Cambrai Primary School Review 2026: A Forces-friendly primary with an Outstanding first inspection

This review does not include Key Stage 2 performance figures for Cambrai Primary School, so it is not possible here to give the usual England comparisons for expected standards or scaled scores. In cases like this, the most reliable public evidence becomes the inspection evaluation of curriculum quality and how effectively pupils learn and remember more over time.

On that evidence, the 2024 inspection paints a picture of unusually strong curriculum coherence for a primary. The curriculum is described as broad and ambitious, with clear knowledge goals in every subject and swift support for pupils who have gaps. The practical implication is that teaching is likely to feel structured, with explicit sequencing and fewer weak spots between year groups, which can be especially important for pupils who arrive mid-year and need to slot into an established progression.

The report gives a concrete example of sequencing in geography: Reception children learn to describe features of Catterick Garrison, and Year 2 pupils compare features of London and Nairobi. That is useful evidence because it shows both local grounding and the move to wider geographical understanding. It also signals that subject content is not being treated as generic topics, it is planned as cumulative learning.

Reading is positioned as a school-wide thread rather than a discrete lesson. The inspection report states that reading opportunities are woven throughout the curriculum and that pupils learn to read from the earliest ages with high-quality support from expert adults. It also notes swift, effective intervention for pupils who need to keep up, which is a critical marker for early literacy success in a school with fluctuating pupil intake.

Cambrai’s strongest publicly evidenced feature is the clarity of intent and sequencing. On the curriculum pages, the school describes subject overviews from Reception to Year 6 and emphasises how learning connects to what has come before and what comes next. This is the kind of planning that typically reduces repetition and gaps, two common frustrations for parents when children move schools or teachers change year groups.

Early years stands out. The inspection report describes a language-rich environment in Reception, with adults designing and delivering activities that inspire children and build precise vocabulary. The implication for families is that Reception is likely to suit children who need confident, explicit language modelling, including those who have experienced disruption, or those who are new to a setting and need routines that settle quickly.

Support for pupils with SEND is described as accurate and swift identification of needs, enabling teachers to provide high-quality support, with pupils with SEND flourishing as a result. On the school website, SEND is framed as central to ethos, with an emphasis on ensuring children achieve their best irrespective of background or need. For parents, the practical question is always how quickly support begins and how well it integrates with everyday classroom teaching; the inspection evidence here suggests this is a strength.

For mobile families, another key teaching-and-learning issue is how well a school integrates pupils arriving at different points in the year. The 2024 inspection report explicitly states the school supports pupils who join at different stages of the year, identifies support they need, and helps them access the Cambrai curriculum quickly. That is not a small point in a garrison community, and it often determines whether a child experiences their move as manageable or destabilising.

Cambrai is a primary school for ages 4 to 11, so the main transition point is Year 6 to Year 7. The school is located within North Yorkshire’s admissions system, where families apply for secondary places through the local authority and can express multiple preferences.

• Expect structured transition work in Year 6 that focuses on study habits, independence, and organisation, particularly for pupils who have joined the school more recently and may have had discontinuity.

• Families should check North Yorkshire’s Year 7 application timeline early, especially if they are also dealing with postings or housing moves.

• If your child is likely to move again, it is worth asking how Cambrai records curriculum coverage and SEND support so that a receiving school can pick up quickly.

Cambrai is a state school with admissions coordinated through North Yorkshire Council for Reception entry. The school website summarises this clearly, noting that the portal opens in early October and applications must be in by mid January, with the exact date confirmed via the local authority. For September 2026 Reception entry, North Yorkshire Council’s published timeline states applications opened 12 October 2025 and closed on 15 January 2026, with a final date of 22 February 2026 to change an application or submit a late application.

Demand data suggests Reception places are competitive. With 104 applications for 27 offers, families should assume that not all first preferences will be met. The practical implication is to use all available preferences strategically, include realistic alternatives, and be prepared to engage with the appeals process only where appropriate, rather than relying on it as a plan.

Cambrai’s own admissions page also refers to mid-year applications, advising families to contact the school for guidance through the process. That is particularly relevant in Catterick Garrison, where in-year movement is common.

