Hermitage Primary School, Crewe Review 2026: High-achieving local primary with a strong inclusion offer

A purpose-built primary with a lot of outdoor space, a clearly defined daily rhythm, and results that sit comfortably above England averages. Hermitage opened in 1970 and was designed as a practical, modern school, with eight teaching spaces (each with an adjoining activity area) and a central hall that anchors assemblies, music, drama and physical activity.

The current headteacher is Mr Adam Young. The school’s published information does not state his appointment date, but it is clear about leadership roles across safeguarding and day-to-day operations.

On the most recent inspection cycle, the school was judged Good overall, with Outstanding judgements for behaviour and attitudes and for personal development.

Hermitage’s identity is strongly tied to routine, responsibility and participation. Pupils are expected to be ready, respectful and safe, and the school positions this as something pupils actively uphold rather than passively receive. Formal structures, such as a pupil council and defined responsibilities for buddies and charitable activity, are presented as part of the everyday culture.

The physical environment backs up that ethos. Beyond the core teaching spaces and central hall, the grounds are described in unusually specific terms for a primary: a hard-surface play area with a ball wall and marked netball and basketball court; a pergola used for reading and outdoor learning; a covered outdoor classroom; a bark-chip adventure zone with balance and agility equipment; and a field plus a small woodland area used for imaginative play and scientific study (including a willow tunnel designed and built with pupil input).

Inclusion is a defining part of the school’s “how”, not a bolt-on. Hermitage has a resourced provision for children with autism, established in 2007, with places for up to seven pupils from ages 4 to 11 and a speech and language therapist attached for one day each week. The intent is clear: pupils are included in mainstream classes as much as possible, with specialist support and targeted small-group or individual teaching when needed.

For families assessing day-to-day feel, it is also worth noting how the school talks about partnership. Its stated curriculum intent repeatedly returns to respect (self, others, and the environment), daily physical activity, and preparing pupils to participate in modern Britain through an understanding of democracy, tolerance and the rule of law.

Hermitage’s published outcomes place it above England averages across the headline primary measures.

In 2024, 79% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 29% achieved greater depth in reading, writing and mathematics, against an England average of 8%. These are the sorts of gaps that parents tend to notice quickly because they suggest strength not only at the “secure” benchmark but also among higher-attaining pupils.

The detail is similarly positive. Reading and grammar, punctuation and spelling look particularly strong on scaled scores (Reading 108, GPS 109), with Mathematics at 105. Science is broadly in line with the England benchmark (Hermitage 81% at expected standard, England 82%).

Rankings mirror the same story. Ranked 2,924th in England and 7th in the Crewe local area for primary outcomes (FindMySchool ranking based on official data), the school sits above England average and comfortably within the top 25% of schools in England for this phase.

For parents comparing local schools, this is a good moment to use FindMySchool’s Local Hub and Comparison Tool. A simple side-by-side view often clarifies whether you prioritise higher-standard outcomes, reading strength, or consistency across the curriculum.

Hermitage’s curriculum intent is framed around breadth and preparation: a broad, balanced curriculum; inquisitive thinking; strong fundamentals in reading, writing and mathematics; and opportunities that connect learning to the local community and wider world.

The strongest primary schools tend to do two things well at once: build knowledge cumulatively, and keep practice purposeful so pupils retain what they have learned. External evaluation of Hermitage aligns with that model. Curriculum sequencing is described as carefully designed so learning builds logically from Reception to Year 6, with teachers addressing misconceptions quickly and planning deliberate revisiting of key knowledge over time.

Reading is treated as a core strength. The school’s phonics approach is described as consistent and well delivered, with early identification and extra help for pupils who need to catch up, including for older pupils who still need support beyond the early years.

Support for pupils with additional needs is also positioned as practical and multi-layered. Alongside the autism resourced provision, the school describes a SEND and pastoral base called The Den and The Hub, offering structured interventions including Attention Autism, ELSA, Speech and Language, and Sensory Circuits. Within The Den, pupils follow a Sensory Classroom curriculum based on the Equals curriculum, tailored to individual needs and designed to build communication, self-regulation and confidence.

One caveat, from the same external evaluation, is that in a small number of subjects and some early years areas, curriculum content has not been broken down as precisely as in others. The practical implication is that, in those areas, some teachers may be less clear about the essential knowledge and vocabulary pupils need to revisit, which can weaken checking and long-term retention if not addressed.

As a primary, the key “destination” question is transition readiness rather than university pathways. The school’s curriculum aims explicitly reference preparation for the next stage, with an emphasis on communication skills, healthy life choices, and participation as positive citizens.

Practical transition support is also visible in how Hermitage uses local context. Geography fieldwork references the River Dane, and the curriculum is described as using local road-safety discussions, local churches, and local history topics to build knowledge and confidence beyond the classroom.

