Hague Bar Primary School Review 2026: Small, high-performing, and deeply local

A rural-edge primary where small-school intimacy meets unusually strong outcomes. Hague Bar serves pupils aged 5 to 11 in mixed-age classes, with the advantages and trade-offs that brings. It feels personal, fast to spot a wobble, and quick to celebrate growth, particularly in reading and mathematics, where routines and high expectations are clearly embedded.

Ofsted visited on 7 February 2023 and confirmed the school continues to be Good.

Performance data also stands out. On the latest published key stage 2 measures 88% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. The school’s position is also striking: ranked 164th in England and 1st in High Peak for primary outcomes (FindMySchool ranking based on official data), placing it among the highest-performing schools in England (top 2%).

Capacity is 105, so the feel is compact by design rather than accident. For families who want a close-knit setting without compromising on academic ambition, that combination is the headline.

There is a deliberate “everyone matters” feel here, reinforced by the school’s own stated motto, Inspiring the best in everyone, and a values set that foregrounds aspiration, compassion, curiosity, inclusivity, and collaboration. The language matters because small schools can sometimes lean too cosy; Hague Bar tries to hold warmth and high expectations together.

Leadership is clearly identified and visible. Mrs Karen McCurdy is headteacher, and took up the role in September 2022. The staffing list also signals a practical, hands-on approach to the day-to-day, with specific responsibilities linked to wraparound care (for example, dedicated breakfast and after-school club leads).

The school’s setting is part of its identity. Its history page places it between New Mills and Strines, right on the Derbyshire border, and explicitly positions the site as countryside-adjacent. That rural edge often suits children who learn well with outdoor space and fresh air built into the week. The website leans into this with outdoor learning and Forest School-style activity referenced as a regular feature rather than an occasional treat.

There is also an “all ages together” social dimension. Mixed-age classes can strengthen peer responsibility, because older pupils routinely model classroom habits and playground problem-solving. The 2023 inspection text supports this, describing older pupils taking care of younger children and relationships being positive, including for pupils with special educational needs and or disabilities. The flip side is that a mixed-age school needs careful planning to keep challenge high for the oldest pupils while ensuring the youngest do not get lost. Hague Bar’s curriculum story suggests leaders are actively working on that balance.

The most useful way to understand Hague Bar’s results is to look at both attainment and relative position.

Attainment at the expected standard is very high

In the latest published key stage 2 outcomes 88% reached the expected standard in reading, writing and maths combined, compared with the England average of 62%. Reading, maths, grammar, punctuation and spelling, and science are also each shown at 88% meeting the expected standard. Scaled scores are strong too: 114 in reading and 109 in maths (with a combined total of 334 across reading, GPS and maths).

Higher attainers are a clear strength

At the higher standard in reading, writing and maths combined, 33.67% reached that level, compared with an England average of 8%. That is the kind of statistic that tends to show a school is not only getting pupils over the line, but pushing depth and precision for those who are ready.

Rankings reinforce the point

Ranked 164th in England and 1st in High Peak for primary outcomes (FindMySchool ranking based on official data), the school sits among the highest-performing in England (top 2%). This is the sort of context that can help parents comparing options across Derbyshire, and not only within New Mills itself. If you are shortlisting locally, the FindMySchool Local Hub and Comparison Tool can make it easier to view these results alongside nearby schools on one screen.

A note of caution for interpreting small-school data: in a setting this size, a handful of pupils can move percentages more sharply than in a two-form entry primary. That does not negate the strength here, but it does mean parents should look for consistency over time and ask how the school supports every starting point, not only the top end.

Hague Bar’s strongest signals are in the “core engine” of primary learning: early reading, mathematics, and the sequencing of knowledge through a coherent curriculum.

Reading is treated as a priority with clear routines

The 2023 inspection describes a structured phonics programme, staff training to deliver it, and closely matched reading books so children practise the sounds they know with the right level of stretch. That detail matters because phonics only works when the scheme is implemented consistently, and when assessment catches gaps early. The same source also references frequent reading at home and school, and visiting authors as part of building reading culture.

