Castleton CofE Primary School Review 2026, a very small village primary with outdoor learning and flexi-schooling

For a primary with very small cohorts, published Key Stage 2 figures and performance table measures are often limited, and this school explicitly notes that, due to small cohort sizes, it does not publish pupil performance data because it would not accurately reflect how children perform. In practice, that means parents should expect a more qualitative evidence base than they might find for a larger primary. Progress conversations, book looks at open events, and clear explanations of phonics and reading will matter more than headline percentages.

The May 2024 inspection narrative offers the most concrete academic indicators available publicly. It highlights reading as a curriculum priority, references a newly established phonics programme, and describes staff training that has built expertise in early reading. It also describes routine checking for pupils’ retention of new sounds, and additional support where needed so pupils do not fall behind.

The inspection report also notes that the school has introduced a broad and ambitious curriculum, while being candid that implementation was at an early stage and that mixed-age class complexity had not been fully accounted for in some foundation subjects. For parents, the implication is balanced: the direction of travel is academically purposeful, but the smallest schools can find curriculum sequencing and subject leadership harder to sustain across all subjects at once, simply because the staff team is small.

Teaching in a very small school is often defined by two constraints, mixed-age groups and staff capacity, and the May 2024 inspection report names both directly. It describes clear small steps in English and mathematics, while noting that organisation in some foundation subjects needs further refinement for mixed-age teaching.

Early reading is the clearest, best evidenced thread. The inspection report frames phonics as established, supported by training and frequent checking of pupils’ grasp of sounds, with extra help used to prevent gaps widening. That is the practical version of “high expectations” in a primary setting, and it matters most for children who need swift, structured catch-up.

Outdoor learning is not presented as a single programme, it shows up repeatedly across the school’s own curriculum statements. The vision statement points to an outdoor education programme that builds environmental awareness and enjoyment of outdoor adventures. The school also describes regular woodland learning, including access to a woodland space linked to Hope Valley Cement Works, with the activity framed around exploration, teamwork, and learning through play and practical challenges. In a school this small, outdoor learning can also serve a second purpose: it creates space for mixed-age social interaction where older pupils naturally take responsibility and younger pupils learn routines by imitation.

Support for pupils with special educational needs and disabilities (SEND) is described in the May 2024 inspection report as prompt identification, use of external experts where needed, and personalised plans clarifying the support pupils will receive. The implication is reassuring for families who want a mainstream primary that can respond quickly without waiting for problems to become entrenched.

For a village primary, the most important “destination” question is usually transition to local secondary schools, plus how prepared pupils feel for that step socially and academically.

While this school does not publish a specific destination list for Year 6 leavers on its main pages, the practical reality for families in the Hope Valley area is that mainstream transition routes tend to follow local geography and local authority patterns, with non-selective secondary options typically serving the valley communities. In this context, parents usually benefit most from speaking to the school about recent cohorts and transition support, because year group sizes are small enough that a single family’s choice can change the pattern year to year.

Flexi-schooling adds a second “next step” dimension. For children who attend part time, the transition story is as much about continuity of routines and relationships as it is about Year 6 readiness. The school’s emphasis on working closely with parents in a home-school community suggests that, for the right families, the school aims to keep part-time attendance academically coherent rather than piecemeal.

Admissions for Reception are handled through Derbyshire County Council, not directly by the school. The school’s admissions page is explicit that applications are managed by the local authority, with information distributed roughly ten months before a child starts school.

For September 2026 entry (the 2026 to 2027 academic year), Derbyshire’s published timeline states:

• Applications open: 10 November 2025

• Closing date: midnight on 15 January 2026

• Offer day: 16 April 2026

• Appeals closing date (Derbyshire schools): 15 May 2026

The latest available admissions figures indicate a low-pressure cycle for Reception entry, with 3 applications and 3 offers recorded, and the entry route described as undersubscribed. For parents, that implies that securing a place may be less about intense competition and more about ensuring the school is the right fit for a child who will learn in mixed-age groups and a very small peer cohort.