A practical tool note for families shortlisting in a competitive area: use the FindMySchool Map Search to check your precise location relative to the school and to compare alternatives quickly, especially if you are house-hunting and want to reduce admissions risk.

Pastoral care at Cambrai is best evidenced through two lenses: safeguarding culture and the day-to-day systems that reduce stress for pupils and families.

On safeguarding, the 2024 inspection report states arrangements are effective. This matters, but parents often want to know what it looks like in practice. In the same report, pupils are described as happy and safe, with older pupils taking responsibility for others’ wellbeing, which usually indicates consistent adult supervision, clear behaviour routines, and a culture where pupils speak up early.

For military families, wellbeing often includes managing separation and anxiety during deployment. Cambrai’s service-family support is unusually explicit: the school website names a Service Families Champion and a weekly drop-in club for children whose parents are working away, or are due to work away. The implication is that support is built into weekly rhythms, not left only to reactive interventions.

Personal development is treated as a core strand. In the inspection report, leadership roles are extensive, including the Safety Squad and the ‘Cambrai Crew’. The Safety Squad’s work is grounded in real local risk awareness, including water safety due to proximity of the River Swale, and the Cambrai Crew has run charity fundraising such as a Santa dash. This kind of structured responsibility tends to build confidence for pupils who may be new, shy, or adjusting to change, because it gives them recognised roles and practical ways to belong.

Extracurricular provision is strongest when it reinforces the school’s priorities rather than acting as an add-on. Cambrai’s inspection evidence highlights carefully planned trips and visits, with wider opportunities that progress systematically, starting as early as an after-school club in Reception and building up to an overnight stay at another school in Year 4. The important detail is inclusion: the report states leaders take extensive steps to ensure all pupils, including pupils with SEND, can access these activities.

On clubs, the school publishes a specific list rather than generic claims. Clubs that have been well attended include Lego Club, Recorder Club, Science Club, Construction Club, Music Club, Musical Theatre Club, Choir Club, Football Club, Multi-Sports Club, Tennis Club, and a Creative Club combining art, dance and drama. The school also states that clubs are negotiated and voted for by children each half term, linking the programme to pupil voice and a practical understanding of democracy.

Play is treated as a deliberate strand of the day, with OPAL referenced and a clear statement that the school remains focused on high-quality play experiences. For parents, that can be more than a nice-to-have. In primary settings, play quality often correlates with smoother behaviour at lunchtimes and better readiness to learn in the afternoon, particularly for younger pupils.

The school day is published clearly. Registration begins at 8.45am and teaching ends at 3.15pm, equating to 32.5 hours per week. The school also runs wraparound care called The Nest, open from 7.30am to 5.45pm. The published session costs are £4.50 for a morning session (including breakfast) and £8.50 for an after-school session (including a light tea).

For term dates, the school publishes calendars for 2025 to 2026 and 2026 to 2027 on its parent information page, including professional development days.

Transport specifics are not set out in the sources used here, so families should base plans on their own commute patterns and ask directly about drop-off arrangements, walking routes, and any site-specific guidance for families arriving by car.

• Competition for places. Reception entry is oversubscribed with 104 applications for 27 offers. Families should plan realistic alternatives and use all available preferences rather than relying on a single first choice.

• A community with frequent movement. The school is highly experienced in welcoming pupils mid-year, which is a strength, but it also means peer groups can change more often than in a static village primary. This can suit adaptable children; others may prefer more settled cohorts.

• Wraparound is structured and paid. The Nest provides long-day coverage, but families should budget for regular sessions, particularly if both parents work or travel.

• No nursery provision. Cambrai is an ages 4 to 11 primary in the available data, and nursery provision is not indicated, so families needing on-site early years care should confirm local alternatives.

Cambrai Primary School has achieved something rare for a new primary: a fully coherent culture and curriculum that was validated quickly at the highest level in its first full inspection. The combination of structured teaching, an explicit values system through the ‘Cambrai Way’, and practical support for service families makes it especially compelling in a garrison context.

Best suited to families who want an organised, high-expectations primary with strong routines, clear curriculum sequencing, and wraparound provision that supports working patterns. The main barrier is admission pressure, so shortlisting should be done with realistic back-ups and careful attention to North Yorkshire’s timeline.