Stanley (Crook) Primary School Review 2026: A small village primary with top-quarter England outcomes

A 150th anniversary celebration in 2024 hints at deep roots and a school that sees itself as part of the fabric of Stanley Crook rather than just a place children attend for seven years.

Academically, results place the school comfortably above England averages. In 2024, 84.67% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 32.33% achieved greater depth, four times the England average of 8%. Those figures align with a school where reading is treated as a daily habit, not a bolt-on initiative.

Admissions are competitive for a small setting. For the most recent Reception entry route there were 38 applications for 16 offers, which equates to 2.38 applications per place. That demand shapes the experience, and makes timing and criteria worth understanding early. Parents comparing local options can use the FindMySchool Local Hub and Comparison Tool to view results side-by-side.

The school’s own mission sets the tone, it centres on doing your best, telling the truth, and looking after each other and the local community. It also leans into the idea of T.E.A.M, “Together Everyone Achieves More”, which is used explicitly in its staffing and leadership pages.

Leadership is currently in the hands of Mrs Michelle Norris. Government records list her as headteacher, with her governance role recorded from 04 September 2024, which makes this a relatively new headship in a school that values continuity.

A recurring theme in official and school-facing information is community connection. Pupils are encouraged to take ownership beyond the school gate, including community-focused projects. The most recent inspection narrative also describes pupils as proud of their school and confident in talking about it, which tends to show up in day-to-day behaviour and in how warmly children engage with adults.

This is a primary school, so the most useful headline is Key Stage 2 attainment in reading, writing and maths combined.

• Expected standard (2024): 84.67%, compared with 62% across England.

• Higher standard (2024): 32.33%, compared with an 8% England average.

• Scaled scores (2024): reading 108, maths 107, grammar, punctuation and spelling 107.

These numbers suggest more than “good outcomes”, they suggest secure fundamentals, with a large proportion of pupils pushing beyond the basics.

Rankings provide another lens. Ranked 2,857th in England and 2nd in Crook for primary outcomes, this reflects a proprietary FindMySchool ranking based on official data. Put plainly, it sits above the England average and within the top quarter of primary schools in England.

For parents, the implication is practical. If your child thrives on clear structure and enjoys reading, the published figures indicate they are likely to be well stretched here. If your child needs more support, the same dataset still suggests a school that gets most pupils to the expected standard, which usually points to effective early identification and consistent classroom routines.

Reading is treated as a core identity rather than a single programme. The latest inspection describes pupils quickly becoming readers, with a carefully chosen range of books and a culture where reading is normalised from early years upwards. You would expect to see that reflected in the strong reading scaled score and the high combined attainment figure.

The curriculum is presented as broad and intentionally designed, with subject leadership roles explicitly allocated across the staff team. That matters in a smaller school because subject expertise can otherwise become thinly spread. Here, leadership roles span English, maths, computing, humanities, PE and sport, design and technology, and more, which usually supports coherent progression from Reception to Year 6.

Learning is also positioned as extending beyond classrooms. The latest inspection text references learning opportunities in corridors, playground spaces, a forest area, and dedicated outdoor science areas. That combination tends to suit pupils who learn best through talk, practical exploration, and well-scaffolded trips that connect back to classroom knowledge.

As a County Durham village primary, most families will be thinking about the move into Year 7 in the Durham local authority context. The most important planning step is understanding which secondary schools are realistic options from Stanley Crook, and how transport works for your household.

The strongest indicator from the latest inspection narrative is that pupils leave Year 6 ready academically and socially for the next step. That kind of statement typically aligns with good transition preparation, clear expectations around behaviour, and steady curriculum sequencing through Key Stage 2.

If your child is likely to be applying to schools with specific criteria, such as faith-based oversubscription rules or schools with particular travel patterns, it is worth mapping routes early and sanity-checking travel time in winter. The FindMySchool Map Search can help families sense-check proximity and shortlist realistically.

This is a state school, so there are no tuition fees. The main admissions focus is the County Durham application route and the likelihood of competition for places.

Demand data for the Reception entry route shows 38 applications for 16 offers, and a status of oversubscribed, which equates to 2.38 applications per place. That is not a huge absolute number, but for a small school it can still mean that small shifts in local demographics affect whether late applicants have a realistic chance.

For September 2026 Reception entry in County Durham, the local authority stated the closing date was midnight on Thursday 15 January 2026, with National Offer Day on Thursday 16 April 2026. If you missed the main deadline, late applications and in-year applications follow separate handling, so it is worth checking the current County Durham admissions guidance rather than relying on last year’s dates.

Open events are best treated as seasonal. Rather than relying on one-off calendar entries, look for patterns in the school calendar and ask the office about the next scheduled opportunity to visit, especially if you are considering an in-year move.

Safeguarding arrangements are described as effective in the most recent inspection report, which is the baseline any parent should expect.

Beyond safeguarding, the inspection narrative also points to warm, respectful interactions between staff and pupils, and a culture of high aspirations. Those two things together often indicate a calm school where expectations are explicit and children understand the “why” behind routines, not just the rules.

Support for pupils with special educational needs and disabilities is described as grounded in staff knowledge of individual needs, alongside engagement with external agencies to build staff training. In a small school, that kind of approach can be particularly effective because staff are more likely to know the whole child across lessons, clubs, and break times.

Extracurricular provision is unusually clear because the school publishes a day-by-day club pattern.

Examples include:

• Lingotot Forest School for younger year groups (listed for Reception through Year 3).

• Martial Arts Club running across Years 1 to 6.

• Football Club for older pupils (Years 3 to 6).

• Year 6 SATs booster sessions in English and maths, plus a Year 5 booster.

This mix tells you something about the school’s priorities. Forest School style provision supports confidence, language, and teamwork for younger pupils. The martial arts option often appeals to children who like structured challenge and clear progression. Targeted boosters suggest the school is organised about exam readiness, which is consistent with the high attainment and higher-standard figures in 2024.

The inspection narrative also references pupils working with the local constabulary to improve the community and participating in activities that extend beyond standard clubs, which fits with the school’s emphasis on community responsibility.

The compulsory week is published as 32.5 hours, with a school day running 8:45am to 3:15pm, Monday to Friday. Wraparound provision is advertised from 7:45am to 5:30pm.

For working families, that matters as much as results. It reduces the number of separate childcare handovers, and it makes after-school clubs easier to access because pupils do not need to travel elsewhere first.

In a village setting, the practical transport question is usually less about rail links and more about walking routes, parking pressure at drop-off, and whether after-school care aligns with work shifts. Those details are best confirmed directly, especially if you are planning an in-year move.

• A small school can feel big in admissions terms. With 38 applications for 16 offers in the most recent Reception route data, even modest demographic changes can affect chances year to year.

• High attainment can bring high expectations. The 2024 higher-standard figure is far above the England average, which is great for stretch, but some pupils may need careful pacing and reassurance if they are sensitive to pressure.

• Wraparound is a major asset, but check the fine print. The school publishes broad opening hours, but families should confirm booking arrangements, capacity, and how club choices interact with childcare on specific days.

Stanley (Crook) Primary School combines strong Key Stage 2 outcomes with a clear community identity and a well-signposted club and wraparound structure. The published figures indicate a school that gets most pupils to the expected standard and pushes a substantial proportion beyond it, especially in reading.

It suits families who want a traditional primary experience with clear routines, a strong reading culture, and practical wraparound that supports working days. Competition for places is the constraint, not the ambition of the education.