Mark First and Pre-School CE Academy Review 2026: A small Church of England first school with strong early reading and a busy community feel

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.

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.