Leek First School Review 2026: A small first school with a strong reading focus and a family feel

Because Leek First School is a first school (Reception to Year 4), it does not align neatly with the standard end-of-Key-Stage-2 results picture that parents may be used to seeing for primary schools serving up to Year 6. The most reliable, school-specific performance evidence available for this phase is therefore the inspection’s description of curriculum strength and how well pupils are learning across subjects.

The March 2023 inspection confirms the school remained Good and describes high expectations, pupils working hard, and a broad and balanced curriculum intended to prepare pupils for their next steps. Inspectors also highlight that leaders have broken down knowledge in core subjects into sequenced steps, with intentional revisiting to deepen understanding over time.

Reading is clearly the headline academic strength. The inspection report describes a structured approach to reading, regular reading expectations, and swift identification and support for pupils who need extra help, with most pupils reading fluently by the end of Key Stage 1. On the school website, the reading strategy is reinforced through explicit programme choices: early reading and phonics are taught through Little Wandle Letters and Sounds Revised, with three group guided reading sessions each week focusing on decoding, prosody, and comprehension.

Implication for parents: if you are choosing a first school primarily to secure strong early literacy and confident reading habits by the end of Year 2, the available evidence strongly supports that this is a central focus. If you are specifically looking for more detail on outcomes in foundation subjects, the inspection does flag that curriculum detail is stronger in core subjects than in some foundation areas, with a recommendation to define precise knowledge more consistently across those subjects.

The school’s teaching approach, as described in the inspection, is built around clarity and sequencing. Teachers provide clear explanations, ensure pupils know what they need before completing tasks, and give time to revisit learning where pupils have not understood something. Vocabulary development is also explicitly identified as a focus, which is a meaningful marker of strong classroom practice in early years and Key Stage 1 because vocabulary underpins reading comprehension across the curriculum.

Reading and phonics are particularly well-specified in the school’s published approach. Using Little Wandle Letters and Sounds Revised provides a systematic framework, and the website describes three guided reading sessions weekly for children following the programme, focused on decoding, prosody, and comprehension. For older pupils, the school also references VIPERS reading skills (Vocabulary, Inference, Prediction, Explaining, Retrieval, Sequencing or Summarising) as the comprehension framework, which is helpful for parents because it makes the language of reading explicit and consistent.

SEND practice is described as prompt identification and thoughtful classroom support so pupils can work alongside their class, with a stated ambition for pupils with SEND to become well-rounded learners. This is the kind of approach families often want in a first school, where early identification and the right scaffolding can prevent gaps widening before middle school.

In a first school system, the most important “destination” question is transition to middle school after Year 4. Leek First School sits within a local group of schools in and around Leek, including Churnet View Middle School and Leek High School within the same trust network, which gives a clear indication of the local progression structure families are likely to be navigating.

What matters most at this stage is readiness: reading fluency, writing stamina, number sense, and the confidence to manage larger settings and changing teachers. The evidence base here is mainly qualitative, but still useful. The inspection describes pupils working hard, learning with motivation, and benefiting from curriculum enrichment that builds confidence and responsibility, including pupil roles such as librarians and Year 4 monitors. For many children, those “small leadership” experiences are exactly what make the Year 4 to Year 5 jump feel manageable.

If you are considering a move into the Leek middle school system from outside the immediate area, it is worth discussing with the school how transition is supported in Year 4, and how information is shared with receiving middle schools.

Leek First School is state-funded, and Staffordshire’s normal point of entry process applies for Reception. The school’s admissions page directs families to Staffordshire’s admissions service for standard applications, while in-year admissions are handled directly with the school.

Demand looks healthy. For the primary entry route in the latest available admissions data, there were 63 applications for 24 offers, which equates to 2.63 applications per place, and the route is marked as oversubscribed. This is a useful reality check: even for a smaller first school, you should plan on having realistic alternatives on your Staffordshire application.

Key deadlines for September 2026 entry are clearly set out in Staffordshire’s co-ordinated scheme documentation. For primary applications, the national closing date is 15 January 2026, and Staffordshire notifies parents of the outcome on 16 April 2026.

Parents comparing options can also use FindMySchool’s Map Search to understand their own proximity and shortlist realistic alternatives in Leek and the surrounding area, particularly because first school patterns are very local in three-tier systems.

Pastoral evidence in the inspection is broadly reassuring. Pupils feel safe, staff look after them, and parents report positively on the school. Bullying is described as something pupils say can happen sometimes, but with adults dealing with it, which is a realistic and credible picture for a small primary setting.

Behaviour for learning in classrooms is described as excellent, with low-level disruption rare. The main behavioural improvement point is about unstructured times, particularly some pupils running in the building, which is flagged as a safety issue that leaders were advised to address through consistent expectations when moving around school.

Safeguarding is reported as effective, with regular staff training and prompt recording of concerns so pupils can get timely help.

For a first school, “beyond the classroom” is often where confidence is built, particularly for children who are still learning how to be part of a larger group. The inspection describes a range of enriching opportunities and a variety of clubs, explicitly naming cookery, yoga, and mindfulness. That mix is telling: it combines practical skills, physical wellbeing, and regulation strategies that can be particularly helpful for younger children.

The school also offers structured pupil responsibility roles, including school librarians and Year 4 monitors. These roles function as leadership training at an age-appropriate level, helping children practise reliability, communication, and pride in contribution.

Wraparound matters for many working families. The school runs a before and after school club, and the website refers to a Kids Club that is booked via Arbor. Implication: families who need wraparound care have an on-site option, but should still check the current operating hours, session structure, and availability directly, since those operational details are not fully specified on the public-facing page.

The published school day is clear: school starts at 9:00am, lunchtime is 12:15pm to 1:00pm, and the school finishes at 3:15pm. Wraparound care is available through the school’s before and after school provision, with Kids Club booking routed through Arbor.

Uniform guidance is also specific, including a distinct PE and “Beam Friday’s” kit requirement (blue hoodie and jogging bottoms), which suggests there is a regular weekly routine involving sport or physical activity.

• A first school system is a different journey. Transfer happens after Year 4, not Year 6, so you are choosing with middle school transition in mind and should consider how your child handles change.

• Admission is competitive for Reception. With 63 applications for 24 offers in the latest available entry-route data, it is sensible to shortlist alternatives early.

• Behaviour expectations outside lessons were an improvement point. Classroom behaviour is described as excellent, but movement around school and lunchtime routines were flagged as needing consistently high expectations for safety.

• Foundation subject curriculum detail was also identified as an area to tighten. Core subjects were described as well-sequenced, but leaders were advised to define precise knowledge in some foundation subjects more clearly.

Leek First School looks like a strong choice for families who want a smaller first school setting with clear emphasis on early reading, structured phonics, and classroom routines that support calm learning. The available evidence also points to a caring culture where pupils are known well and given meaningful responsibilities.

Best suited to families who value early literacy, steady expectations, and a first school community in Leek, and who are comfortable planning ahead for a middle school transition after Year 4. The main limiting factor is admission competitiveness at Reception, so shortlisting realistically matters.