The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
This is a compact, village-based first school and pre-school in Mark, with children aged 2 to 9 and a published capacity of 150. Its size shapes everything, classes are small enough for staff to know families well, but breadth depends on smart use of local partnerships and carefully chosen enrichment.
The school’s stated aim is straightforward, creating a love of learning, alongside a clear set of Christian values that are used as everyday language. The most recent Ofsted inspection (January 2025) judged behaviour and attitudes as Good and personal development as Good; quality of education, leadership and management, and early years provision were judged Requires Improvement.
For families, the key question is fit. This is a school for parents who want a small setting, Church of England character, outdoor space, and wraparound care, while also being realistic that curriculum and assessment consistency were highlighted as development priorities.
School culture is anchored in a Christian vision and a set of values that the school names explicitly, Courage, Respect, Enthusiasm, Aspiration, Trust and Empathy. The language is not abstract, it is intended to shape behaviour, relationships, and how children learn to live well together. The SIAMS inspection (January 2024) describes a calm and respectful atmosphere and highlights collective worship as central to daily life.
The setting makes the most of outdoor space. The school describes two playgrounds, a large field, plus an outdoor classroom and pond area used for learning. That matters at first school age, particularly for children who learn best through practical tasks, exploration, and frequent movement breaks.
Pupil roles also feature in the school’s day-to-day identity. The Ofsted report references responsibilities including school councillors, play leaders and an eco-committee; pupils were also described as knowing the “ready, respectful and safe” rules. (That last phrase is useful for parents because it signals a simple, memorable behaviour framework rather than a complex system.)
Public performance data is limited for this school, so the clearest academic picture comes from curriculum and teaching evidence in the most recent inspection.
The latest Ofsted inspection (January 2025) judged quality of education as Requires Improvement, with a central issue being uneven curriculum clarity across subjects. Some areas were described as well sequenced, while others were less precisely defined, which can lead to gaps in what pupils know and remember over time.
Reading stands out as a stronger and more consistently described element. The report states that reading is a priority from pre-school onwards, with children learning rhymes and listening to stories early, and with pupils reading books matched to the sounds they know; the school also identifies pupils who fall behind and provides timely help. For parents, the implication is practical, if you want a school that takes early reading routines seriously, the evidence points in that direction.
There are also positives on readiness and expectations, but they come with caveats. The inspection describes high ambition for pupils, including those with SEND, and notes that pupils are happy and safe; it also states that more work is needed so that pupils are consistently prepared for the next stage.
The curriculum is described as broad and balanced, with some examples of clear progression, including in mathematics. Where the curriculum is strongest, pupils are building knowledge step by step. Where it is weaker, the issue is less about intent and more about precision, namely identifying the essential knowledge and sequencing it so learning builds coherently.
In day-to-day teaching, the report notes that staff often explain curriculum content clearly and use questions to consolidate and extend understanding. The development point is assessment, checking what pupils know and remember consistently, so misconceptions and gaps are spotted early.
Early years practice is an important part of the school because children can start in pre-school at age 2. The inspection highlights that in parts of early years, staff interactions did not always extend vocabulary and language development as effectively as they should, which affected readiness for Year 1.
As a first school (to age 9), the most relevant transition is into local middle or primary provision (depending on local structure) and then on to secondary later. The school is in Somerset, where patterns vary by area, and families should confirm likely transfer schools with the local authority and the school, particularly if moving into the area.
What matters for this age range is preparation for the next stage, independence, routines, reading fluency, and confidence with number. The school’s enrichment programme supports this in practical ways, including residential experiences for older pupils and planned trips that build independence away from home routines.
This is a state-funded school with no tuition fees. Admissions for starting school are coordinated through the local authority, using the Common Application Form process described on the school’s admissions page.
Demand is meaningful even at a small school. For the Reception entry route there were 30 applications for 13 offers, indicating that places can be competitive in some years.