Mathematics teaching appears systematic and language-rich

The inspection text describes regular checking of learning, frequent recap opportunities, and explicit use of mathematical vocabulary so pupils can explain their thinking. In a mixed-age context, that structured approach is often what prevents gaps, because pupils return to key ideas repeatedly while moving to more complex applications.

Curriculum sequencing is ambitious, and still being refined

Leaders are described as having planned an ambitious curriculum and identified key knowledge to be delivered and when. At the same time, a stated improvement point is the precision with which subject leaders monitor implementation and impact across subjects. This is a familiar small-school challenge: subject leadership capacity can be stretched because staff wear multiple hats. For parents, the implication is practical. Teaching quality can be strong, but you will want to ask how the school checks consistency across foundation subjects, particularly when staffing changes or when curriculum documents have recently been updated.

Mixed-age class teaching is a defining feature

The 2023 inspection text explicitly references three mixed-age classes and skilled adaptation of activities. In practice, this can work very well for children who enjoy collaborative learning and who benefit from revisiting concepts. It can be less comfortable for pupils who compare themselves closely to older peers. A good question at an open visit is how teachers keep Year 6 pupils stretched, particularly in writing and maths problem-solving, while also supporting younger pupils to build confidence.

For most families, the main transition question is Year 6 to Year 7, and whether pupils move on with confidence both socially and academically.

In this part of High Peak, local secondary provision is typically centred on New Mills School and Sixth Form. A Derbyshire school cluster profile (published for the New Mills area) lists Hague Bar among the primary schools feeding into New Mills School and Sixth Form, although these arrangements can change over time and families should confirm the current position through Derbyshire admissions information.

The 2023 inspection text also makes a broader point that matters at transition: pupils are described as well prepared for their next steps, and the curriculum includes explicit learning about staying safe, including online. In a small school, transition work often benefits from close relationships, because teachers typically know pupils and families well and can tailor support for anxieties about moving to a larger environment.

If your child is likely to move out of area for secondary, the key consideration is transport and routine. Hague Bar explicitly welcomes families from neighbouring counties as well as Derbyshire, so it is sensible to think ahead to secondary geography as early as Year 4 or Year 5.

Admissions are coordinated through Derbyshire County Council. The school’s admissions page points families to the local authority route, while also highlighting that applicants come from Derbyshire and neighbouring areas including Cheshire East, Stockport and Tameside.

This suggests demand pressure at Reception entry. In the latest admissions figures here, there were 24 applications for 8 offers, and the entry route is marked Oversubscribed, with around 3 applications per place. That is not a large-school style admissions battle, but in a small setting it is enough to make outcomes uncertain for families who are not very local.

For September 2026 Reception entry in Derbyshire, the local authority timetable is clear: applications open on 10 November 2025 and close at midnight on 15 January 2026, with offer information issued on 16 April 2026 for online applicants.

Hague Bar also advertises personal tours conducted by the headteacher for 2026 starters, offered flexibly by appointment. Where open mornings are listed in news items, they have historically been in November, which aligns with the county application window, but families should rely on the school’s current calendar rather than older announcements.

If you are applying on distance grounds, it is worth using the FindMySchoolMap Search to sense-check your home-to-school measurement, and to track how far places have historically reached in the area. Distances can change year to year depending on where applicants live.

Pastoral strength in a small primary is usually about consistency and speed, spotting issues early and acting before they grow. Hague Bar’s published safeguarding information names a clear internal safeguarding structure, including a designated safeguarding lead and deputy, and links this to trust-level oversight.

The inspection also confirmed safeguarding arrangements are effective. Beyond the headline, the safeguarding section describes a strong culture, careful recruitment procedures, detailed record-keeping and appropriate training for staff and governors.

Support for pupils with special educational needs and or disabilities is also described as carefully matched. The inspection text states that pupils with SEND follow the full curriculum, are regularly assessed, and receive support that matches need precisely. The staffing list also identifies a SENDCo, which matters in a school where one person’s expertise often anchors the whole approach.

