Scarcliffe Primary School Review 2026: Small Village Primary with Standout KS2 Outcomes

A small primary where results punch well above its size. With a published admission number of 12 per year group and a total capacity just under 100, Scarcliffe Primary School tends to feel close-knit, with pupils known well and routines kept consistent. The school’s own language emphasises challenge, curiosity and fun, backed up by a clear behavioural focus through its Strive to Shine approach.

Academic performance is the headline. In 2024, 93% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 38% reached greater depth, compared with 8% across England.

Admissions are competitive relative to size. For the main intake route, 44 applications were recorded for 13 offers, which equates to 3.38 applications per place; the entry hurdle is real even in a rural setting.

The building itself signals a traditional village school footprint rather than a sprawling modern site. A school prospectus describes a Victorian stone building with four teaching areas, later supplemented by a hall added in 2012, used for indoor physical education and after-school clubs as well as dining at lunchtime. Outdoor space is treated as core learning infrastructure rather than an add-on, with a large field, garden, an astro-turf area and access to wooded space used for Forest Schools-style sessions.

Day-to-day organisation reflects local constraints and a practical mindset. Start and finish are staggered by class, an approach the school links to reducing congestion in the village and smoothing the end of the day. That kind of operational detail matters in a small community where drop-off pressure is felt quickly, and it often correlates with calmer starts for pupils.

Leadership is currently structured as a co-headship. The school website names Hannah Brocklesby and Jack Horton as co-headteachers, with safeguarding roles clearly assigned (Designated Safeguarding Lead and deputy). A recent school newsletter frames this as a new headship team, suggesting a period of transition and consolidation rather than long-established leadership routines.

Scarcliffe’s 2024 Key Stage 2 outcomes are exceptionally strong on the measures parents tend to focus on. The combined expected standard in reading, writing and mathematics was 93%, compared with the England average of 62%. Science was also at 93%, against an England benchmark of 82%.

The higher standard figure is another differentiator: 38% reached greater depth in reading, writing and mathematics, versus 8% across England. For families with high-attaining children, that indicates not just secure basics but consistent stretch.

Scaled scores reinforce the picture. Reading averaged 109, mathematics 108, and grammar, punctuation and spelling 110. Those are well above the usual England reference point, and they align with the school’s high pass rates for reaching expected standards across subjects.

In FindMySchool’s rankings (based on official data), Scarcliffe is ranked 890th in England for primary outcomes and 2nd within the Chesterfield local area grouping. Put plainly, this sits well above the England average, within the top 10% of schools in England (top 10% is the parent-friendly benchmark for this tier). Parents comparing options can use the FindMySchool Local Hub page to check how these outcomes stack up against nearby schools using the Comparison Tool.

The strongest schools at primary level usually do two things well: they teach core knowledge explicitly, and they keep practice routines tight enough that pupils do not drift. Scarcliffe’s own messaging stresses a broad, ambitious curriculum and a consistent focus on literacy and numeracy, with a stated aim that every child becomes a confident reader, writer and mathematician.

External evidence points in the same direction. The most recent full Ofsted inspection (30 to 31 January 2019) judged the school Good and recorded that the curriculum is planned in sequences that build over time, with pupils helped to remember more across subjects.

Where this becomes tangible for pupils is in the way learning is anchored in experiences. The co-curricular booklet describes topic-linked visits and in-school visitors, including a space Wonderdome and Portals to the Past for an Ancient Egypt day, plus local study visits such as mine-related work and trips into Chesterfield. The implication is not just “nice trips”, but retrieval hooks that make later writing and knowledge stick.

As a village primary, Scarcliffe’s transition priorities are less about a branded “pipeline” and more about readiness, confidence and continuity for families. The school’s own documentation frames its provision as preparing pupils well for secondary school by the end of Year 6, and its co-curricular programme gives older pupils structured responsibilities that map neatly onto secondary expectations, such as council roles, mentoring and leadership in sport and play.

The Bolsover School features repeatedly as a partner venue rather than a formal destination claim. Pupils perform shows there due to ticket demand, and competitions are hosted there too, which can reduce the “big secondary site” novelty for pupils who later move on locally.

For parents planning ahead, the practical next step is to look at Derbyshire secondary options early and match them to your priorities (travel time, curriculum breadth, pastoral style). If you are shortlisting several schools, the FindMySchool Saved Schools feature is useful for keeping a clean record of admissions dates, oversubscription criteria and open events in one place.

Scarcliffe is its own admissions authority and publishes an admissions policy for 2026 to 2027. The published admission number is 12 per year group from Reception through Year 6, which is consistent with the school’s small-scale model.

