Hatherop Church of England Primary School Review 2026: Small village school with elite KS2 outcomes

In a part of the Cotswolds where primary schools often sit at the centre of village life, this one operates at a distinctly high academic level. Latest published Key Stage 2 data shows 94% of pupils meeting the expected standard in reading, writing and mathematics combined, well above the England average of 62%. Average scaled scores are 111 in reading, mathematics and grammar, punctuation and spelling, which signals consistent strength rather than a single standout cohort.

Scale shapes the experience. With a published capacity of 84 and mixed-age classes, pupils are expected to develop independence early, while older pupils routinely take on responsibility as role models. The current head teacher is Mrs Taryn Hancock, whose headship began in September 2020.

The latest Ofsted inspection (14 March 2023) confirmed the school continues to be Good and that safeguarding arrangements are effective.

Small schools can feel intensely communal, for better or worse. Here, the published day structure leans into clear routines and shared moments, including daily collective worship and worship led through a mix of staff, clergy and the Open the Book team. That rhythm is particularly relevant for families who want a Church of England setting that is lived out in everyday practice, not simply stated on a prospectus.

The school’s Christian values are explicitly defined and repeatedly referenced across school documentation and communications. A published list includes Thankfulness, Trust, Perseverance, Justice, Service, Truthfulness, Generosity, Compassion, Courage, Forgiveness, Friendship and Respect. The values work as behavioural language as well as ethos, which tends to matter more to parents than any single initiative.

Mixed-age grouping is a defining feature. The timetable and class organisation show a structure built around combined cohorts, with Skylark (Reception and Year 1), Kingfisher (Years 2 and 3), De Mauley Room (Year 4), and Red Kite (Years 5 and 6). That organisation can suit pupils who benefit from revisiting concepts in a spiral, and it can also support confidence building for younger pupils who learn alongside older classmates.

Performance is exceptionally strong for a state primary, and the figures are clear enough to be meaningful to parents making comparisons.

• Expected standard (reading, writing and mathematics combined): 94%. England average: 62%.

• Higher standard (greater depth across reading, writing and mathematics): 48.67%. England average: 8%.

• Average scaled scores: 111 in reading, 111 in mathematics, 111 in grammar, punctuation and spelling.

• Subject expected standards: 100% in reading and 100% in mathematics; 91% in grammar, punctuation and spelling; 82% in science.

In FindMySchool’s proprietary ranking based on official performance data, the school is ranked 188th in England for primary outcomes and 2nd in Cotswold, placing it among the highest-performing in England (top 2%).

The practical implication is that pupils are leaving Year 6 with unusually secure basics. For many families, that is less about chasing scores and more about what the scores enable: confidence in reading, fluency in maths, and greater readiness for the step up to secondary expectations.

The published curriculum information points to a deliberately structured approach rather than an informal, purely topic-led model. Early reading is treated as a priority from Reception, with a systematic synthetic phonics programme in place (Floppy’s Phonics is referenced in the school’s published curriculum materials). That matters because strong early decoding is typically the gateway to stronger comprehension later on.

Teaching in a mixed-age context is a distinctive technical challenge, and the curriculum intent described in the inspection material and curriculum pages emphasises sequencing and knowledge building over time. For parents, the key question is whether a school can maintain progression without repetition becoming stale. The school’s approach, as described, is to build learning across cycles so pupils revisit content with increasing complexity.

Subject breadth also appears in the way enrichment is integrated. Design and Technology examples include projects such as wind-up toys, torches and morse code machines, plus participation in an Engineering Challenge linked to the Royal International Air Tattoo at RAF Fairford. These are the sorts of experiences that make learning feel purposeful, particularly for pupils who thrive on making and testing.

As a village primary, the mainstream pathway is transition to local secondary schools, typically via Gloucestershire’s coordinated admissions rather than any guaranteed feeder arrangement. The school’s own communications show familiarity with using nearby venues for productions and community activity, including Farmor’s School theatre and the performing arts theatre at Hatherop Castle School. That suggests the school is already operating in a wider local network that can ease transition, especially for pupils who gain confidence through performance and shared events.

