Silverdale St John’s Church of England Voluntary Aided Primary School Review 2026: Small village primary with strong outdoor learning

Published performance measures for primary schools can vary in availability from year to year, and parents should treat a single data point as only one part of the picture. In this case, the most reliable, current, external benchmark available is the June 2024 inspection outcome, which indicates a consistent “good” standard across education, behaviour, personal development, leadership, and early years.

What can parents do with that in practice?

• Ask for the school’s own recent outcomes and how they track progress across mixed-age classes. Ofsted notes that the curriculum is organised thoughtfully for mixed-age groups and is broken down into small, well-ordered steps from early years to the end of Year 6. The implication is that leaders are thinking deliberately about sequencing and knowledge-building, which is what most parents are really trying to understand when they ask about results.

• Compare local options consistently. Families weighing nearby primaries can use FindMySchool’s Local Hub and Comparison Tool to line up inspection outcomes, cohort size, and practical factors such as wraparound care, rather than relying on anecdotes.

If academic outcomes are your primary driver, an informed next step is to ask how reading, writing, and maths are assessed in mixed-age classes, how quickly gaps are identified, and what support looks like when pupils need extra help.

The school’s curriculum and timetable point to two big teaching themes: structured learning inside the classroom, and deliberate use of the local environment as an extension of the classroom.

Inside school, the mixed-age model is not an afterthought. The school organises pupils into three groupings: nursery, reception, Years 1 and 2; Years 2, 3 and 4; and Years 5 and 6. For parents, this changes the teaching conversation. Rather than asking, “What does Year 3 do?”, it is more useful to ask how topics spiral and deepen year-on-year within a mixed-age group, and how pupils are challenged appropriately when they are at the older end of the class.

Ofsted’s report supports the idea that teaching is designed with that complexity in mind. It highlights careful thinking about organising learning across mixed-age classes, and staff selecting learning materials and activities that support pupils to progress through subject curricula. It also notes that teachers explain new knowledge clearly, and that assessment is used to identify what pupils remember from previous learning so that new learning can build on what pupils already know.

Outdoor learning is not presented as an occasional enrichment day. Each class is described as having at least half a day of outdoor learning each half-term, walking to Eaves Wood to learn about nature, safety, and respect for the environment, including safe tool use and creative tasks such as den building. In early years, this goes further, with weekly Forest School sessions led by a trained practitioner, using a purpose-built Forest School area within the church grounds. The practical implication is that families should expect outdoor kit and muddy days to be part of normal school life, and children who learn best through hands-on exploration are likely to respond well.

Educational visits also appear structured. The school describes aiming for at least one trip per term per class linked to topics or whole-school themes, and a Year 5 and 6 residential programme alternating between a city and an outdoor activity centre. Where this is done well, it strengthens vocabulary, background knowledge, and confidence. The best question for parents is how those experiences are prepared for and used afterwards in writing, reading, and project work.

For a small primary, “next steps” is partly about emotional readiness and partly about practical logistics, especially where there is no single default secondary.

The school lists a spread of secondary destinations its Year 6 pupils currently move on to, including Carnforth High School, Dallam School, Ripley Academy, Queen Elizabeth School, Lancaster Royal Grammar School, and Lancaster Girls’ Grammar School. That breadth can be a genuine advantage. It gives families more than one plausible route, including selective grammar options for those who want them, and it suggests the school is used to supporting families through a range of transfer processes and open days.

The key implication is that transition planning cannot be one-size-fits-all. Parents should ask what support is offered around secondary visits, how the school helps pupils prepare for the organisational shift (homework routines, independence, travel), and whether any additional familiarisation is offered for pupils moving to more academically selective environments.

Admissions operate in a way that is typical of a voluntary aided Church of England school: the application route is local-authority coordinated, but the school’s own oversubscription criteria and faith-related evidence can matter.

For Lancashire families applying for Reception entry for September 2026, applications open on 1 September 2025 and close on 15 January 2026. Offers are issued on Thursday 16 April 2026. These dates are not school-specific, they are the county timetable, so parents should plan around them even if they are still deciding between schools.

The school’s determined admissions arrangements for September 2026 set an admission number of 15 for Reception. If the school is oversubscribed, the faith criteria can apply, and parents who want their application considered against those faith criteria must also complete the school’s Supplementary Form. The practical takeaway is that missing the supplementary step can weaken an application where faith criteria are relevant.

