Heptonstall Junior Infant and Nursery School Review 2026: Small village primary with standout KS2 outcomes

A small primary in Heptonstall, above Hebden Bridge, with a distinctly tight knit feel and results that place it well above the England picture. The school describes serving the local community since 1879, and it leans into its setting with extensive grounds and regular outdoor learning.

Leadership is structured with an Executive Headteacher and a Head of School. Mrs Fiona Pether is named as Executive Headteacher, with Miss Megan Dodd as Head of School.

Academically, the most recent published KS2 figures are very strong. In 2024, 85.67% met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 43% reached greater depth, compared with 8% in England. These outcomes are supported by scaled scores of 109 in reading, and 110 in maths and GPS.

This is a small school by design, and the tone is shaped by that. Official inspection commentary highlights pupils who are proud of their school, attend regularly, and are confident and respectful with adults. Bullying is described as rare, with pupils clear about what it is and confident that adults would act if problems arose.

The school runs mixed age classes, which can be a real strength in a smaller setting, older pupils get to practise responsibility, younger pupils gain role models, and routines can feel consistent. Inspection evidence also notes older pupils supporting younger pupils at lunchtime, which fits that model.

Parents will want to pay attention to how the small size affects day to day life. Mixed age teaching demands careful curriculum sequencing so that pupils build knowledge year on year without gaps. This is an area highlighted for continued refinement, which is relevant for families choosing a small school precisely because they want both warmth and academic structure.

The numbers place the school in a high performing bracket for primary outcomes.

FindMySchool ranking context (based on official data)

ranked 643rd in England and 1st in the Hebden Bridge local area for primary outcomes (FindMySchool ranking). This corresponds to performance that outperforms about 90% of primary schools in England (top 10%).

In the most recent KS2 dataset:

• Reading, writing and maths (combined expected standard): 85.67% (England average: 62%).

• Higher standard (greater depth across reading, writing and maths): 43% (England average: 8%).

• Scaled scores: reading 109, maths 110, grammar, punctuation and spelling (GPS) 110.

For parents, the practical implication is that attainment is not just slightly above average, it is materially higher than typical England benchmarks, and it shows across the core measures rather than in one standout subject.

If you are comparing local options, the FindMySchool Local Hub and Comparison Tool can help you place these figures alongside nearby primaries on a like for like basis.

Small schools live or die by clarity of curriculum planning. Here, inspection evidence points to strong foundations in early reading, with a consistent phonics programme, established routines, and reading books closely matched to the sounds pupils have learned. That approach tends to benefit all pupils, including those who need extra repetition or more precise practice.

At the same time, the inspection narrative is clear that challenge, particularly in reading and mathematics lessons, has not always been consistently strong for every pupil. The improvement focus is on making sure teachers build from what pupils already know and extend learning further, especially in mixed age group teaching.

SEND support is described as effective, with pupils identified quickly and teachers supported to adapt lessons so pupils access the same curriculum. That matters in a small school where each pupil’s needs can have a larger impact on class dynamics, and where consistency across staff is essential.

As a village primary serving ages 4 to 11, transition planning is about readiness for Year 7 as much as it is about academic content. Inspection evidence indicates pupils are prepared for their next steps, including through personal, social, health and economic education, with pupils able to talk confidently about healthy relationships and equality.

For most families, the next move will be into Calderdale secondary provision. If you are unsure which secondaries typically take pupils from this area, it is worth checking Calderdale’s published admissions information and using FindMySchoolMap Search to explore travel times and practical routes from your doorstep, especially in hillier terrain where “nearby” can feel longer in winter conditions.

Reception admissions are coordinated by Calderdale, rather than handled directly by the school. The school’s own admissions information also states a published admission number of 15 per year group.

For September 2026 entry, Calderdale’s coordinated admissions scheme sets out a clear timetable:

• Applications open: 18 November 2025

• Closing date: 15 January 2026

• National Offer Day: 16 April 2026

Demand, in the latest available admissions data is higher than supply. The school is recorded as oversubscribed, with four applications per place.

In year applications (moving mid year) are handled differently, the school states these can be made directly at any time, subject to availability.

The picture from official evidence is of pupils who feel safe and know which adults to turn to. The school language centres on calm routines, mutual respect, and valuing each child as an individual, and external commentary supports the idea that pupils experience consistent expectations for behaviour.

The most recent Ofsted inspection confirmed safeguarding arrangements are effective.

A practical, parent facing takeaway is to ask how concerns are recorded and followed up, including low level worries, since this was identified as an area to tighten so that patterns are not missed.

A small school still needs breadth, and the distinctive offer here leans into enrichment rather than sheer quantity.

Outdoor learning is a clear example. The parent handbook describes Forest School on Friday mornings, funded by the school’s parent association and delivered by an external Forest School provider. In a village setting, that is not just a nice extra, it can be a weekly anchor that builds confidence, teamwork, and resilience in a practical context.

Clubs are named rather than generic. Recent examples include Art Club, Mindfulness Moments Club, Board Games Club, and Choir. In a small school, clubs like these can be especially valuable because they give pupils cross year friendships and leadership chances, not just an activity slot.

Trips also matter for breadth. Inspection evidence references a whole school trip to the zoo and a Year 6 residential visit to Wales. Those kinds of shared experiences often shape the culture in small primaries because the whole cohort carries the same memories, which can help with belonging and confidence.

The published school day runs from 8.55am to 3.30pm.

Wraparound care is clearly set out in the school handbook. “The Hive” runs Monday to Thursday, with morning sessions from 7.30am to 8.45am and after school sessions from 3.30pm to 5pm. The handbook lists costs of £5 for before school and £13 for after school.

Parking is flagged as constrained. The handbook states the car park is for staff only and asks families not to park on cobbles or yellow lines, which is a useful signal for day to day logistics in a village environment.

• Small school dynamics. A close knit environment can be a major positive, but it also means fewer peers in each year group. For some children that feels secure, for others it can feel limiting if friendship groups are tricky.

• Curriculum sequencing in mixed age classes. Curriculum precision across year groups was identified as an area to refine, particularly so knowledge builds clearly over time. This is worth asking about, especially for confident readers and mathematicians who need sustained stretch.

• Challenge in core lessons. The same inspection evidence highlights that challenge in reading and mathematics has not always been consistently strong. Ask what has changed, how teachers assess prior learning, and how extension is planned for higher attainers.

• Practical access and parking. Village schools can come with narrow approaches and limited parking flexibility. The school’s own guidance suggests planning drop off and pick up carefully to keep things safe and smooth.

Heptonstall Junior Infant and Nursery School combines the feel of a small village primary with outcomes that sit well above England averages in the latest KS2 data. The environment is shaped by mixed age teaching, strong routines, and a clear enrichment thread through Forest School, clubs, and shared trips.

It suits families who want a smaller setting, value outdoor learning, and appreciate a community focused school where pupils are known individually. The limiting factor is admission demand, so families should treat it as a competitive option and keep alternative plans in view.