Histon and Impington Brook Primary School Review 2026: High-performing village primary with Outstanding inspection grades

A primary on Histon’s village green tends to be judged quickly at the school gate, not by marketing, but by the routines, the calm, and how clearly children know what is expected. Here, those basics appear firmly in place. The most recent inspection (October 2024) graded the school Outstanding across every reported area, including early years provision, with safeguarding arrangements judged effective.

For parents who care about measurable academic outcomes, the 2024 Key Stage 2 picture is unusually strong. Around 92% of pupils met the expected standard in reading, writing and maths combined, compared with 62% across England. At the higher standard, about 41% achieved greater depth, versus 8% nationally. In FindMySchool’s primary outcomes ranking (based on official data), the school sits 582nd in England and 7th in Cambridge, placing it well above England average and within the top 10% nationally.

The school is part of Meridian Trust, and leadership is relatively recent. Richard Bakker took up post as headteacher in September 2023, following a period of organisational change, including the shift from a former junior school into a full primary in September 2021.

This is a school that appears to put a lot of thought into the small, daily habits that shape children’s experience. The published values framework talks about high expectations, inclusion, and helping children become responsible members of the school and wider community. The same themes show up in how pupil leadership is described, including a School Council with elected representatives from each class and regular meetings to agree priorities and feed back to classes.

Older pupils are given structured responsibilities, including roles supporting younger pupils as play leaders. That sort of model often matters most at break times, when children are making their own choices and staff supervision is lighter. A pupil culture that normalises helping others usually translates into fewer low-level behaviour issues, and more confidence for quieter children who do not automatically push themselves to the front.

The school also signals, in concrete ways, that learning is not meant to be confined to exercise books. The enrichment programme referenced in official reporting includes trips that connect classroom learning to the world beyond the village, with examples such as visits to Bletchley Park, the West End, and museums. That matters because it broadens vocabulary and background knowledge, which in turn feeds directly into reading comprehension and writing quality across the curriculum.

A final detail that stands out is that shared spaces are treated as part of school life rather than a break from it. The dining hall is presented as a place where pupils come together to talk over lunch, and practical activities such as baking in the kitchen feature as part of the wider experience. When a school can do that well, it usually indicates orderly routines, clear adult oversight, and strong expectations about how pupils behave when they are not sitting at tables facing the front.

For a state primary, the Key Stage 2 outcomes in 2024 are striking.

• Expected standard (reading, writing and maths combined): about 92%, compared with 62% across England.

• Higher standard (greater depth in reading, writing and maths): about 41%, compared with 8% across England.

• Scaled scores: reading 109, maths 109, and grammar, punctuation and spelling 111 (total combined score 329).

These figures indicate not only a high proportion meeting expected standards, but also an unusually large cohort pushing into higher attainment. That typically reflects consistent teaching across year groups, strong early reading foundations, and careful catch-up for pupils who need it, so that gaps do not compound by Year 6.

In the FindMySchool primary outcomes ranking (based on official data), the school ranks 582nd in England and 7th in Cambridge. In plain English, that places it well above England average and within the top 10% of primary schools nationally. When combined with the scaled score profile, it suggests pupils are leaving Year 6 very well prepared for the demands of secondary English and maths, including the pace of learning in higher-attaining sets.

If you are comparing several local primaries, it is worth using the FindMySchool local hub and comparison tools to view these measures side-by-side, particularly the higher standard figure, which is often the clearest separator between “good” outcomes and truly exceptional attainment at the end of primary.

Curriculum design is described as deliberate and sequenced, with knowledge broken down into steps and monitored closely. The emphasis on staff expertise, and on professional development aligned to what leaders see in classrooms, is the sort of operational detail that tends to correlate with consistently high outcomes across multiple subjects, not just English and maths.

Reading appears central from the start of Reception. A structured reading spine is referenced as providing a diverse reading offer, with children regularly reading and listening to stories, and early identification for anyone needing extra help. For parents, the practical implication is that weaker early readers are less likely to drift, and stronger readers are still being stretched through breadth and challenge rather than being left to “get on with it”.

Assessment and checking for understanding are also described as part of daily practice, with teachers revisiting or extending learning based on what pupils have retained. The consistent focus on vocabulary across subjects is particularly relevant at Key Stage 2, where success depends less on isolated facts and more on pupils being able to explain their thinking clearly, both orally and in writing.

Support for pupils with SEND is described as specific and practical, including staff guidance that sets out how to help particular pupils achieve well, and the use of targeted resources such as writing prompts and flashcards to remove barriers. This is the kind of approach that can keep children in the main classroom for more of the week, while still providing tailored scaffolding.

Because this is a state primary in Cambridgeshire, most families will be thinking ahead to secondary transfer as early as Year 5. The county’s own admissions guidance notes that a child’s primary school can affect secondary admissions, because some secondary schools use feeder primary criteria within their admissions arrangements. That is an important detail if you are weighing up housing decisions or trying to understand longer-term pathways.

The most practical step is to use the local authority’s catchment tools to confirm both primary and secondary catchments for your address, then check each secondary school’s published oversubscription criteria, especially if feeder schools, siblings, or distance play a role. For families shortlisting multiple options, the FindMySchool Map Search can also help you sense-check proximity, while remembering that secondary allocations depend on the rules in force for the specific school and year.

