The Pastures Primary School Review 2026: An academically stretching primary with a values-led culture

Work Hard, Be Kind is not just a slogan here, it is the organising principle behind expectations, routines, and the way pupils treat one another. The academic picture is similarly clear: in 2024, 97% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. With a published capacity of 314 and around 300 pupils on roll, it is large enough to offer breadth, but still small enough for leadership roles and community routines to feel meaningful.

Families considering Reception will want to plan early. Demand is high, with 160 applications for 45 offers in the latest admissions snapshot, and a structured approach to early reading and mathematics means children who enjoy clear routines often settle quickly.

Kindness is explicitly taught and reinforced, with a visible emphasis on courtesy and respect. Pupils are given responsibility in ways that feel concrete rather than tokenistic, including the School Council, House Leaders, and The Pastures School Parliament. The language of values is consistent across school life, from rewards to leadership roles, which gives the culture a steady feel for pupils who like predictability and clarity.

The headteacher is Donna Cecchini, and leadership is strongly associated with high expectations for behaviour and learning. The wider structure is unusual for a primary of this size: the school operates as a standalone academy trust, with the headteacher also named as chief executive officer, and governance oversight through a board of trustees.

There is also a deliberate focus on pupil voice. Weekly debates are referenced as part of how pupils learn to express opinions and listen to others, which suits children who enjoy speaking, reasoning, and structured discussion. For quieter pupils, it can be helpful to ask how staff ensure every child contributes, not only those most confident in class.

The headline performance measures place the school among the strongest in England. In 2024, 97% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 59.67% achieved greater depth across reading, writing and mathematics, compared with the England average of 8%. Scaled scores are equally striking, with reading at 111, mathematics at 111, and grammar, punctuation and spelling at 114.

Ranked 63rd in England and 1st in Leicester for primary outcomes (FindMySchool ranking based on official data), the school sits among the highest-performing in England (top 2%). For parents comparing local options, this is the kind of placement that generally reflects not just a one-off strong cohort, but consistently effective curriculum sequencing and teaching routines.

A final point for context: the school also publishes older outcome information on its website (for example, 2019). That can be useful for spotting long-term patterns, but the 2024 results and rankings are the most relevant benchmark for current families.

Teaching is built around clear curriculum choices and consistent schemes, which tends to benefit pupils who learn best through structured routines and cumulative practice.

Early reading and phonics are taught using Read Write Inc, with the stated intention that pupils are reading by the end of Year 1. Older pupils move into Booktalk and novel study approaches for reading, which typically supports vocabulary, comprehension, and reading stamina. The school also signposts reading as a core priority across the curriculum, so literacy is used as the vehicle for learning beyond English.

Mathematics is taught using Maths No Problem, a scheme designed to develop strong conceptual understanding before moving into more abstract thinking. That approach can be a good fit for children who like to understand the “why” behind methods, rather than relying on shortcuts. The inspection evidence also aligns with this emphasis, describing mathematics as a strength and highlighting regular reasoning and problem solving.

Beyond English and mathematics, the curriculum is broad and includes technology, computing, humanities, French, arts, music, and physical education, plus religious education using the locally agreed Leicestershire syllabus and personal, social and health education using the Cambridgeshire scheme overview. The main developmental area to watch is consistency across some foundation subjects, where ambition is set but classroom implementation can vary.

As a state primary, progression is shaped by local authority coordinated secondary admissions and family preference. Most pupils will move on to secondary schools serving the Narborough and wider Leicester area, with allocations depending on the admissions criteria for each school and home address at the point of application.

A practical question for Year 5 families is how transition is handled. Look for the school’s approach to preparing pupils for increased subject switching, homework expectations, and independence in Year 7. For children who thrive on routine, it is also worth asking how staff support the change in structure and scale that comes with secondary school.

Reception entry is coordinated through the local authority application process. For autumn 2026 entry, Leicestershire’s published timeline states that applications open from 1 September and the national closing date is 15 January 2026. National offer day is 16 April, or the closest next working day if 16 April falls on a non-working day.

This is a highly oversubscribed intake. The most recent admissions snapshot shows 160 applications for 45 offers, a ratio of 3.56 applications per place. Families should treat this as a clear signal that proximity, criteria order, and the accuracy of application details matter. If you are weighing several schools, FindMySchool’s Map Search can help you check distances consistently when distance-based criteria apply.

The school also promotes open afternoons as a way to understand daily routines and expectations. In the previous cycle, open afternoons took place in late September and late October at 13:30, with no booking required. Dates change year to year, so families should rely on the school’s current calendar for the next set of visits.

Pastoral culture is closely tied to the values framework and the expectation of respectful behaviour. The latest Ofsted inspection (June 2024) judged the school Good overall, with Outstanding judgements for Behaviour and Attitudes and for Personal Development. The report also confirmed that safeguarding arrangements are effective.

In practice, this tends to mean classrooms that run with consistent routines, pupils who understand boundaries, and a culture where rewards are linked to agreed values rather than purely academic outcomes. The existence of leadership roles, such as the pupil parliament structure and house leadership, also gives pupils defined ways to contribute, which can be particularly helpful for confidence and belonging.

For families with children who are anxious, perfectionistic, or sensitive to pressure, it is sensible to ask how staff balance high expectations with reassurance, especially in Year 6, and what support is available at times of change.

The enrichment offer is closely linked to reading, responsibility, and participation, rather than being treated as an optional extra.

Reading is reinforced through initiatives such as the 100 Books Challenge, which sets a structured reading journey and encourages pupils to talk about plot, characters, and favourites. Author visits are also referenced as part of the wider reading culture, helping pupils connect reading with real-world creativity.

Pupil leadership is a second pillar. The Pastures School Parliament, School Council, House Captains, and named leadership roles (including pupil-facing “prime minister” roles shown in the school’s gallery) provide a visible ladder of responsibility across year groups.

Finally, wraparound provision is delivered through The Pastures Club, described as a home-from-home setting with a range of activities. For many working families, reliable wraparound care is not a nice-to-have, it is the deciding factor in whether a school is workable day to day.

The school day runs from 8:50am to 3:20pm, with gates open from 8:40am in the morning. Wraparound care through The Pastures Club runs from 7:45am to 8:45am and from 3:20pm to 5:45pm. Holiday club information is available via the school office on request.

Term dates are published on the school website, which is useful for families planning childcare and travel well in advance. For transport planning, the most practical approach is to check walking routes and parking constraints around drop-off and pick-up times, then build in a buffer for busy days, particularly in winter.

• High demand for places. With 160 applications for 45 offers in the latest snapshot, competition is a central feature of Reception entry. Families should apply with realistic back-up preferences and keep an eye on local authority timelines.

• A structured, high-expectations learning environment. The academic model is strong and routines matter. Many children thrive on this, but families with pupils who struggle with performance pressure should ask how support is put in place, particularly in Year 6.

• Curriculum consistency beyond English and mathematics. The curriculum is ambitious across subjects, but implementation can vary in some foundation areas. Parents who care deeply about humanities, arts, or wider subject depth should explore how knowledge builds year on year.

• Standalone trust governance. The school’s structure is not the typical multi-school trust model. Families who take a close interest in governance may want to understand how oversight works and how strategic decisions are made.

This is a high-performing primary with a clear moral framework and a strong emphasis on respectful behaviour, pupil responsibility, and academic depth in reading and mathematics. It suits families who want structured teaching, strong outcomes, and a school culture that actively teaches kindness and civic responsibility. The main constraint is admission, demand is high, and successful entry depends on how a family fits the published criteria for the year they apply.