Fairford Church of England Primary School Review 2026: Outstanding outcomes with a distinctive values-led culture

High academic attainment, strong pastoral routines, and a clear set of values all point in the same direction here. Fairford Church of England Primary School is a full-capacity primary for ages 2 to 11, with nursery provision through Little Explorers and a published capacity of 320 pupils.

The most recent published key stage 2 outcomes place it well above England averages across the headline measures. In 2024, 88% reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 49% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. Those are unusual figures for a state primary and they help explain why this is a competitive option for local families.

Fairford is also a Church of England school in a very practical sense. The school’s vision language centres on being known, valued, and encouraged to act with purpose; this comes through in the way leadership roles, pupil voice and behaviour routines are described in official reports and school materials.

A sense of belonging is one of the most consistent themes in the school’s public-facing evidence. Pupils are trusted with responsibility early, through roles such as house captains plus science and reading ambassadors, and a “communication team” leadership strand. That kind of structure tends to work best when expectations are clear and applied consistently, and the most recent inspection evidence suggests that is exactly the model here.

The Church of England character feels integrated rather than bolted on. A church school inspection dated 30 November 2023 frames the culture as being “known and loved”, and describes a curriculum shaped by that vision, including work on justice, diversity and outward-facing service. It also signals an area to keep developing, greater consistency in religious education so pupils deepen their understanding of core concepts across religious and non-religious worldviews.

Leadership continuity is another defining feature. The headteacher is Mrs Julie Fellows. A governor record lists her headteacher role as running from 01 January 2012, giving the school a long period of stable senior leadership. For families, the practical implication is that routines, expectations and curriculum planning have had time to bed in.

Nursery provision, Little Explorers

Little Explorers is positioned as a real part of the school rather than a separate, loosely connected nursery. The nursery and pre-school offer two “large bright classrooms” with named room teams, a key worker approach, and a curriculum described as a two-tier model, planned learning alongside spontaneous learning guided by children’s interests. Outdoor learning in on-site woods is described as happening at least weekly, and there is also a weekly PE session in the Eleri Hall.

For parents, the practical benefit is continuity. When early years practice and routines are aligned with the main school, transitions into Reception tend to be smoother, especially around communication, behaviour expectations and independence skills. The school does not publish nursery fee details in a way that should be reproduced here; families should check the nursery information directly and confirm eligibility for government-funded hours.

The headline story is simple: attainment is high and the distribution suggests depth, not just borderline passes.

In 2024, 88% reached the expected standard in reading, writing and mathematics combined, and 90.2% met the combined standard across reading, writing, maths, grammar, punctuation and spelling, plus science. Reading (109) and mathematics (110) average scaled scores are both well above the England reference point of 100. The grammar, punctuation and spelling scaled score is 108.

Higher attainment is equally striking. In 2024, 49% achieved greater depth in reading, writing and mathematics combined. By comparison, the England average at the higher standard is 8%. In isolation, any one strong measure can be a cohort effect; taken together across core subjects, it points to a curriculum that is working well for high attainers as well as for the full ability range.

Rankings should be read as a signpost, not as a single measure of quality. That said, the school’s performance places it well above England average in the FindMySchool rankings based on official data, ranking 949th in England for primary outcomes and 5th in the Cotswold local area. This places it in the top 10% of schools in England (top 10%).

Parents comparing local options can use the FindMySchool Local Hub page to view results side-by-side and sanity-check what “strong outcomes” means across nearby schools.

The most recent inspection evidence describes a highly ambitious curriculum mapped from nursery through to Year 6, with careful attention to subject-specific vocabulary and frequent revisiting of prior learning to build long-term retention. That combination tends to show up in two ways, pupils who can explain their thinking clearly, and pupils who can retrieve earlier learning when topics become more complex later in key stage 2.

In early years, Little Explorers explicitly describes a balance between intended learning and child-led spontaneous learning, with a strong emphasis on speech and conversation, relationships, number concepts, and fine and gross motor development. Outdoor learning in on-site woods is presented as a regular feature, not an occasional enrichment day.

For families, the implication is a relatively coherent journey from age 2 through Year 6. Where that coherence matters most is in language development, reading, and behaviour routines. When those are consistent across settings, children often settle faster and learn more confidently.

As a primary school, the main transition is into Year 7. Fairford has a local 11 to 18 secondary school, Farmor’s School, within the same Fairford Park area described in local planning documents. In practice, many families see this as the default route, subject to the usual application and allocation rules within Gloucestershire.