Within the school, pupil leadership roles such as play leaders and a structured School Council are good indicators that Year 6 pupils are being prepared for the increased independence expected at secondary.

Reception entry is handled through Cambridgeshire’s coordinated admissions system, rather than direct application to the school. The school encourages prospective parents to visit, typically by arranging an appointment, and points families to the county application route for September 2026 Reception entry.

The Published Admission Number (PAN) is 60 for the 2026 to 2027 admissions year. When applications exceed PAN, the oversubscription criteria set priorities in a clear hierarchy. In summary, children with an Education, Health and Care Plan naming the school are admitted first, then looked-after and previously looked-after children, then children living in the catchment area (with siblings taking priority within catchment), followed by children outside catchment with siblings, and finally distance from home to school measured in a straight line. Waiting lists are maintained by Cambridgeshire County Council in line with those same criteria.

Demand is also visible in recent application patterns. For Reception entry, the latest available demand data shows 136 applications for 60 offers, which is about 2.27 applications per place. That level of oversubscription usually means catchment and distance become meaningful quickly, particularly for families outside the immediate area.

If you are applying for September 2026 Reception entry, the county’s “First Steps” guide sets out the core dates, with applications opening from 11 September 2025, a national closing date of 15 January 2026, and the national offer date on 16 April 2026.

Pastoral provision in a high-attaining primary matters because strong outcomes can bring pressure, especially in Year 6. Here, the pupil culture described in official reporting emphasises responsibility and respect, and it links positive relationships with consistently strong behaviour. That combination usually creates a safer environment for children who are sensitive to noise, conflict, or unstructured time.

Wellbeing support is also signposted through dedicated parent-facing resources, including information from a family support worker. While that does not replace a formal counselling service, it often indicates that families can access structured guidance rather than relying entirely on informal conversations at the gate.

For pupils with additional needs, the SEND structure is visible and named, including a SENDCo and an assistant SENDCo. Together with the practical in-class strategies referenced in official reporting, this suggests a model where identification and classroom practice are aligned, rather than treated as separate systems.

The extracurricular offer is unusually easy to evidence because the school publishes a detailed clubs programme, including year groups, days, and timings. The key point is not that clubs exist, but the breadth of formats. Some activities run as short courses, while others are described as ongoing, which is typically what you see when there is sustained take-up.

Examples from the published club programme include:

• Rock Steady, positioned as a music-based activity for Years 3 to 6.

• Kidslingo (Spanish), offered at lunchtime for both Key Stage 1 and Key Stage 2.

• Triathlon, scheduled as an early morning activity for Years 3 to 6.

• Pottery Painting, offered for both Key Stage 1 and Key Stage 2.

• Mathsfit and Mini Athletics, which often appeal to children who respond well to structured coaching outside lesson time.

The value of this kind of programme is partly practical, it gives children more time in supervised, purposeful activity. It is also developmental. Performing dance routines, representing the school in netball tournaments, and learning Spanish at lunchtime all build confidence in different ways, including for pupils who do not naturally define themselves as “sporty” or “academic”.

Trips and educational visits are framed as a normal part of school life, ranging from local walks around Histon through to museum and gallery visits, sporting events, and residential experiences. This matters because it extends learning beyond a single classroom, and gives teachers more scope to develop independence and teamwork in real settings.

The school day is clearly set out. Gates open at 8:35am, children move into classrooms at 8:45am, and the day ends at 3:15pm. For working parents, that clarity helps with realistic commuting plans.

For wraparound care, the school signposts an external provider. Cambridge Kids Club runs breakfast and after-school provision associated with the school site, including breakfast from 7:45am to 9:00am, and after-school sessions through to 4:30pm or 6:00pm. Holiday provision is also offered through the same provider. Parents should confirm availability, booking rules, and any additional costs directly with the provider.

Transport needs are typical for a village-centre primary. Many families will find walking and cycling realistic; those driving should plan for peak-time congestion around drop-off and pick-up. If you are comparing schools across Cambridge and South Cambridgeshire, mapping travel time at the times you would actually travel is often as important as raw distance.

• Competition for places. Reception is oversubscribed, with 136 applications for 60 offers in the latest available demand data. Families should take catchment and oversubscription criteria seriously, and avoid assuming that a nearby address guarantees admission.

• External clubs and extras. Many after-school activities appear to be delivered by external providers. That can broaden choice, but it may also bring additional costs and booking constraints compared with school-run clubs.

• A school that has changed shape recently. The transition from a former junior school into a full primary (September 2021), followed by a new headteacher starting in September 2023, means the school has been evolving. For most families that will feel positive, but those seeking long-term continuity may want to ask how policies and routines have settled.

This is a state primary with no tuition fees, and a track record of outcomes that are rare in the sector. Key Stage 2 results in 2024 place it well above England averages, and the most recent inspection grades reinforce that the quality of education, behaviour, personal development, leadership, and early years provision are all operating at a very high level.

Who it suits: families who want an academically strong primary with clear routines, strong reading culture, and a structured enrichment offer, and who are comfortable engaging early with the realities of admissions in an oversubscribed area. The limiting factor is not the education, it is securing a place.