For parents, the practical action is to map likely secondary options early and visit them with a clear understanding of transport and travel time, which can be a major factor in rural areas.

Admissions for Reception are coordinated by Gloucestershire County Council, with a clearly defined application window for September 2026 entry: 3 November 2025 to midnight 15 January 2026, with allocation day on 16 April 2026 and a reply deadline of 23 April 2026.

Demand indicators in the latest available admissions data point to competition for places. The school is recorded as oversubscribed, with 28 applications for 10 offers in the relevant entry route dataset. That is a simple ratio of 2.8 applications per place, which can translate into disappointment for families who assume a small village school will always have space.

The school also publishes guidance for in-year movement and waiting list practice, including that waiting lists remain active until the end of the academic year and require reapplication for the following year if families wish to stay on.

A practical step for families is to use FindMySchool’s Map Search to sense-check feasibility if you are weighing multiple schools across nearby villages, and to keep a shortlist in one place using the Saved Schools feature when application deadlines cluster. (This is especially helpful when comparing schools with very different capacities and demand levels.)

A small setting can support close relationships between staff and pupils, but it also requires well-planned systems so no pupil becomes “invisible” in a mixed-age cohort. Published information points to consistent adult presence within classes, including experienced teaching assistants supporting learning across the day.

Behaviour expectations are framed through shared language and restorative approaches. The inspection material emphasises calm movement around school and swift resolution of problems, which matters for parents who want reassurance that small schools can still manage behaviour consistently.

Online safety is treated as part of safeguarding culture, with the school signposting parent support through external agencies and also maintaining a dedicated online safety area within its parent information pages.

In a small school, enrichment is often less about volume and more about depth and participation. Drama and performance are a clear pillar. The school describes a Summer Play and a Christmas Nativity as annual highlights, with productions hosted in community venues including St Nicholas church and local theatres. For pupils, that kind of recurring performance cycle builds confidence in public speaking, teamwork, and persistence through rehearsals.

Creative arts extend beyond the stage. The school references working with specialist artists and contributing to the sculpture exhibition in Quenington, which is valuable for children who engage best through making and visual expression. The implication is that art is treated as a serious subject rather than a filler.

Clubs and events also connect learning to real contexts. The school’s news and activity pages reference Gardening Club, including harvest updates, and enrichment visits such as an Explorer Dome session and outdoor learning activity at Lea Wood. These examples matter because they show pupils doing real, memorable work rather than only hearing about it.

The school publishes a detailed daily rhythm. Breakfast Club opens from 7:30am and the school day begins at 8:35am, ending at 3:05pm. An after-school club runs daily until 5:00pm.

Wraparound care is priced and clearly stated: Breakfast Club from 7:35am at £4.50, and After School Club until 5:00pm with options priced at £4.50 for one hour or £7.50 for two hours.

Term dates for 2025 to 2026 are published on the school website, including INSET days, which is practical for working families planning childcare across a rural commute.

• Small-school intensity. With a published capacity of 84 and mixed-age classes, the setting can feel close-knit. Some pupils love the familiarity; others may prefer a larger peer group with more social breadth.

• Reading culture breadth. Ofsted also highlighted that reading provision should ensure pupils encounter a broader range of literature, so that pupils read more widely and develop stronger habits for the next stage.

• Church school practice. Collective worship is part of the daily structure, including worship led by staff, clergy and Open the Book. Families who want a more secular experience should weigh this carefully.

• Competition for places. The school is recorded as oversubscribed in the latest admissions dataset, and small numbers mean a few additional applicants can change outcomes quickly.

For families seeking a Church of England village primary with exceptionally strong Key Stage 2 outcomes, this is a compelling option. Academic results suggest pupils leave Year 6 with very secure foundations, and the curriculum and enrichment examples show breadth beyond core subjects. It suits children who thrive with clear routines, mixed-age learning and a values-led approach to school life. Admission is the primary hurdle, particularly for families assuming a small rural school will always have space.