Demand data in the most recent published cycle indicates 10 applications for 7 offers, which equates to about 1.43 applications per place, and the school is recorded as oversubscribed. This is a small cohort, so it is best read as a sign that even small village schools can be competitive in the right year, rather than as a stable long-term trend.

Nursery and in-year entry work differently. The school’s admissions information states that in-year applications are made directly to the school, and it aims to provide a decision within one week after the form is submitted, assuming places are available. For nursery, families should ask directly about session patterns, funded hours, and how nursery progression to reception works in practice. Specific nursery fee amounts should be taken from the school’s own published information.

For families weighing geography, FindMySchool’s Map Search is useful for checking practical travel time and day-to-day feasibility, even when formal distance cut-offs are not available.

Pastoral care in a school of this size is often about predictable routines and adults who know children well. Ofsted’s description supports that picture, highlighting staff knowing families well and pupils behaving well across the school.

The daily pattern also helps. Register closes at 08:55, and pupils start learning at 08:45 with clear blocks of learning, breaks, and lunch. In small primaries, these routines can be especially supportive for younger pupils and for those who need consistency. Collective worship also provides a structured daily pause for reflection and discussion of values, which can contribute to a calm culture when done inclusively.

Support staffing is visible on the published staff list, including named learning support roles and a designated SEND lead. The sensible next step for parents of children with additional needs is to ask what support looks like day-to-day in mixed-age classrooms, how intervention is scheduled without pulling pupils away from key teaching, and how the school manages transitions within the three mixed-age groupings.

The extracurricular offer is broader than many parents assume for a small village primary, and it is clearly set out on the school website. Clubs are available throughout the year and rotate depending on season and staffing, but the list gives a good sense of range.

Sports and activity options include Tag Rugby, Multi-Skills, running, rounders, dance, gymnastics, orienteering, and football club. For pupils, the implication is exposure to different movement patterns and team dynamics, not just one “main sport”. For parents, it also suggests that fixtures or team selection may apply in some areas, since the school notes that some clubs select teams based on aptitude and enthusiasm.

Creative and academic clubs include Coding, Chess Club, Lego Club, Gardening club, and music options such as Guitar and Piano. The advantage of a small school is that pupils who might not put themselves forward in a larger setting can still find a niche, whether that is Lego-based problem solving, performance, or outdoor-focused clubs.

There is also a strong link between extracurricular life and the school’s outdoor learning emphasis. Ofsted notes pupils enjoying the adventure equipment at breaktimes and taking part in team sports. The outdoor learning programme, including regular walks to Eaves Wood and Forest School sessions, makes “beyond the classroom” feel like a continuation of the core curriculum rather than a separate add-on.

The school day runs from 08:45 to 15:15, with morning break and lunchtime clearly scheduled, and register closing at 08:55. Daily collective worship is part of the morning routine.

Wraparound care is published in detail. Breakfast club starts at 07:45 and runs until 08:30, and after-school club runs from 15:15 to 17:30, with published session charges.

For travel, the village setting means most families will arrive on foot or by car, but public transport is also part of the practical picture. Silverdale railway station is nearby, and local bus services connect Silverdale with surrounding areas, including a service between Carnforth and Silverdale listed by Lancashire’s bus timetable pages.

• Very small cohort. With 62 pupils on roll, friendship groups and class dynamics are naturally smaller than in a two-form entry primary. Many children thrive on that closeness; some prefer a wider social pool.

• Faith is part of the daily routine. Collective worship and Christian values sit in the timetable. The school is clear that church attendance is not required to apply, but families should be comfortable with a Christian rhythm to the day.

• Outdoor learning is a real commitment. Regular outdoor sessions, including walks to Eaves Wood and Forest School in early years, mean suitable clothing and a positive attitude to all-weather learning are important.

• Admissions admin can be easy to get wrong. For September 2026, Lancashire deadlines are fixed (15 January 2026), and the school’s voluntary aided status means supplementary paperwork can matter if oversubscription applies.

This is a small Church of England primary where relationships, routines, and outdoor learning do much of the heavy lifting. The setting suits families who value a faith-informed ethos, mixed-age learning, and regular learning beyond the classroom, including Forest School and structured outdoor sessions. Admission remains the main uncertainty, particularly in years where demand spikes, so families who are serious should engage early, understand the supplementary requirements, and make wraparound logistics part of their decision.