St Andrew's CofE School and Nursery Review 2026, Hampton first school with a strong middle school pathway

Because this is a first school with pupils leaving at the end of Year 5, the usual headline measures parents see for Year 6 are not the best way to judge the school. Instead, the most helpful evidence comes from how learning is structured, how calmly routines run, and whether children are safe and well supported at this age.

The latest inspection report describes pupils as happy and safe, and it also sets out a picture of orderly behaviour and consistent adult support when pupils need help focusing. For many families, that matters as much as any score at this stage. Good first schools are often defined by strong early literacy, consistent expectations, and a curriculum that helps pupils arrive at middle school ready for a step up.

A second strand of evidence comes from demand. In the most recent Reception admissions cycle in the provided admissions data, there were 52 applications for 38 offers, which signals meaningful competition for places.

Parents comparing options locally should treat this as one part of the picture, then use FindMySchool’s Local Hub pages and comparison tools to review nearby schools side by side on the measures that do apply to each school’s age range and phase.

The school describes learning for curiosity, independence and clear routines. That comes through in the way it explains curriculum areas, for example in science where the stated aim is to develop excitement and curiosity about natural phenomena. It also references key questions and child-led investigations where appropriate, balanced by explicit teaching of the underlying concepts.

This matters because first school pupils are at an age where skills develop fastest when lessons follow a predictable structure, but still allow enough space for talk, exploration, and modelling. The science approach described suggests a deliberate blend: children ask and test, then staff connect the activity back to the scientific idea. For parents, the implication is that a child who learns best by doing should find regular opportunities for hands-on learning, while a child who needs clear explanations is still supported.

In early years, the nursery page lays out a classic Early Years Foundation Stage model: free flow play, small group carpet times, adult-led activities, and a routine that is designed to help children grow in independence. It explicitly mentions mathematics and phonics activities in nursery, which indicates preparation for the transition into Reception is not left to chance.

A key part of the school’s offer is the transition at the end of Year 5. The school publishes leavers information and describes partnerships with local middle schools, including Bredon Hill Academy and St Egwin’s Middle School.

The detail here is helpful. The school states that around 30% of Year 5 pupils transfer to Bredon Hill Middle School, and that pupils have opportunities to visit and take part in sporting activities during their time at the first school. It also states that around 50% transfer to St Egwin’s Middle School and describes curriculum development work with St Egwin’s to support progression.

For parents, this has two implications:

1. Transition is an expected, planned step, not an afterthought. Schools that actively work with next-phase partners tend to reduce the social and academic wobble that can happen when children move setting.

2. Families should think about the whole pathway, not just the first school. If you have a strong preference for a particular middle school, it is sensible to ask how many pupils typically move there, what visits look like, and how information is shared between settings.

Entry points are nursery and Reception. Nursery places run from the term after a child turns two through to statutory school age, and the school offers morning, afternoon, or full day sessions.

Reception admissions are handled through Worcestershire’s coordinated admissions system. For September 2026 entry, the local authority states that applications open on 1 September 2025, close on 15 January 2026, and offers are released on 16 April 2026. The school also signposts open events for prospective Reception and nursery families, with open sessions typically running in early autumn; dates vary year to year and booking is usually required.

The admissions data supplied indicates the school was oversubscribed for Reception in the latest recorded cycle, with 52 applications for 38 offers, a ratio of 1.37 applications per place. In practice, that means families should not assume a place is guaranteed, even in a first school system where movement between settings is common.

If you are trying to judge your likelihood of securing a place, use FindMySchool’s Map Search tools to check practical travel distance, then confirm how Worcestershire applies catchment and distance rules for community and voluntary controlled schools in the year you are applying.

The day structure suggests a school that takes routine seriously. The published timetable includes a consistent start, break, lunch, and an assembly or collective worship slot at 2.50pm. For younger pupils, a predictable rhythm is often what makes school feel manageable, especially for children who are still developing self-regulation.

The inspection report highlights calm management when pupils need help focusing, and it also indicates that bullying is not seen as common, with staff responding promptly when issues arise. That combination usually points to clear behaviour expectations, staff who intervene early, and a culture where children feel able to tell an adult when something is wrong.

In the nursery, there is a practical emphasis on wellbeing, including clear illness guidance such as a 48-hour symptom-free expectation after sickness and diarrhoea. It is not glamorous, but it is the kind of operational clarity that helps a nursery run smoothly.

This is a school that appears to use leadership roles and structured activities to broaden pupils’ experience. The prospectus references an active School Council, School Ambassadors, and Play Leaders, which are all roles that can suit children who gain confidence through responsibility.

There are also clear signs of environmental and outdoor learning priorities. The prospectus highlights Green Flag Eco School status and the 1.5 acre on-site forest school. The implication is that outdoor learning is part of the routine rather than an occasional enrichment day. For some pupils, that is a major advantage, particularly children who concentrate better after physical activity or who learn strongly through practical exploration.

The school also runs a News Club Blog and publishes a steady calendar of events, which suggests pupils have opportunities to take part in school life beyond lessons, whether through clubs, trips, or special days.

Local links are another distinctive feature. The school lists community partners including Evesham Leisure Centre, Evesham Rugby Club, Evesham Rowing Club, and Evesham United Football Club. Even if not every child engages with each partner, the existence of named links often means practical opportunities, such as taster sessions, coaching, or stronger routes into community sport.

The school day ends at 3.15pm, with gates opening for collection at 3.10pm. Breakfast club runs from 7.45am, and after school club runs until 6.00pm for school age pupils, with a 5.30pm finish for nursery age pupils. Nursery sessions are offered as 9.00am to 12.00pm, 12.00pm to 3.00pm, or a full day 9.00am to 3.00pm.

Wraparound care is run by school staff and based in the school library, with published rates for pre-booked and casual use.

For travel, Evesham railway station is the nearest rail option for many families commuting into the area. For day to day routines, the school’s drop-off description indicates separate approaches for younger pupils and older pupils to encourage independence as pupils move through the school.

• Ages and the Year 5 exit point. Pupils leave at the end of Year 5, so you need a clear plan for the middle school stage and an understanding of how Worcestershire coordinates that transition. The school signposts specific partner middle schools, which helps, but families should still decide what their preferred pathway looks like.

• Reception demand. Recent admissions data shows more applications than offers for Reception. Families moving into the area should treat admission as competitive and check how oversubscription rules apply in the year they apply.

• Outdoor learning expectations. Forest school is a major feature, including in nursery. That suits many children, but it also means outdoor kit and a willingness to embrace muddy days.

• Nursery does not guarantee Reception. The school states this explicitly. Parents using nursery as a route into the main school should be clear-eyed about the separate Reception application process.

St Andrew’s is best understood as a first school that takes transition seriously. The combination of a structured day, a well-defined nursery offer, and explicit links to local middle schools creates a coherent pathway for families planning beyond Reception. It suits parents who value outdoor learning, clear routines, and wraparound care that can stretch the working day. The main constraint is that entry can be competitive, and families need to plan early for both Reception admission and the next step into middle school.