St Mary's & St Peter's Church School

Small-school life is the defining feature here. With 35 pupils on roll at the time of the latest inspection, St Mary’s & St Peter’s Church School operates as a close-knit village primary where staff can know children and families exceptionally well.

The most recent Ofsted inspection (24 to 25 September 2024, report published 17 October 2024) graded the school as Good across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Governance and ethos are shaped by two linked structures. The school is part of the Bath and Wells Multi Academy Trust, and it sits within the Diocese of Bath and Wells, with a Section 48 church school inspection judged Good in May 2023.

For families weighing up a village primary, the practical picture matters. The school gate opens at 08:30, registration starts at 08:50, and the day ends at 15:15. Parking is limited on site, which affects drop-off and pick-up routines.

A school of this size tends to feel personal, and the official inspection evidence supports that impression. The Ofsted report frames the school as inclusive and welcoming, with a strong sense of community running through daily routines.

Leadership is unusually structured, in a way that is common in small primaries within trusts. The school lists an Executive Headteacher, Mr Connel Boyle, alongside a Head of School, Mrs Kirsty Luffman. This can work well when it keeps senior capacity strong, while ensuring families still have a visible day-to-day lead on site.

The executive headteacher has been in post since September 2021, which matters because it anchors improvement planning and consistency of approach.

The Church of England character is part of the school’s identity rather than a bolt-on label. The inspection record notes diocesan links and the Section 48 judgement, and the trust’s stated emphasis includes a distinctively Christian ethos. For many families this is a positive, particularly where values-led language and community service align with home life. For others, it is something to probe carefully, especially around collective worship patterns and how inclusive the school feels for families of other faiths or none.

In practical terms, a Good grade for quality of education generally signals that curriculum planning is coherent, teaching enables children to build knowledge over time, and pupils achieve well from their starting points. The inspection also noted deep dives across reading, mathematics and history, which indicates a close look at core learning rather than a superficial overview.

For parents comparing nearby schools, it is worth focusing on questions that reveal how learning is made to work in a small setting, for example how mixed-age teaching is handled when cohorts are very small, how assessment works term to term, and what support looks like for pupils who need either extra stretch or extra scaffolding. The school’s own curriculum statements position learning as ambitious and designed to inspire children to be the best they can be, which is helpful as intent, but families should still ask for concrete examples of what that looks like in each year group.

If you are shortlisting locally, FindMySchool’s Local Hub comparison tools can help you line up nearby primaries side by side, then you can use visits and conversations to test whether the classroom model and day-to-day routines suit your child.

The curriculum narrative on the school website emphasises challenge and ambition, and the inspection record shows inspectors engaged directly with curriculum thinking through subject deep dives.

In a small rural primary, teaching and learning often succeed or fail on implementation detail: how reading is taught early on, how maths knowledge builds without gaps, and how foundation subjects remain meaningful rather than occasional. The inspection evidence points to a structured evaluation of those fundamentals.

A distinctive feature on the school website is the idea of Curriculum Knowledge Assemblies, where families are invited into class to see children present what they have learned during the term. That matters because it makes learning visible, creates a shared language between home and school, and can strengthen children’s confidence in explaining their thinking.

As a primary school serving ages 4 to 11, the key transition is to secondary education at Year 7. Families in Somerset will normally move on to local state secondaries, with allocation shaped by the local authority admissions process and, where relevant, school-specific oversubscription criteria.

Because the school is small, it is sensible to ask directly about typical destinations over the last few years, how transition support is handled for Year 6 pupils, and whether the school coordinates with receiving secondaries on SEND, pastoral notes, and curriculum continuity. If your child needs a particularly structured transition, ask what the process looks like in practice, for example additional visits, social stories, or liaison meetings.

For Reception entry, families should use Somerset's current coordinated admissions timetable and the trust's published arrangements for the relevant intake year, rather than relying on an older annual deadline.

The school's admissions page also signposts the relevant Somerset admission arrangements documents, plus an appeals timetable and in-year application route.

In plain English, that means most families should expect a local authority coordinated Reception process, while in-year moves are handled through the school’s published approach and forms.

Demand is described as oversubscribed in the available admissions data, so it is wise to treat entry as competitive even in a small school. If your housing plans depend on this option, you should check the current oversubscription criteria and how they are applied in practice, particularly around sibling links and address evidence requirements, which are spelled out in the trust’s admissions arrangements.

Parents considering a move can use FindMySchoolMap Search to understand practical proximity, then confirm the admissions rules and evidence requirements before relying on an offer.

For many families, the pastoral advantage of a very small school is the speed at which adults can notice changes in a child’s mood, friendships, or confidence. The inspection evidence describes an inclusive culture and an emphasis on pupils feeling cared for, which is a useful external anchor.

Safeguarding culture is a core question for any school. The inspection report describes the inspection process as including safeguarding evaluation and review of the single central record, which is the standard mechanism for checking safer recruitment and safeguarding systems.

The school also lists safeguarding roles on its website leadership section, including the safeguarding lead and safeguarding governor, which helps parents understand accountability lines.

Because this is a Church of England school within a MAT, pastoral systems may also reflect trust-wide policies. Parents should ask what is school-specific, what is trust-wide, and how concerns are escalated.

The school’s extracurricular offer is modest but purposeful, and the website gives concrete examples rather than generic claims. After-school provision runs twice a week until 16:15, and breakfast club runs from 08:30 on school days.

Recent clubs listed by the school include Gymnastics, Cooking, Athletics, and Forest Club. The important implication for families is not just variety, but whether the timetable and frequency match your childcare needs, and whether your child will commit consistently, since the school notes that a level of commitment is expected when joining clubs.

Curriculum Knowledge Assemblies also function as a wider-life feature, because they bring families into school and give children a stage to explain and celebrate learning. For some pupils, that can be a significant confidence builder and a useful bridge between school and home.

The school gate opens at 08:30, with registration from 08:50, and the school day ends at 15:15.

Breakfast provision is available each morning from 08:30, and after-school provision runs twice a week until 16:15.

Practicalities at drop-off matter here. The school states it does not have parking available on site, so families should plan for a village-style drop-off routine and consider whether walking, cycling, or scooter use is realistic for them.

• Very small cohort size. With 35 pupils on roll at the time of the latest inspection, peer groups can be tiny. This can feel safe and familiar, but it may limit friendship breadth for some children.

• Leadership structure. The school operates with an executive headteacher alongside a head of school. Many families like the extra senior capacity this can bring, but you may want clarity on who handles day-to-day decisions and parent communication.

• Wraparound coverage is limited in the afternoon. After-school provision is listed as twice a week until 16:15, which may not match five-day childcare needs.

• Drop-off logistics. The school states there is no parking available on site. If you drive to school, test the routine at peak times before committing.

This is a small Church of England village primary where scale is the main selling point. The latest Ofsted inspection graded the school as Good across all key judgement areas, providing a solid external check on standards and culture.

Best suited to families who want a close-knit primary experience, value a values-led ethos, and can make the practicalities work, particularly around drop-off logistics and after-school coverage.