Drake’s Church of England Primary School Review 2026: Small Village Primary with Wraparound Care and a Clear Church-School Ethos

What can be said, based on formal evaluation, is that the latest Ofsted inspection was an ungraded visit to check the school continues to meet the standard of a Good school, and safeguarding was judged effective. The report also points to pupils learning enthusiastically and gaining detailed knowledge across the curriculum, with a clear next step to deepen learning further in a small number of subjects.

For parents, the implication is straightforward. The academic picture presented through inspection is positive and improving, but if you want hard numbers (for example, combined expected standard in reading, writing and maths), you will need to consult the current DfE performance tables or speak directly with the school about recent internal tracking and how mixed-age classes affect coverage and sequencing.

The curriculum is explicitly framed as broad and experiential, built around the National Curriculum and the Early Years Foundation Stage, plus the Devon and Torbay religious education syllabus and a structured personal development programme. For a small primary, that matters because breadth is often where tiny schools can struggle, staffing is lean, and subject leadership is harder to spread. The school’s approach, including rolling programmes, is a practical way to make mixed-age teaching coherent across multiple years while ensuring coverage over time.

Inspection evidence points to deep dives in early reading, mathematics, and physical education, which suggests leaders are prioritising core skills and the capacity to apply them confidently. In a small setting, consistency of approach is often more important than novelty. When a whole staff team aligns on phonics routines, maths representations, and expectations for written work, pupils generally experience fewer resets as they move through the school.

Religious education appears to be a particular strength. The Church-school inspection describes RE as well led, well resourced and taught very effectively, with pupils encouraged to explore and debate different viewpoints, including learning about world faiths and worldviews. That has a wider implication for families, it signals that the faith character is serious, but not necessarily narrow, and that pupils are being introduced to difference in a structured, age-appropriate way.

As a primary, the key transition is into Year 7. For most families, the realistic planning question is less about which named destination schools pupils typically attend, and more about how the school supports readiness for the next step, academically, socially, and in independence.

The school’s small scale can help here. In mixed-age classes, pupils often learn to work with different ages and abilities, a good preparation for secondary settings where groupings and teacher expectations change frequently. The Church-school inspection also describes pupils asking “big questions” and engaging in meaningful discussion, which can translate into confidence in classroom dialogue later on.

If you are considering specific secondary routes, especially if you are weighing transport and designated area options in Devon, it is sensible to ask directly about typical local patterns for this cohort. Small rural schools can have varied Year 6 leaver destinations depending on family choice, transport, and sibling history.

Drake’s is a state primary, so there are no tuition fees. Admissions for Reception are coordinated through Devon County Council, not directly through the school.

For September 2026 entry, Devon’s normal round application window opened on 15 November 2025 and closed on 15 January 2026, with offer day on 16 April 2026. As of 08 February 2026, the normal round application window has already closed, and late applications are still possible but may be at a disadvantage.

Demand data in the provided admissions figures indicates oversubscription, with 14 applications for 8 offers, which is around 1.75 applications per place. That matters in a small school because a handful of additional applicants can change outcomes quickly from year to year.

If you are considering a late move into the area or an application outside the normal round, treat it as an in-year admissions question and ask how waiting lists are handled, how places are allocated if they become available, and what the expected timeline is for a response.

A practical tip: if proximity is part of your decision-making, use FindMySchool’s Map Search to measure the precise home-to-gate distance and sanity-check what is realistically commutable day-to-day, especially in a rural area where walking routes may not mirror driving routes.

The most concrete wellbeing indicator available is the inspection evidence on safeguarding, which states safeguarding arrangements are effective, training is regular, recording systems are clear, and leaders take a proactive stance on online safety, including supporting parents with managing apps and games at home.

In a small school, pastoral care often works best when it is woven into daily routines rather than packaged into separate systems. The Church-school inspection describes a whole-school ethos where pupils feel valued and safe, older pupils look out for younger peers, and staff know pupils as individuals. The implication is that concerns can be noticed quickly, but it also places pressure on consistency, when staffing is tight, cover arrangements and leadership visibility matter more than they do in larger schools.

For families with SEND questions, the school sits within a trust that provides additional support through an Inclusion Hub model, and this kind of structure can be helpful for small primaries that need access to expertise beyond their own staffing.

Small does not need to mean narrow, but enrichment has to be intentional. Evidence from the Church-school inspection points to visits and extra-curricular activities being used to widen horizons, including a trip to both a mosque and a cathedral in Exeter, and community-facing projects such as a litter pick and beach clean that developed from pupils noticing local issues.

Music appears to have a defined place in school life. The school’s published music planning documents reference a weekly after-school music club run by a musician, and structured engagement with the Devon and Torbay Music Education Hub. For pupils, the implication is more regular performance and ensemble opportunities than some small schools manage. For parents, it is a prompt to ask about instrument tuition availability, peripatetic provision, and how music fits alongside a small staff team’s other commitments.

Sport and physical activity also feature as a priority area. The school publishes PE and sport premium documentation, and more recent reporting indicates after-school sport and physical activity clubs are available without charge for all pupils. In a small primary, where competitive teams can be hard to field, the key question is often breadth and participation rather than league success, how many activities run, on which days, and whether clubs are delivered by staff or external coaches.

The school day routine is clearly signposted. Drop-off begins at 8.35am, and pupils are expected to be in by 8.35am to start lessons.

Wraparound care is offered on Mondays, Tuesdays, and Wednesdays, with an Early Morning Club running 8.00am to 8.35am and an After School Club from 3.35pm to 5.00pm. If you need care on Thursdays or Fridays, you will want to clarify what is available locally, as three-day provision suits some working patterns better than others.

For transport, most families will drive or walk from nearby villages. For those commuting from Budleigh Salterton or Exmouth, factor in seasonal traffic and the realities of rural drop-off rather than assuming urban-style convenience.

• Oversubscription at small scale. Recent admissions data suggests more applicants than places. In a tiny school, small changes in local demographics can materially affect availability from one year to the next.

• Wraparound is not five days. Clubs run three days a week, which is helpful but may not cover every working pattern.

• Mixed-age classes are likely. Many families love the family feel and peer support this can create. Others prefer larger year groups with more same-age peers and more separate subject teaching.

• Faith character is meaningful. Christian vision and worship are described as central, and families should be comfortable with a Church of England ethos shaping daily life, even while pupils also learn about wider faiths and worldviews.

Drake’s Church of England Primary School suits families who actively want a small village primary, with a clear Church-school identity, strong relational culture, and practical wraparound childcare on set days. It is also a good option for pupils who benefit from being known well, and who may thrive in mixed-age groupings where confidence and independence are built gradually. The main trade-off is scale, fewer same-age peers and a club offer that, while purposeful, cannot match the volume of a large town primary. For those who secure a place, the experience is likely to feel personal, steady, and community-rooted.