Guestling Bradshaw Church of England Primary School Review 2026: High-performing village primary with a strong pastoral core

A small, single-form entry Church of England primary serving Guestling and nearby villages, with results that sit comfortably above England averages. In 2024, 84.3% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The higher standard figure is equally striking at 32.3%, against an England average of 8%.

Leadership has been steady in recent years. Mrs Siobhan Andrews is the headteacher, and the most recent inspection record notes she started in April 2020.

The school is consistently in demand. For Reception entry, 78 applications competed for 30 offers in the most recent admissions snapshot, which is around 2.6 applications per place. It is a setting where families who value a faith-shaped ethos, strong academic fundamentals, and attentive nurture support will find a lot to like, as long as they are realistic about competition for places.

The school’s identity is closely tied to its Church of England character, not as a bolt-on but as a day-to-day organising principle. The latest inspection describes a Christian ethos influencing all aspects of school life, with pupils guided by values including courage, friendship, truthfulness, humility, compassion and hope. That values language is useful for parents because it signals the tone of behaviour management. Expectations are framed in moral as well as practical terms, with a clear emphasis on kindness and personal responsibility.

There is also a sense of continuity and place. The school history shared publicly links the Bradshaw name to an educational endowment in the parish, describing how, in 1706, Robert Bradshaw left a £15 endowment to pay a teacher to teach reading to 20 poor children of the parish (with writing taught up to age 14 if parents wished). That is not “marketing history”, it is a reminder that education here has long been treated as a communal project. A diocesan inspection document also notes that the original Victorian building opened in 1840 and has been extended over time.

Where this becomes practical for families is in the school’s clear emphasis on belonging and relationships. The most recent inspection report describes strong relationships between pupils and staff, calm lessons, and high standards of behaviour. In day-to-day terms, this typically shows up as orderly classrooms, consistent routines, and children who are confident asking for help.

A distinctive part of the pastoral offer is a dedicated nurture facility called The Burrow. The school explains it was created as a space for nurture groups, music lessons and small booster groups, with support approaches including Lego therapy, one-to-one and small group counselling, Drawing and Talking, and gardening or cookery-based nurture activities. For parents, this matters because it points to structured, planned support rather than ad hoc “a chat when needed”, especially helpful for children who are anxious, struggling socially, or returning to learning after a difficult patch.

This is a high-performing primary in the context of England, with especially strong combined outcomes. In 2024, 84.3% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 32.3% reached greater depth in reading, writing and mathematics, compared with an England average of 8%.

The component indicators reinforce the picture. In 2024, 87% reached the expected standard in reading, 83% in maths, and 83% in grammar, punctuation and spelling. Average scaled scores were 108 in reading, 106 in maths, and 108 in grammar, punctuation and spelling.

Rankings align with that performance. Ranked 2,756th in England and 1st in Hastings for primary outcomes (FindMySchool ranking based on official data), results sit above England average, placing the school comfortably within the top 25% of schools in England.

For parents comparing local options, the useful point is not the exact rank but what it implies: outcomes are consistently strong enough that most pupils are leaving Year 6 secure in the fundamentals. If you are using FindMySchool tools to shortlist, this is the kind of school where the Comparison Tool can be genuinely helpful, because small differences in combined expected standard rates can translate into noticeably different classroom starting points in Year 7.

The curriculum is broad, with careful sequencing described as a strength in the most recent inspection record. Pupils study a range of subjects and, in most areas, learning is planned so that knowledge builds over time, with vocabulary taught explicitly and revisited.

Reading and early language are clearly taken seriously, including structured work on phonics and fluency. The latest inspection record notes that a new phonics programme had been implemented and training was ongoing, with a specific emphasis on ensuring staff expertise reaches pupils who need catch-up support. For parents, the implication is that the school is not complacent; it is willing to change practice when it believes outcomes can be improved, particularly for pupils who struggle most.

Mathematics is described as well sequenced with consistent approaches supported by staff training, alongside assessment used to identify next steps. This is the kind of internal consistency that tends to matter in a small school, because it reduces the “luck of the draw” feeling from year to year.

The curriculum also appears to value cultural and global learning. The school maintains a link through the Sierra Leone Hastings Schools Group, and is linked with Maynard Primary and Secondary School in Kossoh Town, Sierra Leone. The link is framed as a friendship between the two Hastings, supported through contact between classes and fundraising, including references to a School Farms Project and local community celebrations. That is not just a charity partnership, it is a curriculum lever for geography, citizenship, and ethical discussion, and it can be powerful for pupils who learn best when lessons connect to real-world lives.

As a village primary in East Sussex, pupils typically progress to a mix of local secondary schools depending on family preference, admissions, and transport. The school provides information about local options including Ark Alexandra Academy, Bexhill High Academy, Claverham Community College, The Hastings Academy, Robertsbridge Community College, Rye College, St Leonards Academy, St Richard’s Catholic College, and Buckswood School.

For families, the practical step is to treat Year 5 as the planning year. Attend open events, look carefully at travel time, and, if you are choosing between multiple options, compare behaviour culture, SEND support, and how each school structures Key Stage 3. The local pattern is also a reminder that “where pupils go next” is not a single pipeline; it is shaped by preference, availability, and fit.

