Hope Brook CofE Primary School Review 2026: Small Forest of Dean primary with unusually strong KS2 outcomes

A compact village primary can still deliver big outcomes, and this one’s 2024 Key Stage 2 results sit well above typical England benchmarks. The school serves children from age 3 to 11, with pre-school provision running inside an Early Years Foundation Stage unit that brings pre-school children and Reception pupils together in the same class structure.

Leadership has recently stabilised after a period of change. Rosie Marks is the headteacher, with appointment confirmed ahead of the academy conversion into Primary QuEST Multi-Academy Trust.

Faith is not a label here, it is a daily organising principle. The school’s vision, “Growing together with God's love to bring hope to the world”, appears across worship, behaviour expectations, and the way pupils talk about responsibility and kindness.

This is a small school by capacity, which shapes the feel of the day. With modest year groups, children tend to know one another quickly across ages, and staff have the scope to notice patterns in friendships, confidence, and learning habits early. The pastoral tone is rooted in Christian language, but the ambition is practical, helping children learn to treat others well, handle disagreement, and take responsibility for the wider community.

Collective worship is built into the timetable and is positioned as a shared reflective space rather than a bolt-on. The school calendar includes worship in church at key points in the year, and the partnership with All Saints’ Church is part of how children experience the local community beyond the classroom.

There are also clear signals that the school has worked intentionally on culture through recent change. The move into Primary QuEST and the shift to a 3 to 11 age range could have felt disruptive, yet the narrative from formal review is one of a cohesive team and a school community that can adapt without losing its sense of identity. The language is consistent across documents, emphasising shared values, mental health as a priority, and adults taking time to listen.

For parents, the most helpful takeaway is that “small” does not mean “limited”. The school positions itself as outward-facing, with pupils involved in councils (including eco and worship councils) and with community-facing activities that make the Christian ethos concrete, for example singing in local care homes and organising collections for charitable causes.

The headline for 2024 is the combined expected standard in reading, writing and mathematics: 82% of pupils met the expected standard, compared with an England average of 62%. At the higher standard, the gap is even clearer: 39.33% achieved the higher standard in reading, writing and mathematics, compared with 8% across England. These are the kinds of figures that suggest teaching is not just effective for middle attainers, it is stretching pupils towards top-end outcomes too.

The scaled score picture supports that interpretation. Reading, mathematics, and grammar, punctuation and spelling are all recorded at 110, which is consistently high across the tested subjects rather than a single spike. Pupils also achieved a total combined score of 330 across reading, GPS and maths.

In FindMySchool’s rankings (based on official data), the school is ranked 534th in England and 2nd in Forest of Dean for primary outcomes. This places it well above England average (top 10%), and it is operating close to the very strongest end of that band. For families comparing local options, this is the kind of ranking that usually correlates with tight routines, consistent teaching expectations, and careful monitoring of progress across year groups.

One nuance to hold in mind is cohort size. In small schools, results can shift year to year because each cohort is a bigger proportion of the whole. Even so, the 2024 figures are strong enough that they are meaningful, especially when paired with evidence of a clear culture around learning and wellbeing.

The curriculum framing is explicitly values-led. Christian principles are described as the foundation for learning experiences, and the school’s written curriculum intent emphasises curiosity and broadening children’s perspectives on life today and in the future.

What does that look like in practice for pupils? One indicator is the way enrichment is used to deepen learning rather than simply entertain. The SIAMS report gives concrete examples such as museum visits and stargazing, positioned as opportunities for pupils to think beyond themselves and reflect on the wider world. That matters because it suggests trips are not an occasional treat, they are used as curriculum anchors that make knowledge stick and give children shared reference points.

Early reading and language are given visible attention in the Early Years unit. The pre-school and Reception structure means children encounter phonics and language activities early, in a setting where routines can be consistent across the 3 to 5 age range. That kind of continuity can be a real advantage for children who benefit from repetition and predictable structure, especially around listening, sound discrimination, and the early stages of blending and segmenting.

As a primary school, the main transition point is into Year 7. The school provides secondary school information for families, and the most realistic expectation is that pupils progress into a range of local secondary schools depending on location, family preference, and admissions criteria.

What families can look for, beyond a list of destinations, is how transition is handled. A small primary with strong outcomes tends to have two priorities in Year 6: maintaining academic momentum while building independence and confidence for a larger setting. Evidence of structured routines and a strong pastoral culture suggests pupils are likely to be well prepared for the social side of transition too, not just the academic step up.