For families planning beyond Year 6, the best next step is to map likely secondary options early and then sanity-check travel time and admissions rules. Cheshire East applications and criteria can vary by school type, so using a distance tool (including FindMySchoolMap Search) alongside the local authority guidance helps avoid last-minute surprises.

Reception entry is coordinated through Cheshire East. The school’s published timetable for September 2026 Reception entry sets out clear milestones: applications open 01 September 2025, the on-time deadline is 15 January 2026, and offers are issued 16 April 2026, with the accept or decline deadline on 30 April 2026. The page also flags that late applications are considered after on-time applications, which can affect chances at oversubscribed schools.

Hermitage also notes an annual open morning, typically held in October, with dates published via the school calendar once confirmed.

Demand data suggests steady competition. For the most recent recorded cycle the school was oversubscribed, with 81 applications for 30 offers, a ratio of 2.7 applications per place. That is not the highest level of competition you will see in Cheshire, but it is enough that families should take deadlines and criteria seriously.

If you are considering a move, it is sensible to use FindMySchoolMap Search to understand practical distance from the school gate. Even when a school does not publish a “last offered distance” figure, proximity can still matter materially depending on the admissions rules and local distribution.

Hermitage is unusually specific about safeguarding responsibilities. The headteacher is named as the designated safeguarding lead, supported by named deputy safeguarding leads and a safeguarding governor.

Support structures are also embedded into provision rather than left informal. The Den and The Hub model indicates a school that expects some pupils to need structured emotional, social and sensory support to access mainstream learning fully, with interventions named and described rather than implied.

Personal development is treated as curriculum, not just assemblies. The school describes a weekly Healthy Hermitage day focused on mental and physical wellbeing, and it links pupil voice to real changes, such as adjustments to the rewards system via the school council.

Hermitage’s enrichment offer is strongest where it is rooted in real projects and community-facing routines.

One strand is community participation. The school’s Bridge The Gap initiative involves pupils reciting poetry to local residents, and the “Hermitage in the Community” programme lists regular activities including litter picks, a grounds day, and events designed to bring different generations together.

Another strand is practical life skills and local learning. Bikeability is offered to Year 4 and Year 5, and geography fieldwork explicitly references the River Dane. This matters because it turns “local area” into something pupils can describe, measure and reflect on, which tends to improve confidence in writing and speaking as well as knowledge in itself.

A third strand is pupil leadership and responsibility. The school council is positioned as a working body with tangible impact, and each year group is linked to a specific cause or project, from an environment litter pick in Reception to fundraising events in Year 6.

Music also appears to be taken seriously, to the point that external evaluation references pupils playing in musical ensembles connected to world-renowned orchestras. For families with children who thrive on performance or structured group activity, that is a meaningful signal about ambition and opportunity, even if the school does not publish a full music programme outline on its headline pages.

School day timings vary slightly by key stage. Key Stage 1 runs 8:50am to 3:20pm, with gates opening at 8:40am. Key Stage 2 runs 8:55am to 3:25pm, with gates opening at 8:45am, and clear instructions on arrival routes by year group.

Wraparound care is available on-site through breakfast and after-school provision. Breakfast club runs 7:30am to 8:40am (Monday to Friday) and after-school club runs 3:20pm to 6:00pm (Tuesday to Thursday), with published session prices.

On travel and access, the school explicitly asks families to follow arrival routes and late-arrival procedures via the office, which is relevant if you are balancing multiple drop-offs or commuting constraints.

• Competition for Reception places. Demand data indicates the school is oversubscribed, so missing deadlines or misunderstanding criteria can be costly, especially for late applications.

• A small curriculum refinement point. External evaluation indicates that, in a small number of subjects and some early years areas, curriculum content has not been broken down as precisely as elsewhere, which can affect consistency until fully addressed.

• SEND communication expectations. The school has strong SEND infrastructure, including an autism resource provision and The Den and The Hub, but external evaluation also notes that some parents, including some parents of pupils with SEND, felt less satisfied with aspects of communication. If this is likely to be a sensitive area for your family, ask very direct questions early about review cycles, home-school updates, and who your main point of contact will be.

• Different timings for KS1 and KS2. The slightly staggered start and finish times can help reduce congestion, but they matter for childcare logistics if you have children across phases.

Hermitage Primary School is a strong option for families who want above-average outcomes, clear routines, and a school that treats inclusion and pastoral support as core work rather than an afterthought. The grounds, structured wellbeing work, and community-facing initiatives give it a distinctive shape for a primary of this size. It suits children who respond well to calm expectations and who benefit from purposeful roles and projects. The main constraint is admissions, competition exists, and families should plan early around deadlines and practical travel.