Stoney Middleton CofE (C) Primary School Review 2026, a very small village primary with federation “together days” and flexi-schooling

There is no claim here about being top of local tables because, for a school of this size, headline attainment figures can be heavily influenced by cohort variation. The more reliable current indicator is the overall quality judgement and the detailed curriculum commentary in the most recent inspection.

The most recent Ofsted inspection (18 and 19 June 2024) judged the school Good overall, with all graded areas also Good, and safeguarding effective.

For parents, the practical implication is that the school is meeting expected standards in the areas that matter most to day-to-day experience, curriculum quality, behaviour, and leadership, while also having a clearly stated next step around sharpening the knowledge sequence in a small number of foundation subjects.

Reading and early literacy are a clear strength. Phonics teaching is described as explicit and carefully checked, with swift action when gaps appear, and reading books aligned to the sounds pupils know. In a small school, that alignment is not a minor technicality. It reduces the risk that pupils “coast” on memory or context, and it helps staff spot misconceptions early.

Writing expectations are also made concrete through a defined handwriting approach. The federation’s English curriculum information states that the Martin Harvey handwriting scheme began in September 2022, with regular sessions and a simple cursive style introduced from Reception in preparation for joining. The value for families is clarity and consistency, particularly where pupils move between mixed-age groupings and need shared conventions.

Curriculum planning is explicitly designed for small, mixed-age classes. The federation describes a three-year rolling programme in Early Years Foundation Stage and Key Stage 1, and a four-year rolling programme in Key Stage 2. That model is most effective when it is paired with precise sequencing, and the latest inspection is clear that sequencing is strong in nearly all subjects but needs greater precision in a small number of foundation subjects so pupils develop deeper, reusable knowledge.

A key “how it works” detail is the split-week structure. Flexi-schooling information sets out three core days, Tuesday to Thursday, covering English, maths, geography, history, art, design technology and personal, social and health education, with other subjects including science, religious education, computing, languages, PE (including swimming) and music delivered on federation “together days” (Monday and Friday). For families considering flexi-schooling, this is not casual ad hoc attendance. It is a defined curriculum model with expectations and a timetable logic.

As a state primary, most pupils will transfer into the local Derbyshire secondary system at the end of Year 6. Because secondary allocation depends on a family’s home address and Derbyshire’s normal area arrangements, parents should use the county’s official normal area school finder to confirm which secondary school(s) serve their address, and to understand how priority is applied.

What the school can do well, and the inspection history supports this as a general strength, is transition practice that reflects the realities of small cohorts: careful preparation, close liaison with receiving schools, and a strong relationship with families. In practical terms, that often means more bespoke planning for pupils with additional needs, and clearer continuity for families who want reassurance about the move from a very small primary into a larger secondary setting.

For Reception entry, applications are coordinated by Derbyshire County Council. For children starting primary in September 2026 (born between 1 September 2021 and 31 August 2022), the council sets a window opening 10 November 2025 and a closing deadline of 15 January 2026, with offers released on 16 April 2026.

The school is described as oversubscribed in the most recent admissions cycle captured albeit with very small numbers: 5 applications for 3 offers, which equates to 1.67 applications per place. In tiny cohorts, that ratio can change quickly year to year, but it is a useful signal that families should not assume availability.

Nursery entry works differently. The federation’s admissions page states that nursery applications are made directly to the school using a nursery admission form, rather than through the local authority process.

A final admissions feature that is genuinely unusual for a maintained primary is the explicit flexi-schooling offer. The federation publishes a structured expectation around core attendance days and the subjects covered, which makes it easier for families to judge whether this approach is workable alongside home education.

Parents comparing options should also use FindMySchool’s Map Search to understand practical travel patterns, particularly because the federation model can involve transport on “together days” and later wraparound care at another site.

The school’s pastoral story is strongly tied to its size. The latest inspection notes a high proportion of pupils with special educational needs and/or disabilities, alongside high expectations and well-organised support, including for pupils who receive some of their education away from the school through careful timetabling and close work with parents and carers.

Personal development is planned rather than left to chance. The inspection references a well-planned personal, social and health education programme and a curriculum enriched by trips, visitors and special events that broaden pupils’ understanding of community and the wider world.

The federation also signals a deliberate wellbeing approach through its public mention of the “Embracing Thrive” award, which indicates an organised framework for supporting children’s social and emotional development.

The federation model is not just administrative, it drives enrichment. The inspection highlights regular forest school sessions as part of weekly “together days”, which is a meaningful offer in a rural context because it turns the local environment into a planned learning resource rather than an occasional trip.

Those “together days” are also used to broaden sport and cultural experiences. The federation lists shared activities including Key Stage 1 music, and Key Stage 2 opportunities such as hockey, multi-sports, table tennis and team building, plus curriculum-linked experiences like Polish food tasting. The implication is breadth: pupils in a very small school still access group-based activities that benefit from bigger numbers and specialist delivery.

Wraparound provision is unusually specific for a small rural primary. For this school, breakfast club runs from 8:00am and is free; Tuesday to Thursday after-school provision runs until 4:15pm at £1.50 per child, with a later option until 6:00pm at £6 per child delivered at a partner school site and supported by minibus transport for collection. Breakfast club includes structured activity options, including iPad-based programmes (Freckle, TTRockstars and Doodle Spell) and short physical activity routines such as ACTIVATE and “5 Minute Moves” with Joe Wicks. For parents, this is practical support, not a vague promise of clubs.

School hours vary by day in line with the federation timetable. Tuesday to Thursday runs 8:45am to 3:15pm, with doors opening at 8:35am; on Monday and Friday “together days”, pupils are expected in by 8:30am to support transport, and the day ends at 3:30pm.

Wraparound care is clearly set out: breakfast from 8:00am, after-school Tuesday to Thursday, plus optional later care to 6:00pm at another federation site with minibus transport arranged.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform and educational visits, and should check what is included in any wraparound provision or enrichment activities.

• Very small cohorts. With a roll that can be in the teens at the time of inspection, peer group size and mixed-age teaching are central to daily life. This suits many children, but some will prefer the social scale of a larger primary.

• Federation timetable and travel logistics. Monday and Friday start earlier to support transport for shared learning, and there is no on-site breakfast or after-school club on “together days” (families can use other federation sites). This can be a benefit, but it requires routine flexibility.

• Flexi-schooling demands commitment. The model is structured around three core days with defined curriculum coverage, not occasional attendance. It can work well, but only when the home learning plan is realistic and consistent.

• Curriculum sequencing still being sharpened in some subjects. The latest inspection identifies a small number of foundation subjects where the knowledge sequence needs to be more precise so pupils build deeper understanding over time.

For families who actively want a small-school experience, with close adult knowledge of each child and a clearly designed model that widens experiences through federation working, this is a compelling option. The approach is especially well matched to children who benefit from personalisation and predictable routines, and to parents who value outdoor learning and the flexibility of a published flexi-schooling route.

Who it suits: families in and around Stoney Middleton who want a Church of England village primary with strong early reading, structured wraparound options, and the broader social and curriculum experiences created by “together days”. Entry can still be competitive in a small setting, so admissions timelines matter.