Staunton-on-Wye Endowed Primary School Review 2026: Eco minded village primary with strong KS2 outcomes

Small primaries can feel like a gamble for parents, especially if you are weighing mixed-age classes, limited peer-group size, and the practicalities of rural travel. This one reads differently. Staunton-on-Wye Endowed Primary School is a voluntary aided village school for pupils aged 4 to 11, with 90 pupils on roll at the time of its most recent inspection. It sits in Herefordshire, serving local families around Staunton-on-Wye, with an ethos that puts community and the environment at the centre of daily school life.

Academically, the school’s most recent Key Stage 2 figures are well above England averages, including 86.7% meeting the expected standard in reading, writing and maths combined (England average 62%). (FindMySchool metrics based on official data.) Demand is present but not extreme by urban standards, with the latest available admissions snapshot showing 17 applications for 12 offers.

For families who value a grounded, community-minded primary where reading is taken seriously and pupils are encouraged to take responsibility early, this is a compelling local option. The main challenge is less about school quality and more about whether it fits your child’s temperament, and whether the rural setting works for daily logistics.

The school’s identity is unusually clear for a small primary. External evaluation describes pupils taking pride in how they look after one another and the environment, and that theme comes through as a cultural thread rather than a one-off initiative. In practice, that tends to show up in the language pupils use, the routines staff reinforce, and the way pupils are expected to contribute to a shared space.

Leadership stability matters disproportionately in small schools because staffing changes ripple quickly across classes. Joanna Davies took up the headteacher post in September 2022, and the same inspection record notes that staffing changes did not disrupt learning, supported by strong governor oversight. That is a reassuring combination for parents, particularly if they are comparing similarly sized primaries where capacity can be stretched.

What about the feel for children day to day? The evidence points to a calm, purposeful setting where pupils are expected to resolve minor difficulties using the right vocabulary, and where adults are trusted to step in when needed. Bullying is described as not tolerated, and pupils are taught to recognise boundaries and speak up. For many families, that emphasis on safety language and self-advocacy is a meaningful indicator of maturity in the pastoral culture.

Because this is a state primary, the most useful outcomes lens is Key Stage 2. performance is strong across the core measures:

• Reading, writing and maths combined (expected standard): 86.7%, compared with the England average of 62%.

• Higher standard (greater depth) in reading, writing and maths: 40%, compared with the England average of 8%.

• Scaled scores: Reading 108, maths 105, grammar, punctuation and spelling 109.

• Subject standards: Reading expected standard 100%; maths and GPS expected standard 80%; science expected standard 80%.

Taken together, those figures suggest two things. First, core literacy is a clear strength, both in reaching the expected standard and pushing beyond it. Second, the profile is not narrowly concentrated in one area; maths and GPS look strong too, and science sits slightly below the reading headline but remains above many schools nationally. (All figures above are FindMySchool metrics based on official data.)

The school is also ranked 2,699th in England for primary outcomes and 8th locally (Hereford area) in FindMySchool’s rankings. This places performance comfortably within the top 25% of schools in England, which is above the England average in a way that is likely to be visible in classroom expectations and pupil confidence. (FindMySchool ranking based on official data.)

A sensible caveat: results at small primaries can move more year to year because each cohort is small. That does not invalidate the signal, but it does mean parents should look for consistency in curriculum delivery, reading culture, and staff stability, not just the headline percentage.

The most useful insight from formal evaluation is where the school appears to do its best work, and what is still being tightened. Reading is described in unusually concrete terms: pupils are taught phonics effectively; staff prioritise fluency early; and pupils show genuine engagement with books. When reading becomes a shared habit across year groups, the knock-on effects are significant, stronger writing, better access to the wider curriculum, and more confident classroom talk.

Computing is also referenced positively as a subject where pupils build on learning and succeed. That is worth noting because computing can drift in primaries without specialist confidence. In a small school, this often comes down to clear planning, consistent resources, and training that equips staff to teach the subject with the same seriousness as English and maths.

At the same time, the evidence suggests leaders have been refining curriculum detail beyond the core, with some subjects still being clarified in terms of what key knowledge pupils should learn and how consistently it is taught. For parents, this is not necessarily a red flag. It often reflects a school doing the work of tightening curriculum sequencing, especially after staffing changes. The practical implication is to ask how leaders ensure consistency across mixed-age classes, and how they check that pupils’ misconceptions are picked up quickly.

For state primaries, transition is partly about destination schools and partly about readiness. Publicly available sources accessed for this review do not set out a named, guaranteed destination pattern for this school, which is common in rural areas where several secondaries may be realistic options depending on home address and transport.