For Reception entry, applications run through the Local Authority coordinated process, with the school’s policy pointing parents back to Derbyshire’s deadlines. In Derbyshire, applications for the 2026 to 2027 academic year open on 10 November 2025 and close at midnight on 15 January 2026, with offers made on 16 April 2026.

Oversubscription criteria are clearly set out. After children with an Education, Health and Care Plan naming the school and looked-after or previously looked-after children, priority is driven by catchment and siblings, then distance measured in a straight line. If places are tight, this structure tends to reward local stability, and it is worth checking your “normal area” status alongside realistic travel plans.

Demand data suggests competition. The most recent intake figures show 44 applications for 13 offers, recorded as oversubscribed, which equates to 3.38 applications per place. In plain English, more families want Scarcliffe than Scarcliffe can take. Families looking at a move should treat admissions as uncertain until an offer is made, and use the FindMySchool Map Search to check practical distance scenarios before relying on a place.

Pastoral systems here are built around small-school visibility plus simple routines pupils can internalise. The Strive to Shine framework is presented as both a motto and a behavioural teaching tool, with specific expectations (stick at it, help others, independence, no distractions, explain your learning). It is functional rather than decorative, and it fits the profile of a school aiming to protect learning time.

Support for wellbeing is described in practical, child-friendly terms. The school’s SEND information report references approaches such as bubble time and worry boxes, alongside structured anti-bullying work through curriculum and pupil leadership, including anti-bullying ambassadors and online safety activity.

Safeguarding communication is unusually direct for a small primary, including pupil-created materials intended to help children understand how to stay safe and what to do if worried. The message to parents is that safeguarding is treated as an active curriculum thread, not just an adult-only policy folder.

Scarcliffe’s enrichment is strongest where it blends opportunity with responsibility. The co-curricular offer sets out pupil leadership structures including Sports Council, Eco Council, Anti-bullying Ambassadors, iVenger online safety roles, rewards and fundraising councillors, with older pupils trained to support reading through a project described as Reading Allowed. The implication is that confidence is built through doing, not just being told to be confident.

Outdoor learning is another defining thread. Forest Schools sessions are described as teaching progressive practical skills, including fire lighting, tool use, den building and knots, delivered by trained staff, with a structured programme across Year 1, Year 3 and Year 5. This is complemented by activity days at Pleasley Vale Activity Centre for Year 5, with activities such as canoeing, climbing and caving, plus KMX.

Performing and public speaking are also baked in. The school runs plays and performances across the year, with upper school shows staged at The Bolsover School because of audience demand. A school newsletter describes a Poetry by Heart competition for Key Stage 2, with finalists progressing to a further performance opportunity. These activities matter for pupils who are academically able but quiet, because they create structured chances to speak, perform and be seen.

On the practical club side, the wraparound programme includes general sessions, multi-sports, film club, plus access to gymnastics and guitar for some pupils. The school also references chess as a competitive activity through a trust chess competition event.

Start and finish are staggered by class, with doors opening from 8:40am to 8:55am and collection from 3:10pm to 3:30pm. This structure is designed to ease congestion and can make mornings feel more controlled for families with multiple children.

Breakfast Club runs from 7:45am, and after-school provision runs until 5:00pm, with clear session pricing published for both breakfast and after school. For working parents, that “until 5:00pm” detail is significant in a village setting where private childcare options may be limited.

Travel guidance is sensible and local: the prospectus encourages walking where possible and asks drivers to be considerate around the school gates and road markings at peak times.

• Small intake, limited flexibility. With a published admission number of 12 per year group, there are simply not many places to go around. If you are moving into the area, plan for alternatives in case your preferred school is full.

• Competition for places. The recorded intake data shows 44 applications for 13 offers, which signals real demand relative to size. That can be frustrating for families who assume a village school will be easy to access.

• Writing depth as a watchpoint. The most recent full inspection highlighted the need for more sustained opportunities for extended writing across subjects. Families who prioritise writing as a strength may want to ask how extended writing is now built into topic work.

• Wraparound is strong, but it ends at 5:00pm. That suits many work patterns, but not all. If you need later care, you will need a separate plan beyond school provision.

Scarcliffe Primary School combines a small-school feel with outcomes more typical of much larger, higher-profile primaries. The 2024 Key Stage 2 results are compelling, and the enrichment programme is unusually structured for a school of this size, with leadership roles, outdoor learning and regular performances.

Who it suits: families who want a tight-knit village primary, value strong academics, and appreciate a school that teaches behaviour and leadership explicitly. The limiting factor is admission, because demand can outstrip places.