Because this is a very small school, parents should also treat admissions patterns as more volatile than in a two-form entry primary. A handful of families moving in or out of the area can change the balance quickly, so it is sensible to check current intake expectations directly with the school while still applying via the local authority route.

A practical tool tip: if you are comparing village primaries across the area, FindMySchool’s Local Hub comparison tools can help you shortlist, then your final decision can focus on the school’s culture, mixed-age structure, and whether flexi-schooling is relevant to your family.

Pastoral strength in a school this size usually comes down to two things, adult visibility and consistency of relationships. The May 2024 inspection report describes relationships between staff and pupils as exemplary, based on mutual respect and kindness, and it describes behaviour expectations embedded from the early years.

Safeguarding responsibilities are clearly signposted on the website, naming the headteacher as Designated Safeguarding Lead and identifying a deputy. In small primaries, clarity here is important because parents need to know who is accountable and how concerns are handled, especially when staff roles overlap.

The school also frames itself as inclusive and attentive to individual needs. One practical detail from the school’s accessibility planning is the emphasis on access and reasonable adjustments, including ramped access via a gate entrance and a disabled toilet, alongside a commitment to providing information in appropriate formats when needed. For parents of children with additional needs, the implication is that the school expects to plan proactively rather than react late.

The most distinctive extracurricular and enrichment strand here is outdoor learning, which is written into the school’s identity. The school describes regular woodland learning sessions supported by the local community and access to a woodland area connected to Hope Valley Cement Works, used for exploration, play, and teamwork. This is not an add-on, it is presented as a regular feature, and it aligns with the school’s wider curriculum intent to use its locality well.

A second strand is themed curriculum enrichment. The school’s curriculum enhancement material lists planned events such as Anti-bullying Week, Internet Safety mornings, World Book Day, Black History Week, and Reading Adventure Days, along with whole-school nurture days and trips. A curriculum breadth planning document also references activities like yoga and puppet-led collective worship, plus sport through a local sports partnership. The implication is that pupils in a very small school still access variety and special experiences, with the timetable deliberately structured to widen cultural and social opportunities beyond what a tiny staff team could deliver alone.

Because the school operates with mixed-age classes, extracurricular participation often works best when activities are inclusive by design, not tightly age-segregated. Outdoor learning, themed days, and whole-school events tend to suit that reality.

The school day starts at 8.45am, with pupils expected to be seated and ready to learn by 9.00am. The end of the day is 3.00pm for Key Stage 1 and 3.15pm for Key Stage 2.

Wraparound care matters to many families, but the school’s main pages do not clearly set out breakfast club and after-school club arrangements. If wraparound is essential, it is worth confirming current provision directly, including whether it runs daily and what the collection windows are.

Transport is typically a parent-managed question in small village schools, and it can be shaped by flexi-schooling patterns as well. The May 2024 inspection report notes that some parents travel significant distance because they are convinced this is the best fit for their child, which suggests that not all pupils live immediately nearby.

• Very small cohort size. With around 22 pupils on roll at the time of the May 2024 inspection, your child’s peer group will be small. This can be brilliant for confidence and belonging, but children who crave a large friendship pool may find it limiting.

• Mixed-age teaching as the norm. Mixed-age classes can build maturity and peer support, but they also require thoughtful curriculum organisation. The May 2024 inspection report notes that curriculum sequencing in some foundation subjects needs further refinement for mixed-age groups.

• Flexi-schooling is a real feature, not a footnote. The school explicitly offers flexi-schooling and the inspection report notes a significant number of pupils attend in this way. If your child thrives on fixed daily routines, ask how the classroom rhythm is maintained.

• Limited published performance figures. The school explains that it does not publish pupil performance data due to small cohort sizes. You may need to rely more on curriculum explanation, reading approach, and transition discussions than on headline Key Stage 2 percentages.

Castleton CofE Primary School suits families who want a genuinely small primary, a kindness-led culture, and a curriculum that makes systematic use of outdoor learning and the local area. It is also a strong match for families interested in flexi-schooling who still want a clear school base and community connection. The deciding factor is usually fit, not competition for places: the best choice is a child who will flourish with mixed-age learning, close adult relationships, and a small, stable peer group.