What can be said with confidence is that pupils are expected to develop responsibility and self-management early, including older pupils acting as role models. Those habits matter at transfer, particularly for children moving from a small primary into a larger secondary environment where independence is assumed quickly.

If you are shortlisting, it is worth clarifying three practical points directly with the school and Herefordshire admissions guidance: which secondary schools are most common for recent leavers, what transition support is offered in Year 6, and how travel is handled for families living outside the immediate village.

The school is listed as oversubscribed in the most recent admissions snapshot. The numbers are small but still informative: 17 applications for 12 offers, which is about 1.42 applications per place offered. That is competitive, though not the extreme pressure seen in dense urban catchments. (FindMySchool admissions data.)

For Reception entry for September 2026, Herefordshire’s coordinated admissions window opened 15 September 2025 (9am) and closed 15 January 2026, with the national offer day on 16 April 2026.

Two important nuances for families:

1. As a voluntary aided school, admission arrangements can include school-specific criteria, even though the application is made through the local authority’s process. If you are applying, read the school’s current admissions arrangements carefully and check whether any supplementary information is required.

2. Distances and tie-breakers can change year to year based on where applicants live and how many sibling links apply. If you are relying on proximity, use FindMySchool’s Map Search to check your measured distance accurately, then sanity-check that against the most recent pattern of offers available to you.

Pastoral culture is often the deciding factor for parents choosing between similarly strong results profiles. Here, the evidence points to a school where pupils are actively taught how to keep themselves safe, how to articulate boundaries, and how to resolve minor difficulties with words rather than escalation. That kind of practice tends to reduce low-level anxiety for quieter children and reduces repeated behaviour incidents for everyone.

There is also a clear expectation of contribution. Pupils are described as participating widely in school and community life, including raising money and being thoughtful about how it is spent. For many children, that experience of responsibility builds confidence faster than any formal “leadership badge” system.

The school is described as achieving well including for pupils with special educational needs and disabilities, which is useful as a headline but should be explored in context for your child. In small primaries, the quality of support can be excellent, but capacity can be sensitive to staffing changes. Parents of children with SEND should ask about assessment routines, how interventions are delivered without excessive lesson withdrawal, and how progress is shared term to term.

Small schools cannot compete on volume, but they can be very strong on participation. The most helpful clue here is that pupils talk enthusiastically about the school band and a pupil-led initiative called the Staunton Star. That matters because it points to two different types of enrichment: performance and teamwork through music; and communication, creativity, and shared pride through a pupil project.

The band element is also linked to a wider point about inclusivity. When a school builds music as a shared experience rather than a niche club for a few confident performers, it tends to support social mixing across year groups, especially in smaller settings. The practical benefit is that children who might not volunteer for solo opportunities still gain confidence through rehearsal routines and group contribution.

The Staunton Star reference suggests pupils are given real voice and responsibility, not just token roles. For parents, the implication is that children who enjoy projects, writing, design, photography, or presenting ideas may find a natural home here. If your child is less keen on that kind of visibility, it is worth asking how participation is encouraged without turning into pressure.

This is a rural setting, so daily logistics matter. Parents should think about travel time across winter months, and whether walking or cycling is realistic from your home. Parking and drop-off arrangements can be a source of stress at village primaries, so it is worth clarifying the school’s routines before you commit.

Wraparound care and exact school day start and finish times were not available from the accessible official sources used for this review. If you need breakfast club, after-school provision, or holiday cover, ask the school directly early in your decision-making so you are not forced into a last-minute childcare plan.

• Small-school dynamics. A close-knit setting can be brilliant for confidence and belonging, but it also means fewer peers in each year group. This suits many pupils; it can be harder for children who strongly want a large friendship pool.

• Curriculum consistency during refinement. Leaders have been tightening curriculum detail across subjects beyond the core. That is positive intent, but parents should ask how consistency is monitored across classes and how misconceptions are addressed quickly.

• Rural practicalities. Travel time and transport options can be the make-or-break factor in rural Herefordshire. Even an excellent school can become exhausting if the daily commute dominates family life.

• Admissions are competitive, even at small scale. The latest available demand snapshot shows more applicants than offers. Families should use accurate distance checking tools and read admission arrangements carefully before assuming a place.

This is a school with a clear identity, and the evidence supports a well-run culture: pupils are expected to look after each other, take responsibility, and engage with the environment around them. Academic outcomes in the most recent dataset are well above England averages, especially in reading and in higher-standard attainment.

Who it suits: families seeking a state primary with strong KS2 performance, a responsibility-led culture, and a small-school feel where children are known well. The main constraint is not educational quality, it is fit and logistics. If you are serious about applying, Save this school in FindMySchool to keep track of deadlines and compare it cleanly against nearby alternatives.