If your child is likely to apply to a school with high demand, it is sensible to map out a Plan B early. This is especially true in areas where popular secondaries are oversubscribed, because late changes in preference can become stressful in the autumn of Year 6.

This is a single-form entry school and normally has 30 Reception places each year. Demand is high in the most recent snapshot, with 78 applications for 30 offers for primary entry, which equates to around 2.6 applications per place.

Applications for Reception are handled through East Sussex’s coordinated admissions process. For the 2026 to 2027 academic year, East Sussex lists key dates including applications opening on 12 September 2025, a closing date of 15 January 2026, and national offer day on 16 April 2026. If you miss the deadline, the same page notes a late application deadline (with a good reason) of 13 March 2026.

The school’s own admissions page highlights that children living in Guestling, Fairlight and Pett may qualify for free transport. For some families, this can widen realistic choice, especially if your preferred secondary is not the closest by geography.

If you are applying from outside the immediate village area, it is worth being hard-headed about the odds. With oversubscription, small differences in priorities can matter. Families using FindMySchool’s Map Search should check precise home-to-school distance, then sanity-check that against local demand patterns, because even small variations can make the difference at popular primaries.

Pastoral support is not treated as separate from learning. The latest inspection record describes pupils feeling safe, trusting adults to help with problems, and lessons that are calm and purposeful. That kind of emotional security often correlates with learning confidence, especially for pupils who are not naturally outspoken.

The Burrow is the most distinctive in-school wellbeing feature. The school describes it as a purpose-built space for nurture groups and small-group support, with Lego therapy, counselling (one-to-one and small group), Drawing and Talking, and practical nurture activities such as gardening and cookery. It also runs lunchtime nurture sessions in which pupils can talk about worries and take part in confidence-building activities (the school gives examples such as breathing work through bubble blowing and making bird feeders).

Safeguarding information published by the school identifies the designated safeguarding lead and deputy safeguarding lead roles, making it clear who holds responsibility. Ofsted confirmed safeguarding arrangements are effective.

For parents, the implication is that this is a school designed to notice children, not only to teach them. In a smaller setting, that often means concerns are picked up earlier, but it can also mean families should be ready for active communication, especially if a pupil’s emotional presentation changes at home.

Extracurricular life here has a practical, village-school feel, with clubs and activities that are meant to be accessible rather than elite. The school describes both lunchtime and after-school opportunities, including a reading club run by Year 5 pupils who read with younger pupils. That is a small detail, but it signals the school’s approach to leadership: pupils are encouraged to take responsibility and support others, not just collect badges.

Wraparound and activity provision overlap. The school runs an after-school club every school day, and also describes additional extra-curricular activities including karate, dance, arts and crafts, netball and badminton, plus other sports clubs. Some clubs are run by external staff and may involve extra cost, with clubs listed termly.

Sport also benefits from a long-standing on-site swimming story. The school’s own history notes that a swimming pool was provided in 1972 and was later housed and heated. This matters for parents because swimming quality can vary widely between schools; an established facility can support stronger water confidence, and it makes curriculum swimming easier to deliver consistently.

The international link with Sierra Leone appears to feed into pupil-led initiatives too. The school notes that Year 6 pupils discussed how a farm project in Sierra Leone inspired them to begin their own gardening club. That is a good example of “values into action”, and it gives pupils a concrete sense that learning can translate into contribution.

This is a state school with no tuition fees. Families should still budget for the normal extras, such as uniform, trips, and optional clubs with external providers.

Wraparound care is well defined on the school’s public pages. Breakfast club runs Monday to Friday during term time from 7.45am. The school also runs an after-school club every school day, with collection options at 4.15pm or 5.15pm. The end of the school day appears aligned to 3.15pm, based on the after-school club timing. The start time is not clearly stated on the public pages that were accessible at the time of writing, so families should confirm this directly with the school.

For transport and logistics, the school’s admissions information notes that children living in Guestling, Fairlight and Pett may qualify for free transport. For parents commuting towards Hastings or further afield, this can be a meaningful factor in how manageable a school day feels.

• Competition for places. With 78 applications for 30 offers in the most recent primary entry snapshot, admission is competitive. Families should list realistic preferences and plan for a second choice.

• Faith character is real. The Church of England ethos shapes school life and values. This will suit many families, but those who strongly prefer a fully secular setting should weigh that fit carefully.

• Structured wellbeing support, but still a small school. The Burrow and nurture provision are substantial strengths, yet small cohorts can also mean friendship dynamics feel more intense for some children.

• Website detail varies by topic. Some practical information is very clear (wraparound timings), while other points (such as the formal start time) are less visible on the public pages and may require a direct check.

Guestling Bradshaw Church of England Primary School combines strong academic outcomes with a notably thoughtful pastoral offer, including an unusually well-defined nurture space and programme. It is best suited to families who want a values-led primary education with above-average results, and who are comfortable with a clear Church of England identity. The main limiting factor is admission, because demand for places is high.