Buckland Church of England Primary School Review 2026, High-performing village primary with integrated nursery

Buckland Church of England Primary School is a small, high-performing primary with an integrated Nursery and Reception setting, serving children from age 3 to 11. Its scale matters: with a published capacity of 105 pupils, this is a school where children are known well, routines are consistent, and community relationships tend to run deep.

Academic outcomes are the headline. In 2024, 96% of pupils met the expected standard in reading, writing and mathematics combined, far above the England average of 62%. At the higher standard, 45% reached greater depth, compared with 8% across England. That balance of high attainment and breadth shows up in the wider offer too, from Forest School and a strong reading culture, to pupil leadership through School Council and the Rights Respecting Schools work.

Leadership is current and clearly signposted. Mrs Emma Brown became headteacher in September 2024, after serving as deputy headteacher from 2021.

A small Church of England school can sometimes feel narrowly defined by its faith label. Here, the evidence points to something broader: a values-led culture that uses Christian stories and language as a framework for behaviour, service, and reflection, while keeping a strong outward focus on inclusion and rights. The school’s core values are Wisdom, Kindness and Responsibility, and they are used explicitly across the curriculum and school life.

Collective worship and community faith links are a visible feature. The school describes regular services at the local church across the year, plus themed prayer walks and partnership with Open the Book, which supports weekly collective worship and reading in school. For families who want a Church of England primary where faith is expressed through daily routines and community service, this will feel aligned. For families who would rather keep faith separate from school life, it is something to weigh carefully.

Wellbeing is framed in practical, teachable routines rather than vague slogans. The school signposts resources such as Zones of Regulation and the 5 Ways to Wellbeing, alongside structured approaches to calm time and breathing techniques. This matters in a small setting: where peer groups are tight, proactive emotional literacy can reduce low-level friction and support calmer learning.

Nursery and early years, integrated from the start

Early years provision is unusually cohesive here because Nursery and Reception learn together within Acorn Class, with two age groups in one integrated classroom. The Nursery page sets out a staffing ratio of 1:8, and frames the model as giving Nursery children early experience of school routines while benefiting from experienced teaching and support staff. The implication for parents is straightforward: children who start in Nursery are more likely to feel settled by the time Reception begins, and parents often get a longer runway to build relationships with staff.

The outdoor offer is a defining feature. The school describes a large outdoor play area including playground and grassed areas, plus Forest School and a quieter garden-style area. Nursery and Reception also have a dedicated fenced area on an all-weather surface, with a covered decking space intended to support outdoor play in different conditions. For children who learn best through movement, exploration and practical tasks, this physical set-up is a genuine advantage.

Outcomes place the school among the strongest primaries in England on attainment measures.

Ranked 721st in England and 1st in Faringdon for primary outcomes (FindMySchool ranking based on official data)

This position means performance is well above England average (top 10%).

In 2024:

• 96% met the expected standard in reading, writing and mathematics combined, compared with 62% across England.

• 45% achieved the higher standard in reading, writing and mathematics, compared with 8% across England.

• Average scaled scores were 111 in reading, 108 in mathematics, and 109 in grammar, punctuation and spelling (GPS).

• Expected standard by subject was exceptionally high, with reading and mathematics at 100%, GPS at 88%, and science at 94%.

These figures point to two things parents care about. First, pupils are leaving Year 6 with strong core knowledge, which reduces the risk of a bumpy start at secondary. Second, the higher standard figure suggests a meaningful proportion of pupils are being pushed beyond the basics, not simply coached to the threshold. Families comparing local options can use the FindMySchool Local Hub comparison tools to view these outcomes alongside nearby schools using the same official-data basis.

One important note on interpretation: these results describe attainment, not how much progress pupils make from their starting points. For some families, high attainment is the priority. For others, especially those with children who arrive above or below age-related expectations, understanding day-to-day teaching and support matters as much as the headline numbers.

Reading is treated as foundational, and the inspection evidence aligns with what the results suggest. A strong reading culture is described, with pupils engaging with a broad range of texts and developing enthusiasm for reading across age groups. The practical implication is that children who like books tend to be stretched, and children who struggle early are likely to be identified quickly and supported to catch up.

Curriculum breadth also appears to be taken seriously. The inspection report references subject “deep dives” including history, while the school’s own structures emphasise themes that develop spiritual, moral, social and cultural understanding. For parents, that translates into a school that aims for knowledge depth while also connecting learning to wider concepts such as community, equality and responsibility.

In early years, the Nursery curriculum is explicitly tied to Early Years Foundation Stage (EYFS) expectations, with hands-on learning linked to termly topics. The examples given include themes such as Amazing Acorns, Once Upon A Time, Where in the World, Animal Adventures and Watch Us Grow. The school also highlights enrichment visitors (for example Little City, Zoolab and emergency services teams), which suggests a deliberate effort to broaden vocabulary and real-world understanding early.

For a primary school, “destinations” is less about published destination lists and more about readiness and transition. The evidence here is that pupils experience structured enrichment and responsibility from early years upward, and that they take part in activities designed to support the move to secondary-style environments.

A clear example is Year 6 participation in a STEM day hosted at FCC, giving pupils a chance to learn in a secondary school setting and experience a larger site and different lesson formats. For families, this kind of transition exposure can reduce anxiety and make September feel less like a step into the unknown.

