Stratton Primary School Review 2026: A large Cornwall primary with steady KS2 outcomes and strong wraparound

This review uses the FindMySchool rankings and the structured the figures for performance metrics, and these should be read as a comparative tool rather than a single verdict on a child’s experience.

Key Stage 2 outcomes in context

In 2024, 69% of pupils reached the expected standard in reading, writing and maths combined. The England average is 62%, so the school sits above that benchmark on the combined measure most parents look for first.

At the higher standard, 21% reached greater depth in reading, writing and maths, compared with an England average of 8%. That suggests the school is not only securing the basics for many pupils, but also stretching a meaningful group beyond the expected standard.

Scaled scores add texture. Reading is 105, maths 102, and grammar, punctuation and spelling (GPS) 103. Scaled scores are best understood as a stable measure of attainment across years, with 100 commonly treated as the national reference point. The pattern here is consistent with the combined expected standard figure, secure reading, solid maths, and a broadly steady profile across tested areas.

All of the above figures refer to 2024 published outcomes.

FindMySchool ranking position

Ranked 10,566th in England and 2nd in Bude for primary outcomes (FindMySchool ranking based on official data), performance sits below the England average when viewed as a national ranking position. This is a reminder that “above England average on key measures” can coexist with a lower national rank, because the ranking compares a school against every other school across multiple measures and the distribution is tight across the middle and lower bands.

The percentile band places Stratton in the below England average band overall, which in plain English means it sits in the lower 40% of schools in England on this composite ranking measure.

The practical implication for parents is simple, the school’s KS2 outcomes are respectable and in some respects above benchmark, but it is not a “results-first” outlier in the way the highest-ranked primaries are. For most families, fit, teaching consistency and pastoral systems matter just as much.

The inspection evidence describes a “varied and ambitious curriculum”, with subject leaders mapping what pupils should learn from Reception through Year 6. That matters most in a larger school, because curriculum clarity is what keeps quality consistent across multiple classes and staff teams.

Reading looks like a particular strength for the school’s systems. Phonics begins as soon as children join in Reception, with staff trained to deliver the chosen programme consistently. For children who find early reading hard, the approach includes targeted support, and a structured push to keep reading central as pupils move up the school.

The school’s “Top Reads” approach is a good example of turning intent into something families can see. Each year group has a curated list, and daily story time is embedded, with class teachers reading to pupils. That makes reading feel like a shared culture, not just a skill to be tested.

Where the school is still sharpening practice is in live checks for understanding. The inspection evidence is clear that some teaching does not consistently check what pupils have understood or remembered in the moment, which can allow gaps or misconceptions to persist. For parents, this is a useful question to explore at open events: how do teachers spot misunderstanding quickly, and what does support look like in maths and writing for children who need a second explanation.

Early years practice includes deliberate language development and structured activities that build fine motor control, including “drawing club”. For Reception children, that kind of focus often shows up later in writing fluency and confidence with classroom routines.

As a state primary, the main transition point is Year 6 into local secondary schools. Cornwall’s admissions system uses designated areas and coordinated applications, so the exact destination pattern varies by address and by the mix of preferences in a given year.

One helpful local context point is governance. Stratton is part of The Bude Communities’ Schools’ Trust, and the trust grouping includes Budehaven Community School alongside several local primaries. While that does not guarantee a seamless pathway for any individual child, it does create a local network where schools can align expectations and work on transition support across phases.

For families who want more certainty, the best practical step is to use Cornwall’s designated area mapping tool for your specific address, then cross-check the likely secondary options before naming preferences.

Admissions are shaped by two realities. First, the school is popular. The figures show 82 applications for 44 offers in the most recent cycle captured, 1.86 applications per place, and an “Oversubscribed” status. That means there are roughly 1.9 applications per place offered, so it is sensible to treat the school as competitive in its local context.

Second, Cornwall’s coordinated process has hard deadlines. For Reception entry for September 2026, the application deadline is 15 January 2026. Offers are issued on 16 April 2026 under Cornwall’s stated timeline.

Open events and visits

The school invites prospective families to visit and encourages contact for tours. In practice, open events for primaries often cluster in autumn and early spring, but the most reliable source is the school’s own calendar and updates because exact dates can shift.

