Kemble Primary School

A four-class primary with mixed-age teaching, Kemble Primary School keeps the feel of a small village school while delivering results that stand out well beyond its immediate area. The current 2024-25 / 2025 KS2 dataset shows strong attainment, with 80% reaching the expected standard in reading, writing and maths combined. In FindMySchool's primary outcomes ranking (based on official data), Kemble is ranked 1,521st out of 14,978 schools in England for academic outcomes and 3rd locally in Cirencester, with an overall national ranking of 1,565th.

The latest Ofsted inspection (21 November 2023, published 19 January 2024) judged the school Good overall, with Outstanding judgements for behaviour and attitudes and for personal development.

Kemble Primary School’s identity is unusually clear for a small primary. Its values language, Aspire, Believe, Persevere, Achieve, is used as a practical frame for expectations rather than a slogan, and it links directly to an outward-looking curriculum rooted in global citizenship and social justice.

Scale shapes daily experience. With around 105 pupils and four classes, pupils are taught in mixed-age groupings for most subjects. That structure tends to suit children who gain confidence from familiarity and continuity, because staff know pupils well across year boundaries and older pupils often take on responsibility earlier than in larger primaries. The school also uses a Year 6 “buddy” approach for Reception, which supports routines and relationships from the first weeks of starting school.

Personal development is a defining feature. Pupils are taught to think about their role in community life, locally and globally, and to speak up for others. In practice, this shows up in the way pupils talk about difference and respect, and in how the curriculum is designed to broaden horizons in a rural context where diversity may be more limited in day-to-day life.

Leadership continuity matters in a small school, and the current headteacher is a known quantity. Mrs Emma Morrogh-Ryan was appointed in September 2020, and the school’s recent development work, especially around curriculum sequencing and early reading, sits within that tenure.

Kemble’s KS2 picture is exceptionally strong in the most recent published results.

• Expected standard (reading, writing, maths combined): 80%.

• Higher standard (greater depth in reading, writing and maths): 30%.

• Scaled scores: Reading 110, maths 108, and grammar, punctuation and spelling 110.

These outcomes help explain the ranking position. Ranked 1,521st out of 14,978 schools in England for primary academic outcomes and 3rd in Cirencester for the local primary ranking (FindMySchool ranking based on official data), Kemble still sits in a strong national position, with an overall ranking of 1,565th out of 14,978 schools.

The implication for families is straightforward. Pupils are leaving Year 6 with a strong academic foundation, particularly in reading and in the basic skills that drive success across the curriculum, such as vocabulary, fluency, and confidence explaining thinking in maths.

The curriculum is distinctive in both structure and intent.

First, structure. Mixed-age classes drive a two-year rolling programme, with most subjects taught in combined year groups, while maths is taught in discrete year groups. This is a practical solution to small-school staffing and class organisation, but it only works well when leaders are meticulous about sequencing knowledge and revisiting concepts at the right moment. The curriculum documentation sets out that sequencing aim clearly, and the inspection evidence indicates that, in most subjects, curriculum planning is organised to build knowledge and vocabulary over time.

Second, intent. The school explicitly anchors curriculum planning to the United Nations Sustainable Development Goals, using a “Big Question” each term to connect subjects to real-world themes. For families, that means pupils are not only covering the National Curriculum but doing so through topics designed to connect learning to fairness, sustainability, and civic responsibility. Done well, this approach strengthens writing and discussion because pupils practise explaining ideas, debating viewpoints, and applying subject knowledge to wider questions.

Reading is treated as a priority from early years onwards, and that focus is supported by practical choices. Younger pupils read books matched to the phonics they are learning, and additional support is put in place for those who need more practice. Beyond mechanics, the school uses carefully chosen texts to help pupils understand lives and experiences beyond their own, and it supplements that with author visits and trips connected to literature. The educational payoff is twofold, stronger decoding and fluency, and stronger comprehension and empathy, which also supports writing.

For a primary school, “next” is usually about readiness rather than destinations lists. Kemble’s most persuasive destination signal is the strength of Year 6 outcomes, combined with curriculum choices that build confidence in reading, writing, maths reasoning, and the ability to talk and write about complex ideas.

The curriculum’s repeated emphasis on vocabulary and explaining thinking in maths should help pupils transition into the greater subject-specialisation of secondary school. Likewise, the personal development emphasis, including learning about British values in depth and practising respectful discussion, is well aligned to what secondary schools expect in classroom conduct and independent learning habits.