The school’s emphasis on pupil voice, leadership roles and structured learning habits also supports transition readiness more generally. Students who are used to responsibilities such as house roles and ambassador positions often find the step up to secondary tutor systems and wider timetables less daunting.

Admissions sit within Gloucestershire’s coordinated primary admissions process for Reception. For September 2026 entry, the county published a clear timetable: the application window ran from 03 November 2025 to midnight 15 January 2026, with allocation day on 16 April 2026. The published guidance also sets out the late application position after the closing date and the timeline for replies, waiting lists and appeals.

Demand indicators point to meaningful competition. In the latest available admissions demand data for primary entry, there were 51 applications and 29 offers, with the school marked oversubscribed and a subscription proportion of 1.76 applications per place. The practical implication is that families should treat this as a choice that may not be secured without a strong application profile under the published criteria.

The school also highlights that visits are welcomed for prospective families. Open day dates published on the school site should be treated as time-sensitive; if the listed dates have passed, the pattern still gives a good steer that tours often run in the autumn term, and families should check the latest schedule with the school.

Families considering Reception should use the FindMySchool Map Search to understand practical proximity and travel time, even when distance is not the only criterion. It is a useful cross-check before assuming daily logistics will work.

Behaviour expectations are described as explicit and taught from the moment children join, with routines that become “intrinsic” over time. The same evidence base refers to pupils learning practical self-regulation strategies, including a breathing technique described as “teddy bear breathing”, and activities that help pupils manage worries in age-appropriate ways.

Inclusion is presented as proactive rather than reactive. The inspection narrative describes additional support being provided quickly when needed, and support for pupils with special educational needs and disabilities as highly effective, with independence-building as a deliberate goal rather than an afterthought.

The Church school inspection also links wellbeing to the wider culture, describing relationships and a “family” feel, alongside curriculum-linked opportunities for spirituality and reflection. For many families, that combination is what makes the setting feel settled and purposeful.

There is plenty here that goes beyond generic “clubs and trips”, and it is unusually specific.

In Little Explorers, outdoor learning sessions in on-site woods are positioned as a weekly rhythm, and the nursery also offers a weekly PE session in the Eleri Hall. The implication for younger children is that movement and outdoor exploration are treated as core ingredients of the week, not an optional add-on.

For school-age pupils, the wraparound and after-school offer has a clear anchor. Breakfast Club runs from 07:45 with a published per-session cost, and the main after-school provision is called Treetops, running five days a week from 15:00 to 17:30 with an hourly charge. Alongside that core provision, the school explicitly references clubs such as Eco, Cooking and Choir, and also mentions that sports clubs run at different points across the year.

The official inspection narrative adds further colour to the wider programme. Pupils take part in mock trials and debates, and the school offers wheelchair sports as a way for pupils to understand different perspectives. Leadership roles are also part of the wider experience, with ambassadors and house systems creating regular opportunities to speak, represent, and organise.

The Church school inspection also references fencing and archery as enrichment options selected to broaden experience. For families, that matters because it suggests the programme is curated to create new experiences, rather than simply repeating the most common primary school choices.

The school day is published as 08:30 to 15:00 for pupils. Lunch is staggered, starting from 11:15 for early years, with lunchtime play structured so different ages can access playground areas safely.

Wraparound care is clearly defined. Breakfast Club starts at 07:45, and the main after-school provision (Treetops) runs from 15:00 to 17:30 on weekdays. Costs are published for both.

As a state school, there are no tuition fees. Families should still plan for the usual associated costs, such as uniform, school trips, and any paid clubs or wraparound sessions.

• Competition for places. Demand data indicates 1.76 applications per place in the most recent primary entry snapshot. If you are moving into the area or applying late, read the Gloucestershire timetable carefully and be realistic about outcomes.

• Religious education consistency. The church school inspection highlights strong culture and vision, while also identifying the need to improve consistency in religious education so pupils build deeper knowledge across worldviews. Families who prioritise RE should ask how that development work is being implemented.

• Wraparound is structured and paid. Breakfast Club and the main after-school provision have published charges. If you need wraparound daily, cost can become a meaningful factor over a full year.

• A busy day for younger children. For children starting at age 2 or 3, weekly outdoor learning and PE create a full timetable. Many children thrive on that rhythm; a minority may need a slower settling-in plan, which is worth discussing early.

Fairford Church of England Primary School combines a high-attainment profile with a culture that is clearly defined and consistently reinforced, from early years routines through to leadership roles in the main school. It suits families who want strong academic outcomes alongside a values-led Church of England ethos, and who will engage with the school’s expectations around behaviour and participation. The main limiting factor is admission rather than quality, and families should plan around the county’s timelines and the reality of oversubscription.