Beyond formal transition events, the school’s Rights Respecting work is relevant here too. When pupils learn to articulate rights, respect, and how to speak up appropriately, they often carry more confidence into secondary. This is particularly helpful in the first term of Year 7, where new friendship groups and larger social settings can feel intense.

Reception admissions are coordinated through Oxfordshire, with the school publishing the key dates for September 2026 entry:

• Applications open 04 November 2025

• Closing date 15 January 2026

• Offer communications 16 April 2026

• Start of the school year September 2026

These dates are important because small schools can fill quickly, and late applications are rarely advantageous when demand is high.

Demand indicators reinforce that point. For the most recent published cycle there were 43 applications and 14 offers for the Reception entry route, which is just over three applications per place. In a small intake, that level of competition can mean that even families who feel “nearby” are not always close enough, depending on the cohort. If distance is a decisive criterion in a given year, parents should use the FindMySchool Map Search to check their exact measurement and sense-check the shortlist early.

Nursery admissions and the Reception link, what parents should understand

Nursery admissions are handled internally using the school’s published criteria and an expression of interest process. The Nursery page states that there are 11 Nursery places and 15 Reception places available, with Nursery attendance giving an advantage when applying for Reception, although it cannot guarantee a place because Reception admissions are managed by the local authority. The practical implication is that Nursery is worth considering for families who want continuity into Reception, but it should not be treated as a guaranteed route.

The Nursery provision offers either a 15-hour place (9:00am to 12:00pm, five days per week) or a 30-hour place (9:00am to 3:00pm, five days per week) during term time, subject to eligibility and availability. For Nursery fee details beyond funded hours, families should refer to the school’s official Nursery information.

Pastoral strength is best judged by whether it is built into the daily rhythm, and the documentation suggests it is. Staff roles include safeguarding leadership at headteacher and deputy safeguarding level, plus a clear emphasis on wellbeing programmes and resources used with pupils.

There are also signs of structured nurture support. The SIAMS report references a dedicated nurture space called The Burrow, described as a safe space for pupils with emotional and social needs. In a small school, having a named provision like this often makes support easier to access quickly, without long referral chains.

Community service also plays into pastoral culture, because it gives pupils clear, age-appropriate ways to act on empathy. The school describes charity support including Joshua Orphan and Community Care and contributions to the Oxford Christmas Lunch appeal through the local benefice. For many children, these projects are where values become concrete, not abstract.

The extracurricular offer is broader than the school’s size might suggest, and it is anchored in a mix of sport, creative activities, and structured pupil leadership.

A published list of recent clubs includes Choir, Lego, and Science Club, alongside team sports such as football and netball, plus arts and crafts and athletics. The school also notes that some activities are free while others are delivered by external providers, with safeguarding expectations consistent across staff and providers. For parents, the key point is access: children in small schools can sometimes miss out on specialist clubs, but here there is a clear attempt to keep breadth and variety.

Forest School is a significant strand, especially for early years and Key Stage 1. The school describes this as supporting motor skills, problem-solving, social interaction, and confidence, linked back to school values. Done well, outdoor learning provides a different route to success for children who struggle with desk-based tasks, and it often supports self-regulation.

Two further distinctive features stand out:

• Rights Respecting Schools work, with a Silver award received in July 2023 and stated progression towards Gold. This is a concrete framework that supports pupil voice, respect and participation across school life.

• Faith-linked enrichment such as prayer walks and Open the Book, which blend storytelling, reflection, craft and community involvement.

This is a state school with no tuition fees.

The school day runs from 8:45am (registration at 9:00am) to 3:15pm. Breakfast Club runs from 8:00am Monday to Friday and is priced at £6 per session from September 2025, for Reception to Year 6. After-school care is available Monday to Thursday from 3:15pm to 4:30pm at £8 per day, with no provision on Fridays, and places are limited.

For travel, the site is described as just off the A420 near Faringdon, which may suit families commuting by car from nearby villages. The school also notes one disabled parking space directly outside the school gate.

• Small intake, tight competition. Demand data indicates over three applications per offered place for Reception entry in the most recent dataset cycle. In a small school, marginal differences can matter when places are allocated.

• Faith is integrated, not a bolt-on. Worship, church links, and faith-based community activities are recurring features. Families who want a lightly faith-flavoured school may find it more explicit than expected.

• Wraparound care exists, but hours are finite. After-school care runs only to 4:30pm and there is no Friday provision, plus places are limited. That will suit some working patterns and not others.

• Nursery helps, but it does not guarantee Reception. The Nursery structure is designed for continuity, and Nursery children are given priority ahead of pure distance applicants, but Reception admissions are still managed through the local authority route.

This is a high-performing village primary where results, values and early years integration reinforce each other. The combination of very strong 2024 attainment, an embedded reading culture, and a coherent Nursery to Reception model makes it a compelling option for families who want continuity from age 3 and a clear framework for behaviour and responsibility.

Best suited to families who value a small-school feel, strong academic outcomes, and a Church of England ethos expressed through daily life and community service. The main limiting factor is admission, so families serious about this option should shortlist early and use Saved Schools tools to manage key dates and alternatives.