If your child is likely to apply to selective routes elsewhere, it is worth clarifying early what preparation is and is not offered in school time. Primary schools vary, and families often over-assume that high KS2 outcomes automatically mean explicit test-preparation for other routes. Where selection is a serious consideration, the most sensible approach is to speak to the school about what they cover and what they expect families to manage independently.

Reception admissions are coordinated by Gloucestershire local authority rather than the school. The published admissions information for the September 2026 intake confirms the closing date for on-time applications as 15 January 2026.

The school itself describes demand as strong, and it notes a small published number of places per year group. Recent admissions data available here shows 38 applications for 16 offers, with the route marked oversubscribed and a subscription proportion of 2.38 applications per place. In a small school, those numbers can create real volatility in outcomes, one year might feel manageable and the next can be tight.

Where a school is oversubscribed, the practical detail that matters is the oversubscription criteria. Gloucestershire’s published guidance for community and voluntary controlled primaries uses a clear priority order, typically including looked-after children, siblings, then distance measured as a straight line. If you are close to the boundary for likely admission, the FindMySchool Map Search can help you measure your exact distance for planning, while keeping in mind that the cut-off shifts each year.

In-year applications (moving school during Reception to Year 6) follow a different process, and parents should expect the availability of places to vary by year group. The school provides guidance towards the local authority route for those applications.

Wellbeing has a named presence in school life. The safeguarding approach emphasises early help, working with families early, and preventing issues escalating, which aligns with a small-school model where staff can usually spot problems quickly.

There is also evidence of explicit mental health work, including a dedicated space referred to as The Nest and a set of “5 steps” resources aimed at helping pupils build healthy habits and coping strategies. This matters because it suggests wellbeing is treated as teachable and structured, not just reactive.

Behaviour expectations appear clear and shared. The most recent graded Ofsted inspection for the predecessor school judged the school Good, and that report describes pupils feeling safe, being clear about the difference between fallings-out and bullying, and adults responding effectively when problems arise.

In smaller schools, after-school life is often a blend of formal clubs and wraparound provision, and the distinction matters. Here, wraparound sessions include a deliberately activity-led programme, with crafts, baking, games, and outdoor play as standard options. That is not the same as specialist clubs, but it is still valuable for children who benefit from structured social time after the school day.

The school also uses pupil leadership structures to widen participation. The SIAMS report references school, eco, and worship councils, which suggests pupils have routes to influence decisions and take responsibility for community initiatives. A concrete example is fundraising and choosing recipients for charitable efforts, which gives children practice in persuasion, empathy, and practical planning, skills that do not show up in test scores but matter in the long run.

Faith-linked enrichment is part of the wider offer too. The choir contributing to services and pupils engaging with the local church as a historic building used for learning activities creates a rhythm of events that many families value, particularly when children thrive on traditions and shared moments that bring the community together.

Finally, the school appears to take physical activity seriously in a steady, everyday way. A daily mile routine is referenced, alongside inclusive enrichment and community events. For many families, that kind of consistent movement is more important than elite sport, especially for children who regulate better with regular exercise.

The school day runs 8:45am to 3:15pm, with gates opening at 8:35am.

Wraparound care is available. Breakfast club runs 8:00am to 8:35am and after-school club runs from 3:15pm, with sessions available up to 6:00pm, and published charges start at £4.60 for a session.

For transport planning, this is a village setting and many families will think in terms of a short drive, walk, or lift-share. If your child is starting in pre-school or Reception, it is worth checking the practicalities of drop-off timing against working patterns, especially if you rely on wraparound care.

• Small cohorts, big swings. In a school of this size, year-group outcomes can look different from one cohort to the next. The 2024 results are very strong, but parents should still look for how the school maintains consistency year on year, particularly in mixed-age staffing and leadership changes.

• Oversubscription is the constraint. Recent admissions data indicates more applicants than offers. Families who are set on this option should treat admissions planning as seriously as they treat the educational offer, particularly around the local authority timetable and criteria.

• Faith is present every day. Collective worship, church links, and a Christian values framework are integral. Families who prefer a fully secular approach should weigh whether that sits comfortably with their child’s experience.

• Early Years structure is integrated. Pre-school provision sits within the Early Years unit alongside Reception. Many children will enjoy the continuity; some families may prefer a standalone nursery setting with different rhythms and staffing models.

Hope Brook CofE Primary School combines a small-school feel with outcomes that are comfortably above typical England levels in 2024. The educational offer is closely tied to a Church of England ethos, with worship, community partnership, and pupil leadership playing visible roles alongside academic ambition.

Best suited to families who want a values-led primary education, strong KS2 outcomes, and an Early Years pathway that begins at age 3 within the school setting. The main limiting factor is admission, particularly in tighter years.