How to think about your chances

Because last-distance data is not provided for this school, the sensible approach is to treat proximity and oversubscription criteria as decisive, but not assume a specific “safe distance”. If you are using distance as a deciding factor, FindMySchool’s Map Search is the right tool for checking your precise home-to-gate distance once you know the criteria Cornwall will apply for your year of entry.

Pastoral strength at Stratton is closely tied to relationships and structure. The inspection evidence describes pupils feeling safe and having adults they can speak to, with parents reporting that children are well cared for. The presence of breakfast provision and structured after school routines can also support children who need gentle starts, predictable handovers, and consistent expectations across the day.

SEND support is a notable operational feature. The inspection evidence highlights increasing numbers of pupils with SEND, with staff training and classroom adjustments so pupils can access learning successfully. In a larger primary, this kind of whole-staff confidence is often the difference between support that lives on paper and support that children actually experience.

Behaviour is described as largely positive, with most pupils following the ready, respectful, safe rules and listening well. The same evidence also notes that a minority of pupils show challenging behaviour that can disrupt learning. Families considering the school may want to ask how disruption is handled in practice, and what additional support exists for children who need help with regulation.

Attendance is another area to watch. The inspection evidence indicates leaders work closely with families and agencies, yet attendance remains below what is typical. This is worth reading as a school improvement priority rather than a judgement on individual families. For parents, it is useful because it often signals that the school is working with a wide range of needs and circumstances, which can shape the classroom mix and the pastoral workload.

The latest Ofsted inspection in July 2024 confirmed the school remains Good, and that safeguarding arrangements are effective.

Stratton is strongest when you look at what a large primary can offer beyond core lessons, and the school website gives unusually concrete examples rather than just generic club lists.

Clubs with a clear identity

Several clubs are named explicitly, including Lego League, Chess Club, Climbing Club, Musical Theatre Club, KS1 Choir, Homework Club, and a rotating programme of sports clubs. These tend to run in blocks through the year, which keeps take-up fresh and lets different pupils find their niche across terms.

The Children’s University link is a useful extra layer. It creates a simple framework for recognising participation beyond the timetable, which can be motivating for children who like collecting achievements and seeing effort acknowledged.

Enrichment that fits the local area

Residential trips are used as a structured way to build independence and resilience, with trips planned to become longer and further from home as pupils get older. Combined with local visits to places such as museums, gardens and the coast, this creates a coherent approach to learning outside the classroom, not just occasional outings.

Practical independence

The prospectus highlights everyday experiences that point to a hands-on approach, cooking, farming, cycling track use, reading buddies, and performances such as the Year 1 nativity and the Year 5 and 6 carol concert. These are the kinds of “shared memory” moments that often shape how children remember primary school long after SATs are forgotten.

School day timings are published in the school prospectus (from September 2024). Gates open for Years 1 to 6 from 8.45am, and for Reception from 8.55am, with the day ending at 3.15pm for Years 3 to 6, 3.20pm for Years 1 and 2, and 3.25pm for Reception.

Wraparound care is a real strength. Breakfast Club runs from 8.00am, with booked arrival slots, and includes breakfast as part of the booking. After school provision runs into the evening with set collection times, which is helpful for parents managing commuting and childcare handovers.

For travel, the school is positioned on the edge of Bude in Stratton, and Cornwall’s transport support depends on eligibility and the school named. Families should treat the school run as a practical decision, particularly if you are outside the designated area and might be offered an alternative school further away.

• A large-school feel. With a capacity of 420, Stratton offers breadth in clubs and friendship groups; some children prefer smaller settings where everyone feels instantly familiar.

• Competition for places. With 82 applications for 44 offers cycle and an oversubscribed status, admission can be the limiting factor for families who live further away or apply late.

• Teaching checks during lessons. External review evidence highlights a need for more consistent checking of understanding during ongoing teaching, so gaps are identified quickly. Ask what this looks like now in maths and writing support.

• Attendance as a priority area. Attendance remains below typical levels according to formal evidence. For many families this is neutral, but it is a sign the school is actively working on engagement and consistency across the community.

Stratton Primary School suits families who want a structured, large primary with clear routines, strong wraparound options, and a broad set of clubs and enrichment. Academic outcomes at Key Stage 2 are steady, with a higher-standard figure that stands out positively against England benchmarks. The main challenge is admission in an oversubscribed context, and the best-fit families are those who value practical support and breadth as much as results.