faith is not a badge here, it is the organising principle. The admissions policy is explicit that Catholic doctrine and practice are expected to run through school life, while still welcoming applications from families of other faiths. The values set out in the same document, including humility, compassion, kindness, justice and peace, give a reliable guide to the culture parents should expect day to day.

The Buckfast Abbey connection is practical as well as symbolic. Pupils can join the Abbey Choristers programme from age 7, rehearsing midweek and singing regular services at the Abbey, with scholarship-supported vocal and piano tuition linked to Associated Board of the Royal Schools of Music assessments. That combination of local heritage, music discipline and structured progression is distinctive for a small primary.

Leadership is clearly visible on the public-facing school information. Mrs Sophie Kerswell is named as headteacher across the school website, and was announced as the new substantive headteacher in a school newsletter dated 10 February 2025.

The headline story is strong attainment at the end of Year 6, particularly on the combined measure that parents tend to care about most. In 2024, 80% reached the expected standard in reading, writing and mathematics combined, well above the England average of 62%. The higher standard figure is also striking, with 31% reaching greater depth in reading, writing and mathematics, compared with 8% across England.

The scaled score profile supports the same conclusion. Reading is listed at 110, mathematics at 105, and grammar, punctuation and spelling at 107, alongside high proportions meeting the expected standard in individual subjects. Taken together, this suggests a cohort leaving Year 6 with secure basics and a meaningful proportion working beyond the expected standard.

On FindMySchool’s proprietary ranking (built from official performance data), the school is ranked 2,914th in England for primary outcomes and 1st in the Buckfastleigh local area. In plain English, that places performance above the England average and comfortably within the top quarter of schools in England on this measure.

Parents comparing nearby schools can use the FindMySchool Local Hub page to view these results side by side with local alternatives using the Comparison Tool.

Early reading is treated as a whole-school priority. The most recent inspection describes reading as the backbone of the curriculum, with swift action taken to implement a refreshed early reading approach, and strong routines beginning from Nursery.

Curriculum design matters here because the school is small, and consistency across mixed or small cohorts can be the difference between steady progress and gaps. The inspection noted that some subjects were less precisely organised than others at the time, using geography as an example, and that leaders were implementing a new geography curriculum. For parents, the implication is simple: ask to see how subject knowledge builds from year to year, not just what the current topic is.

Inclusion work is unusually explicit for a mainstream primary. In January 2026, the school reported that all staff had completed Makaton Level 1 training and that Widgit symbols were being introduced as visual supports across the school, with early years practice being extended into older year groups. This should particularly reassure families for whom communication support and consistent routines are central.

As a primary, the main transition point is Year 6 into secondary. The published admissions policy identifies South Dartmoor Community College as the priority receiving school for the 2026 to 2027 cycle, which is helpful context for families thinking several years ahead.

Beyond the named secondary route, the practical value of this school is the combination of secure core attainment and a culture that normalises responsibility from an early age, for example older pupils running lunchtime clubs and taking on leadership roles. That tends to make the Year 6 to Year 7 move feel more manageable, particularly for pupils who benefit from structure and belonging.

Admissions are coordinated through Devon’s local authority process, with the school’s trust acting as admissions authority. For September 2026 entry, Devon’s application window opened on 15 November 2025 and closed on 15 January 2026, with allocations due on 16 April 2026.

The published PAN for Reception in 2026 to 2027 is 20, and the policy sets out clear priorities. After children with an Education, Health and Care Plan naming the school and looked-after children, priority is given to Catholic children (supported by a faith supplementary form), then other categories including exceptional social or medical need and distance based criteria. A stated local priority is also given to children living within 2 miles of the school.

Demand indicators suggest competition for places. Recent admissions figures show 17 applications for 13 offers, which aligns with the school being described as oversubscribed. For families considering Reception entry in a future year, the main takeaway is to understand the faith documentation requirements early, and to use the FindMySchool Map Search to check your home-to-gate distance alongside the policy’s distance priorities.

The school’s safeguarding culture has been explicitly described as effective, with regular training, clear staff awareness of reporting routes, and close working with external agencies when pupils need additional support. That matters in a small primary, where consistency across adults is often what makes pupils feel secure.

Behaviour and belonging start early. The inspection described strong routines established from Nursery onwards, calm lessons that are not disrupted by poor behaviour, and pupils who feel safe and take anti-bullying expectations seriously. The implication for parents is that this is likely to suit children who respond well to clear norms and predictable expectations.

Inclusion is reinforced through practical systems, not just statements. Whole-staff Makaton training and the use of Widgit symbols, alongside a stated emphasis on consistency, suggests the school is investing in communication approaches that can benefit a wide range of pupils, including those with additional needs.

Outdoor learning is a defining feature. The school describes extensive grounds including an orchard, a field, a nature area and a named woodland area, used to support Forest School experiences and a more practical relationship with the environment. For children who concentrate better after movement, or who learn well through hands-on tasks, this kind of setting can be a real advantage.

Music is unusually structured for a primary. The Abbey Choristers programme is not simply a choir club, it includes rehearsals, regular liturgical singing commitments, and scholarship-supported individual tuition with exam progression. That offers a clear pathway for musically able pupils, while also signalling a wider culture that takes performing seriously.

Catholic mission shows up in lived projects. Mini Vinnies, a Years 4 to 6 group linked to the St Vincent de Paul Society, has hosted intergenerational events and worked with Caritas to support older residents in the community through visits, cards, gifts and collaborative artwork. This kind of purposeful service tends to appeal to families who want faith expressed through action.

This is a state school with no tuition fees. Families should still budget for the usual extras, for example uniform, trips and clubs.

The school day is clearly set out. Gates open at 8:30am, pupils are expected to be in class by 8:45am, and finish times differ by phase, 3:15pm for early years and Key Stage 1, and 3:30pm for Key Stage 2.

Wraparound care runs from 7:30am to 8:30am for breakfast club, and from 3:30pm to 6:00pm after school, with separate session pricing and an end-of-week Friday evening activity described as a fun night.

• Catholic expectations are explicit. Catholic doctrine and practice are described as permeating school life. Families who want a broadly Christian ethos may still feel comfortable, but those seeking a neutral setting should read the admissions policy carefully and visit with questions.

• Admissions can hinge on documentation and distance. Priority for Catholic children relies on a faith supplementary form, and the policy also references a 2 mile local priority. Getting the paperwork and timelines right is not optional when places are tight.

• Curriculum consistency varies by subject over time. The most recent inspection praised many aspects of planning, but flagged geography organisation and later-stage reading curriculum clarity as areas leaders were strengthening. Ask what has changed since then and how progress is checked.

• Pick-up logistics need planning. Different finish times for younger and older pupils can help reduce congestion, but it can be awkward for families with children in multiple phases.

For a small rural primary, St Mary’s Catholic Primary School, Buckfast offers an unusually distinctive mix, strong KS2 outcomes, a visible faith life anchored by Buckfast Abbey, and structured pathways such as the Abbey Choristers programme. Wraparound care and clear routines strengthen the day-to-day offer for working families.

Best suited to families who actively welcome Catholic practice, value outdoor learning, and want a calm, structured primary with above-average outcomes. The main challenge is securing a place, particularly where faith priority and local criteria apply.