Families planning ahead should still treat secondary planning as a separate exercise, because options depend on local authority arrangements and transport preferences. A useful approach is to shortlist realistic secondary options first, then use FindMySchool’s Local Hub comparison tools to look at performance and context side by side.

Admissions are competitive. The latest admissions data shows 35 applications for 14 offers, which indicates meaningful pressure on places relative to the school’s size.

For Reception entry in September 2027, Gloucestershire’s published timetable sets out the key dates clearly:

• Application window opens 3 November 2025

• Closing date midnight 15 January 2026

• Allocation day 16 April 2026

• Reply deadline 23 April 2026

• Appeals typically run late June to July 2026

Kemble also ran school tours for Reception 2026 entry during the school day in November 2025, with a set schedule of dates and times. Even though those specific dates are now in the past, they provide a good guide to the school’s usual pattern for open events, with tours typically offered in November for the following September intake.

Because primary admissions can come down to fine margins, families who are considering moving should use FindMySchoolMap Search to understand how their address compares with recent allocation patterns. Where distance is part of the picture, small changes in applicant distribution can matter from one year to the next.

Pastoral strength is not presented as an add-on; it is integrated into how the school operates.

Behaviour expectations begin in the early years with clear routines, and pupils learn how to manage emotions and resolve conflicts. The inspection evidence points to behaviour being consistently strong, with staff providing targeted support when pupils need help recognising or regulating emotions. For families, this typically means calmer classrooms and more learning time, but also a clearer approach to managing worries and friendship issues in an age-appropriate way.

Personal, social and health education is treated as a serious curriculum strand, not a token lesson. Pupils learn about healthy body and mind, and they engage with themes such as aspiration, contribution, and responsibility. In a small school, that coherent approach can be especially effective because the same language is used across classes and across the year groups.

Safeguarding is a core operational requirement in any school. The arrangements here are reported as effective.

For a small primary, enrichment often succeeds or fails based on how deliberately it is planned.

Kemble builds enrichment into the curriculum model rather than relying only on a large after-school programme. Outdoor learning is a planned feature, with Forest School described as an opportunity available to all children, linked to wellbeing, active play, and age-appropriate risk management. In practical terms, that tends to suit pupils who learn best through doing, exploring and revisiting concepts in real settings, especially in science, geography, and descriptive writing.

The school also makes personal development tangible through day-to-day experiences. Pupils learn to grow vegetables and herbs, and physical activity is treated as a positive part of school life. The educational implication is that pupils are repeatedly encouraged to connect knowledge to action, whether that is caring for a growing space, reflecting on health and routines, or thinking about sustainability as a real-life topic rather than a poster theme.

The Kemble Parent Group (KPG) is another practical piece of the enrichment picture. It organises events across the school year and raises money for specific projects, including playground development and equipment, and support for experiences such as theatre trips and end-of-year activities. In a small school, an active parent group can materially improve what pupils get access to, particularly around experiences that are difficult to fund from core budgets.

The school day runs 8:45am to 3:15pm. Breakfast provision runs from 7:30am, and after-school provision runs until 5:30pm. Details on current pricing for wraparound are provided via the school office rather than published as a fixed figure online.

For transport, the village setting matters. Many families will be driving or walking, but Kemble also benefits from a rail station in the village, which can be relevant for families commuting into larger towns. Parking capacity at Kemble station is published by National Rail.

• Small-school structure. With four classes and mixed-age teaching for most subjects, children need to be comfortable learning alongside older or younger peers. Many thrive on this; some prefer single-year identity and routines.

• Curriculum style. The Sustainable Development Goals framework and termly “Big Questions” suit pupils who enjoy discussion, reading, and joining ideas across subjects. Families seeking a more traditional, subject-silo approach should review the curriculum carefully.

• Competitive admissions. Published application and offer numbers indicate that demand can outstrip supply. For families relying on a place, early planning and realistic back-up preferences matter.

• Some information is not published as fixed figures. Wraparound pricing and some club details are signposted via the school office rather than listed clearly online, which can mean a little more admin for parents trying to compare costs and schedules.

Kemble Primary School combines a small-school setting with outcomes that compare strongly on an England-wide basis. The clearest strengths are academic attainment at KS2, a deliberate approach to reading and vocabulary, and a personal development model that links curriculum content to values and civic responsibility.

Who it suits: families who want a small primary where children are known well, where older pupils take responsibility early, and where academic expectations are high without narrowing the curriculum to test practice alone. The challenge is admission, competition for places is a real factor, so families should plan early and keep realistic alternatives in mind.