Chollerton Church of England Aided First School Review 2026: Small rural first school with strong early years and standout behaviour

Instead, the best available external anchor is the 2024 inspection profile, which points to a strong early years phase and a very strong behaviour and personal development picture. For parents, the practical implication is that day-to-day learning time is likely protected by calm routines, and that children who need clear boundaries and predictable expectations may do well here.

If you are comparing local options, use the FindMySchool Local Hub comparison tool to line up nearby schools that do publish more complete outcome data, then treat inspection evidence as the tie-breaker when the numbers are thin.

As a first school (ages 2 to 9), the educational question is less about exam outcomes and more about foundations: phonics, early reading fluency, handwriting and number sense, alongside the habits that make later schooling easier. The Outstanding early years grade in 2024 implies a well-established Early Years Foundation Stage, with routines and provision strong enough to stand up to external scrutiny.

The structure is likely to feel intimate. Pupils do not disappear into large year groups, and staff can spot gaps early. The flip side is that enrichment can depend heavily on staff expertise and local partnerships, which is worth exploring during a visit or call. Ask how specialist teaching is handled for music, sport, and any early language exposure, and how mixed-age dynamics are managed if classes are combined.

Because this is a first school (to age 9), the most important transition is into a local middle or primary arrangement, depending on the area’s system. Families should ask directly which schools most children move on to, and how transition is supported, because this can be a key differentiator for a small setting.

If your child is in nursery or early years now, also ask about the internal progression expectation into Reception and Year 1, and whether places are generally available for in-year admissions.

The school’s published admissions information indicates an admission number of 10 pupils for entry into Reception. As a voluntary aided Church of England school, it may apply its own oversubscription criteria, so parents should read the current admissions policy carefully and check whether any supplementary forms or faith-based criteria apply in practice.

For families aiming for Reception entry in Northumberland, the local authority timeline is clear: the online portal opens 1 November 2025, and the closing date is 15 January 2026 for September 2026 entry. Offers are typically released on national offer day in April.

The figures record a very small volume of applications and offers in the latest cycle captured (4 and 4 respectively). With cohorts this small, it is wise to ask for the last few years’ context, including how often Reception reaches its admission number and whether in-year spaces tend to appear.

Behaviour and personal development are where this school’s latest official profile is strongest. The Outstanding grades in these areas (2024) imply that children are supported to feel secure, understand expectations, and build confidence in school routines.

For a small school, pastoral support can be both more immediate and more informal. Ask how concerns are tracked, how staff communicate with parents, and what additional support looks like for children with emerging needs. The headteacher is also listed as SENCo on the school’s staff information, which can be a practical advantage for quick decision-making in a small setting.

The school’s wider offer appears to include structured enrichment and seasonal clubs. School newsletters refer to Forest School and after-school craft activities, which suggests outdoor learning and hands-on creative sessions are part of the rhythm of the year.

Sport also appears in the school’s navigation structure, alongside wraparound care, indicating that extracurricular activity is treated as a normal part of the provision rather than an occasional add-on. For families, the implication is simple: children can build confidence through practical, non-academic experiences that often matter most at this age, especially in a small cohort.

When you speak to the school, ask which clubs run every term (rather than just seasonally), whether transport is ever provided for fixtures or events, and how mixed-age participation is handled.

The school publishes parent information indicating that the school opens at 8:30am. Wraparound care is also referenced as part of the school’s offer, but specific session times and day-end finishing times were not reliably accessible from available sources during this research. If wraparound care is important for your family, confirm exact start and finish times, booking requirements, and whether it runs every day.

Transport will be a practical consideration for many families given the rural setting. Ask about drop-off arrangements, parking, and whether any children use local authority transport, especially for nursery-age pupils.

• Very small cohorts. With tiny year groups, friendship dynamics and mixed-age experiences can be wonderful, but they can also feel intense if peer relationships wobble. Ask how staff support social inclusion when cohorts are small.

• Faith school admissions. As a Church of England voluntary aided school, admissions criteria may include faith-related elements. Read the policy closely and check what evidence is required, if any.

• Leadership transition period. Local reporting shows leadership appointments around 2024. It is worth asking how roles are structured now and what the stability plan looks like over the next few years.

A small Church of England first school with a strong latest inspection profile, especially for behaviour, personal development, and early years. It is likely to suit families who want a close-knit setting, value calm routines, and prefer a rural school community where staff know children well. The main question for most parents will be practical fit, namely wraparound times, transport, and how the school supports transitions into the next phase after age 9.