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.
A small rural primary with a big-school mindset. With a published capacity of 72 pupils, Shepton Beauchamp Church School is built around mixed-age classes and the practical advantages of knowing families well, while still pushing for clear academic ambition and strong routines. The school sits within a Church of England tradition and is part of the Bath and Wells Diocesan Academies Trust, which shapes governance, leadership support, and shared systems.
The most recent Ofsted inspection (19 to 20 November 2024) judged quality of education, behaviour and attitudes, and personal development as Good, with leadership and management Outstanding. This combination often signals a school that runs sharply day-to-day, with leaders driving improvement and staff applying consistent expectations.
Families considering Reception entry for September 2026 will be working to Somerset’s coordinated admissions timetable, with the main application closing date set as 15 January 2026 and national offer day on 16 April 2026.
There is a distinctly village-school feel here, rooted in continuity and tradition, but not stuck in the past. The school building itself reflects that: the site’s “national school” on the current plot dates to 1856, and the building is Grade II listed, which can bring charm alongside practical constraints around space and alterations.
The school’s Christian character is explicit rather than nominal. SIAMS (Statutory Inspection of Anglican and Methodist Schools) recorded an overall grade of Good, with collective worship also graded Good, indicating that worship and the school’s Christian vision are structured parts of daily life rather than occasional add-ons.
For leadership identity, the school distinguishes between an executive headteacher role and on-site leadership. The staff listing names Mr Connel Boyle as Executive Headteacher and identifies the Head of School as Miss Caroline Middleton. This matters for parents, as it clarifies who sets strategic direction across the wider federation and who runs the day-to-day life of this site.
This is a state primary, so there are no published tuition fees, and academic outcomes are best understood through the quality of teaching, the consistency of expectations, and how well pupils are supported across mixed-age classes.
FindMySchool’s results for this school does not include current published Key Stage 2 performance metrics or an England ranking position for primary outcomes. For parents, that means the most reliable, recent external benchmark is the November 2024 Ofsted inspection profile, which indicates a school performing securely across the core judgement areas, with leadership singled out as a particular strength.
Where data is available, families should still triangulate by reviewing the school’s published “School Performance” information and speaking directly to leaders about recent cohorts, how mixed-age grouping is handled for attainment and intervention, and how the school approaches transition into Year 6 and Key Stage 2 assessments.
The curriculum is described by the school as intentionally sequenced and knowledge-rich, with an emphasis on depth of learning through projects, coupled with explicit vocabulary development and oracy. In practical terms, this is supported by termly knowledge organisers shared with families, with quizzes, spelling checks and guided reading activities linked back to those organisers to reinforce recall over time.
Early reading is anchored to Read Write Inc. as the school’s stated phonics scheme. For many pupils, that means a structured route into decoding and fluency, with the expectation that reading practice continues frequently at home.
A key contextual feature is mixed-age classes. The curriculum intent explicitly notes mixed-aged classes and frames learning as based on stage rather than chronological age. For families, this can be a strong fit for children who benefit from working slightly above or below year expectations in a normalised way, but it is worth asking leaders how assessment and challenge are managed so that older pupils are stretched while younger pupils are supported without comparison pressure.
As a primary serving ages 4 to 11, transition into secondary school is the next major step. The school’s location in Somerset means most families will progress through the usual Year 6 to Year 7 transition process, with places allocated through coordinated admissions based on the relevant local authority arrangements and any school-specific criteria where applicable.
Parents should ask directly which secondary schools are most common destinations from recent Year 6 cohorts, and how transition support is structured. A strong primary will typically provide a blend of practical preparation (study habits, independence, organisation) and pastoral preparation (confidence, managing change, friendships).
Admissions pressure, even in a small school, can be very real. The figures show 6 applications for 2 offers in the recorded primary entry route snapshot, with the school marked Oversubscribed and 3 applications per place applications per place. This is a small-numbers picture, so it should be treated cautiously, but it does indicate that places can be competitive in some years.
For September 2026 entry into Reception, Somerset’s published timetable sets:
Closing date for applications: 15 January 2026
Outcome notifications: 16 April 2026
Closing date for exceptional circumstances and supplementary information: 2 February 2026
Appeal application deadline (for those notified on 16 April 2026): 18 May 2026
The school’s prospectus describes Reception induction as including three afternoons in June or July for children starting in September, followed by an induction in the first days of term. That pattern is helpful for families planning childcare and settling-in, but parents should check the current year’s exact dates directly with the school as timings can shift.