One wellbeing advantage of a small school is that leadership can stay close to behaviour and relationships. The 2023 inspection description is consistent with that: pupils are described as happy and safe, and bullying is described as not present in pupil accounts, with confidence that staff resolve issues if they occur. The practical question for parents is how the school handles the occasional flashpoints that do happen in small peer groups. Ask about restorative conversations, supervision at breaktimes, and how friendships are supported when there are only a few classmates of the same age.

Hague Bar takes a “small school, still lots to do” approach, using external partners and targeted clubs to widen the offer without pretending to be a large primary.

Wraparound provision is structured and long enough for working families

Breakfast club runs from 7.30am, and after-school club runs to 6.00pm with two session options. This is a practical strength for parents commuting out of the valley or across county lines, because rural travel can quickly eat into childcare windows.

Outdoor learning is a stated pillar

The school’s home page explicitly references outdoor learning and Forest School as part of helping children try new experiences and develop life skills. That kind of provision often suits pupils who regulate better after time outside, and it can be particularly valuable in a mixed-age setting, where collaborative tasks can be pitched at different levels within the same activity.

Specific clubs and partnerships give shape to the week

The clubs page names a High Peak Woodland and Wellbeing Forest School Club (currently on Fridays), plus a Peak Power Sport multi-sports club (Thursdays), and a free lunchtime drama club run by Bowden Theatre Works. This mix is sensible: one physical, one creative, one outdoor, with timings spread across the week. It also reduces the risk that only the most confident children join clubs, because a lunchtime option can feel more accessible than staying late.

Music is supported through peripatetic tuition

Brass instrument lessons and piano or keyboard lessons are described as running on Friday mornings with visiting teachers. In a small primary, even a modest peripatetic offer can have an outsized impact, because pupils see each other practising and performing, and confidence spreads quickly.

Trips and visitors appear to be used to extend curriculum depth. The inspection text references museum learning linked to Roman society, plus visits to an opera house for a pantomime and performances at a local art centre. The implication is a curriculum that is not confined to worksheets, which often helps writing quality and vocabulary development, particularly when pupils can talk and write about shared experiences.

The school day runs from 8.45am to 3.15pm, which the school calculates as 32.5 hours a week including breaks. Gates open at 8.35am, and breakfast club starts at 7.30am. After-school club runs from 3.15pm to 6.00pm.

For travel, Hague Bar’s setting between New Mills and Strines means journeys are often rural-road based rather than city-grid simple. Families should think about winter driving, walking routes, and where drop-off is safest, particularly if you are coming from Cheshire-side communities.

Uniform, trips, and optional music tuition are the common cost areas to ask about. As a state school, there are no tuition fees, but wraparound care and extras can add up for some households.

• Very small cohorts cut both ways. A compact peer group can feel safe and calm, but friendship dynamics can also feel intense because there are fewer alternative groups. This tends to suit children who like familiarity; it can be harder for those who want a wide social circle.

• Mixed-age classes require the right fit. Many children thrive with older role models and repeated exposure to key concepts, but pupils who compare themselves constantly may find it challenging. Ask how teachers keep Year 6 stretched and how they protect learning time for the youngest pupils.

• Subject leadership capacity is a known improvement point. Curriculum ambition is clear, but the monitoring of implementation and impact across subjects has been identified as still developing. This is common in small schools, and worth discussing if you want reassurance about consistency beyond English and maths.

• Admissions can be unpredictable in a small school. With limited places and an oversubscribed Reception entry route outcomes can hinge on small shifts in local demand. Make sure your application plan includes realistic second and third preferences.

Hague Bar Primary School combines a genuinely small-school feel with results that compete at a far larger scale. The strongest fit is for families who want close relationships, clear routines in reading and maths, and outdoor learning woven into the week, and who are comfortable with mixed-age classes as part of school life. Securing entry can be the limiting factor, and for some children the intensity of a small peer group will need careful thought.