For September 2026 entry in Somerset, the published closing date for starting school applications was 15 January 2026, with outcomes issued on 16 April 2026 for on-time online applications. If you are looking beyond 2026, expect deadlines to follow a similar annual pattern, and check the local authority’s current admissions timetable for the exact dates.
As a Church of England school, the school’s Christian character is clear in daily life and collective worship. Families who value that will see it as a positive; families seeking a more secular setting should reflect on fit.
Applications
30
Total received
Places Offered
13
Subscription Rate
2.3x
Apps per place
Pupils are described as happy and safe, with positive relationships with staff and each other, and with clear guidance on who to talk to if worried. Attendance expectations are described as high, with pupils attending well.
Personal development is a relative strength. The inspection references leadership roles for pupils and wider development work, including learning about changes as children grow older and learning about different cultures and faiths through visits. For parents, the implication is that this is not purely classroom-bound education, the school is aiming to shape character, respect, and social awareness alongside literacy and numeracy.
For a school of this size, enrichment has to be targeted rather than sprawling, and the evidence suggests it is.
Clubs and activities mentioned include basketball, football and dance, with outdoor learning used to build responsibility and perseverance. The school also publishes specific club options in letters, including an Outdoor Activity Club (Years 3 and 4) and externally run Sports Masters sessions for football and multisports. These named examples matter because they show the school is offering structured, timetabled activities rather than ad hoc provision.
Trips are used to broaden experience. A Science Dome workshop letter describes an immersive, in-school science event staged in the hall. For older pupils, there is evidence of residential provision, for example a Year 4 residential at Charterhouse on the Mendips. These experiences are often where small schools add breadth, by giving pupils memorable shared events that deepen confidence and independence.
The published school day runs from 8.55am to 3.25pm. Wraparound care is clearly structured: breakfast club opens at 7.30am, and after-school wraparound runs until 5.30pm, with multiple booking options.
Parking is treated as a safety priority. The school asks families not to use the car park for drop-off or pick-up without a permit, and notes that the layby is available for morning drop-off but not for end-of-day collection due to traffic flow.
Inspection profile. The January 2025 Ofsted inspection judged quality of education, leadership and management, and early years provision as Requires Improvement. If you are considering entry in pre-school or Reception, ask directly how early language development and curriculum sequencing have been strengthened since that point.
Small-school trade-offs. A school of this size can feel personal and coherent, but breadth relies on careful planning and external opportunities. Trips, workshops and clubs help, but subject depth and specialist teaching can be harder to sustain across all areas year after year.
Drop-off and pick-up logistics. Parking restrictions and the end-of-day layby policy are explicit. Families who need car access at pick-up time should understand the permit approach and local road constraints early.
Mark First and Pre-School CE Academy suits families who want a small first school with clear Church of England character, strong emphasis on early reading routines, and practical enrichment through trips, workshops, clubs and outdoor learning. The main decision point is confidence in the improvement journey following the January 2025 inspection, particularly around curriculum precision, assessment checks, and early language development.
The most recent Ofsted inspection (January 2025) judged behaviour and attitudes as Good and personal development as Good, alongside Requires Improvement judgements for quality of education, leadership and management, and early years provision. Parents should explore what has changed since that inspection, especially around curriculum sequencing, assessment practice and early language development.
Applications to start school are made through your home local authority using the Common Application Form process, as set out on the school’s admissions page. For Somerset, the published closing date for starting school applications for September 2026 entry was 15 January 2026.
Yes. The school publishes a breakfast club start time of 7.30am and after-school wraparound running until 5.30pm, with different booking lengths available.
The school frames daily life around a Christian vision and values, and SIAMS reporting describes collective worship as central to daily routines and spiritual development. Families vary in observance, but the Christian foundation is a defining part of the school’s identity.
Evidence includes clubs such as basketball, football and dance, plus published after-school options such as an Outdoor Activity Club and Sports Masters football and multisports sessions. The school also runs curriculum-linked enrichment such as a Science Dome workshop and plans residential experiences for older pupils.
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