If you are weighing up likelihood of entry, FindMySchool’s Map Search tool can help you model distance and compare options, but you should always anchor decisions to the local authority’s current criteria and the school’s published admission arrangements.
Applications
6
Total received
Places Offered
2
Subscription Rate
3.0x
Apps per place
The Ofsted report summary frames the school as inclusive and ambitious, with high expectations for pupils. While parents should read the full report for detail, the pattern of Good judgements across education, behaviour, and personal development typically aligns with a school that has consistent routines and a clear approach to relationships, with systems that support pupils to learn calmly and securely.
The prospectus also sets out a relationship-focused behaviour approach, emphasising calm, respectful adult communication and a commitment to private correction rather than public confrontation. That stance often suits younger pupils well, particularly in small settings where children can feel highly visible.
Extracurricular provision is not positioned as a glossy add-on here; it reads as practical and interest-led. The school’s clubs page gives specific examples that have run in recent years, including Gymnastics, Cooking, and Tae Kwon Do. For a small primary, named clubs like these matter because they show the school is using staff skills and external coaches to widen experiences beyond the classroom.
Music is another identifiable thread. The prospectus notes subscription to Somerset Music Service, with instrument opportunities cited including recorders, violins, clarinets, and ukuleles, alongside singing. For families, the key question to ask is how many sessions are group-based versus individual, and what the costs (if any) are for instrument hire or peripatetic lessons.
Trips and themed days are also described as part of the curriculum approach, linked to building broader experience and cultural capital. Parents should ask how trips are funded, what is voluntary versus expected, and how the school ensures all pupils can participate.
The published school day details are clear:
Gate opens at 8.45am
Register closes at 8.55am
School day ends at 3.15pm
Wraparound is available, with a morning drop-off club described as running from 8.00am. The prospectus also describes an after-school club currently operating on Wednesdays and Thursdays, running from 3.15pm to 4.15pm.
For logistics, the school notes there is no parking available on site, which is important in a village context where congestion can build quickly at pick-up. Cycle and scooter racks are available, with an expectation that children do not ride on site.
Small-school reality. With a capacity of 72, social circles can be tight. This often suits children who like stability, but it can feel limiting for those who crave a very large peer group.
Mixed-age classes. Mixed-age grouping can be excellent for confidence and peer modelling, but parents should ask how the school ensures older pupils are consistently stretched and how assessment is communicated to families.
Wraparound pattern. Wraparound is available, but after-school provision is described as running on specific weekdays and to 4.15pm in current materials. Families needing later or daily coverage should confirm what is available for 2026 and how places are allocated.
Listed building constraints. A Grade II listed school site can be characterful, but it can also limit rapid expansion or major redesign. If your child needs highly specific accessibility adaptations, it is sensible to ask early what can be accommodated.
A small Church of England primary that reads as thoughtfully led and operationally well-run. The November 2024 Ofsted profile, with leadership and management judged Outstanding alongside Good judgements in the other key areas, suggests a school with clear direction and consistent expectations. Best suited to families who value a close-knit village setting, mixed-age learning, and an explicit Christian ethos, and who are comfortable with the practical realities of a small, listed site.
The most recent Ofsted inspection (19 to 20 November 2024) judged quality of education, behaviour and attitudes, and personal development as Good, and leadership and management as Outstanding. That combination usually points to strong direction, clear routines, and consistent teaching expectations.
Primary admissions are coordinated by Somerset for Reception entry. The exact oversubscription criteria and how places are prioritised depend on the published admission arrangements for the relevant year. Families should read the current arrangements carefully and consider how distance, siblings, and any other criteria apply.
Yes. The school publishes a morning drop-off option from 8.00am and describes an after-school club that currently runs on Wednesdays and Thursdays until 4.15pm. Families should confirm the current pattern and availability for their intended start year.
Applications are made through Somerset’s coordinated admissions process. The published closing date for applications is 15 January 2026 and outcome notifications are issued on 16 April 2026.
The school publishes that the gate opens at 8.45am, register closes at 8.55am, and the school day ends at 3.15pm.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.