Hartington CofE Primary School Review 2026, a tiny village primary with strong routines and a big sense of belonging

This is a state primary, so there are no tuition fees. The performance picture is less about headline tables and more about curriculum quality and how well learning is sequenced. In very small cohorts, published end-of-key-stage performance measures are often limited or less informative for parents, and families are better served by looking at the curriculum story and the consistency of teaching.

The latest Ofsted inspection (26 June 2024) graded the school Good overall, with all key judgement areas also graded Good. That is the most current, framework-consistent reference point when comparing options locally.

A practical implication of the 2024 report is that the school is not standing still. Since the previous inspection, leaders have reviewed the curriculum to reflect the breadth and ambition of the national curriculum, and they have prioritised certain foundation subjects to reduce workload pressure in a small staff team. For parents, this suggests a school that is actively shaping what is taught, not simply running on habit.

Teaching is described in the 2024 inspection as structured and deliberate in the core areas that matter most in a primary, reading, mathematics, and science.

Reading is an obvious example. Daily story time is used to build enjoyment, and phonics is delivered consistently, with books matched to the sounds pupils are learning. The implication is that early reading is treated as a system, not a loose collection of activities. In a small school, consistency matters because pupils often learn alongside mixed-age peers and need clarity about what comes next.

Mathematics is described as well thought through, with deliberate revisiting of prior learning to consolidate and deepen understanding. That kind of planned retrieval is especially valuable when class groupings are small and teaching has to work across a range of starting points.

Science teaching has also been reorganised across Years 1 to 6 to match the different year groups’ learning, which is a concrete example of small-school curriculum engineering. The broader point is that leaders are making purposeful choices to ensure pupils build knowledge step by step.

Transition in rural areas is often about options and transport as much as school preference. The school describes links with local secondary schools to support a smooth move into key stage 3, and support is offered if families request it when choosing a secondary destination.

If you are trying to work out likely secondary routes from a specific home address, Derbyshire’s normal area school finder is the most reliable starting point for understanding local patterns and entitlement.

A small-school implication is social transition. Pupils moving from a roll of a few dozen into a much larger secondary cohort can benefit from deliberate preparation around confidence, routines, and self-advocacy. The school’s personal, social, health and economic education is described as structured over time and includes safety in the community and online, which supports that wider readiness.

Admissions for Reception are coordinated through Derbyshire County Council. For September 2026 entry, Derbyshire’s published timeline shows applications opening 10 November 2025, closing at midnight on 15 January 2026, with offers released on 16 April 2026.

At school level, the published admission level is 8 pupils per year, and the school welcomes prospective parent visits by appointment. This is important context. In very small year groups, a handful of additional families can change availability quickly, and late applications may have limited flexibility.

The school is described as oversubscribed in the most recent demand snapshot available, with five applications for one offer in the recorded period. For parents, the key implication is to treat admission as competitive even though the school is small, and to follow the county deadlines closely. (Demand figures vary year to year; the safest approach is to apply on time and name realistic alternatives.)

Parents comparing options can also use FindMySchool’s Map Search to sense-check travel practicality from your front door, especially in rural areas where road routes matter as much as miles.

Pastoral strength in a small school depends on two things, knowing pupils extremely well, and having predictable routines. The 2024 inspection narrative emphasises that pupils feel safe, are polite and welcoming, and that inclusion is actively supported, including structured peer support at playtimes.

Provision for pupils with special educational needs and disabilities is described as strong, with leaders identifying needs well and staff adapting teaching through careful scaffolding, such as breaking down instructions and asking questions with precision. As a parent, that matters because small schools can sometimes struggle to resource SEND well. The evidence here points to a staff team that has built workable methods.

The head teacher is also listed as the school’s SEND coordinator on the school’s published information, which can be a benefit in a small setting because decisions and communication are direct.

Ofsted confirmed that safeguarding arrangements are effective.

Small does not mean limited, but enrichment has to be chosen carefully. The school’s pattern is to offer memorable shared experiences and a small number of clubs that feel tailored rather than generic. The 2024 inspection report references whole-school trips, including the pantomime and an annual outdoor activities residential. That kind of collective experience matters in a tiny school because it creates common reference points across ages.

Clubs are a good example of specificity. The school’s published club information includes Cookery Club led by the school cook, Craft Club, and a Lego Club run with support from Not Just Bricks. The implication for families is that enrichment is practical and hands-on, aligned with making and doing rather than being purely performance-based.

The local setting is not just backdrop. The school highlights its Ambassador School status and work with Peak District National Park rangers to maintain that status. For pupils, this tends to translate into real-world learning projects and a stronger relationship with place, which can be especially motivating for children who learn best through context.

The school day begins with pupils in class from 8.45am, registration at 8.55am, and collection at 3.30pm, with a published total of 32 hours 30 minutes in the school week.

Wraparound provision exists in the form of breakfast and after-school sessions. Published extended services information lists breakfast club at £3 per session and after-school provision at £2 per session, with weekly rates also described. Families should confirm current pricing and availability directly, as wraparound models in small schools can change with staffing and demand.

For travel, most families will find drop-off and pick-up planning is important in a rural village setting. If you are comparing several schools across the area, FindMySchool’s Saved Schools shortlist tool helps keep practical notes, such as travel time and wraparound fit, alongside academic and inspection information.

• Very small cohort size. With 23 pupils on roll at the time of the latest inspection, friendship groups and class dynamics can feel intense because there are fewer peers to choose from.

• Curriculum development is uneven across foundation subjects. The 2024 inspection notes that some subjects, including art and geography, are not as ambitious as others, and leaders have work to do to clarify what pupils should learn over time.

• Governance needs strengthening. The same inspection identifies a need for the governing body to provide more effective strategic oversight and accountability.

• Faith character is real. Families comfortable with a Church of England ethos and collective worship are likely to feel aligned, while those seeking a more secular approach should ask detailed questions early.

Hartington CofE Primary School offers a calm, close-knit primary experience, shaped by clear routines, strong reading practice, and a community-centred culture. The education is best understood through the quality of curriculum thinking and the consistency of behaviour and wellbeing practices, rather than headline performance tables. Best suited to families who actively want a very small village school with a Church of England character, and whose child will enjoy mixed-age relationships and practical enrichment. The main trade-off is scale, fewer peers, and a school improvement agenda that includes governance and certain foundation subjects.