Spennithorne Church of England Primary School Review 2026: Small, rural, and run as one school across two sites

Published performance and ranking data for very small primaries can be difficult to interpret at face value, because a single pupil’s outcomes can swing percentages sharply and, in some cohorts, figures may be limited or suppressed in public reporting. The most reliable way to judge academic direction here is to focus on the school’s curriculum intent, how it is taught, and how leaders check that pupils are retaining key knowledge over time.

The most recent graded inspection outcome was Good, and the report links curriculum changes to improving pupil achievement. That matters in a small setting, because curriculum clarity and staff subject confidence are often the difference between a thriving mixed-age classroom and a patchy experience.

If you are comparing schools locally, treat any headline data points as a starting point, not a conclusion. Ask to see: reading progression (phonics and early fluency), writing outcomes over time, and how mathematics is structured from early number to later reasoning. A small school can deliver highly personalised progress, but only when the curriculum is tight and consistently taught.

The two-site model shapes teaching in a way that can be a genuine advantage. Early years and key stage 1 are taught on the Spennithorne site, while key stage 2 pupils are educated at Middleham as part of the same federation, with subject leaders and the special educational needs coordinator working across both. The implication is that older pupils can access a slightly broader peer group and teaching capacity than a tiny standalone key stage 2 might otherwise allow.

Inspection activity in 2022 included deep dives in reading, mathematics, history, and science. For parents, that signals where leaders were expected to demonstrate curriculum sequencing and impact. In practical terms, the questions to ask on a visit are: what does “reading” look like day to day (phonics, guided reading, independent reading), and how do staff ensure pupils retain the building blocks they need as they move across year groups.

SEND support is visible in how the school lists dedicated roles (including SENCO) and SEND-focused support staff in its staffing structure. In a small primary, effective SEND practice often looks like tight communication with families, early identification, and classroom routines that make it easy for pupils to succeed without being singled out.

As a Church of England primary with a small roll, transition planning tends to be about readiness and continuity rather than “big leaver” structures. The inspection narrative highlights that pupils are prepared well for their next steps in education.

For families, the main practical question is the federation pathway itself. Younger pupils are based at Spennithorne, then older pupils are educated at Middleham, with transport between sites used as part of normal operation. That can be reassuring, because it creates a clear internal progression rather than a sudden jump in Year 3.

If your child is moving on to secondary from this setting, ask how the school supports transition with local secondaries, and how it shares academic and pastoral information. In very small cohorts, transition work can be highly individual, which is often where a small school adds real value.

Admissions for this school sit within North Yorkshire’s coordinated process for primary places. For Reception entry in September 2026, the local authority timetable states: applications open 12 October 2025, close 15 January 2026, and offers are issued on 16 April 2026.

Demand here can look odd compared to larger primaries, because the numbers are small. In the most recently published admissions snapshot provided there were 15 applications for 11 offers, indicating oversubscription. (As with all small schools, a handful of families can change this picture year to year.)

There is also a significant forward-looking development to be aware of. North Yorkshire Council has published proposals that would, from 1 September 2026, change the age range so that Spennithorne becomes 4 to 7 and Middleham becomes 7 to 11, alongside a proposed category change for Spennithorne. This is presented as a proposal and consultation, not a completed change, but it is material enough that families considering Reception in 2026 should read the latest council updates carefully.

A practical tip: when catchment, nearest-school logic, and transport rules matter, use the FindMySchool Map Search to check your exact distance and route assumptions before you rely on a particular outcome.

Safeguarding and wellbeing are explicitly embedded in leadership roles at federation level, with safeguarding leadership stated within the executive headteacher remit and deputy safeguarding roles also listed in the staff structure. The benefit for families is clarity: you can see who holds responsibility, and this is not treated as an add-on.

The latest inspection evidence describes pupils who attend well, enjoy school, and experience a safe, welcoming environment, including across federation days when pupils come together. In practice, that kind of culture tends to show up as predictable routines, consistent adult response, and pupils who are comfortable asking for help.

Behaviour and relationships also matter more than usual in a small school, because everyone knows everyone. The inspection narrative supports the picture of positive peer relationships and clear boundaries around bullying.

Extracurricular provision is coordinated across the federation, which helps a small school offer more than its roll size might suggest. A recent club programme includes Outside Explorers Club, a Christmas Arts and Crafts Club, and sport delivered by an external provider across lunch and after-school slots.

The “Outside Explorers” model is a good example of how enrichment can be made distinctive in a rural setting: sessions explicitly reference using outdoor areas such as gardens and a forest area, which is exactly the sort of practical, place-based learning many families want in a village primary. The implication is not just fun, but confidence outdoors, teamwork, and language development through shared experiences.

For older pupils (within the federation), enrichment includes a structured life skills programme called GOAL, Game of Actual Life, covering topics such as managing finances and work-related skills through role play. It is unusual to see that kind of programme named so clearly in a primary-phase setting, and it hints at a wider federation approach that takes “life readiness” seriously, not only academic outcomes.

The published school day timings are clear and differ by site. Spennithorne (early years and Years 1 to 2) runs 9:00am to 3:30pm, with staff supervision of the playground from 8:50am. Middleham (Years 3 to 6) runs 8:45am to 3:15pm, with playground supervision from 8:35am. The federation bus timings are also set out around these start times.

Wraparound care is described through local childcare partners rather than an on-site in-school provision. The federation signposts wraparound childcare via KidZDay (based at Middleham) and Little Berries. For many rural families, this is an important distinction, because it can affect travel patterns and cost planning.

Transport expectations are stated plainly: children travelling on county-provided transport report to staff journeys are described as unsupervised, and parents retain responsibility for behaviour.

• Federation logistics. The two-site model can be a strength, but it does introduce daily logistics, including shuttle-bus routines and different start times depending on where your child is taught.

• Potential structural change from September 2026. Published council proposals suggest a change to age ranges and category from 1 September 2026. If you are applying for Reception 2026, treat this as essential reading, because it may affect the longer-term path for your child.

• Small cohort dynamics. Small year groups can be a brilliant fit for some children and challenging for others. If your child needs a very wide peer group, visit at playtime and ask about friendship support, mixed-age play, and how the school manages social dynamics.

• Wraparound is via partners. If you rely on breakfast or after-school care, confirm availability, timing, and travel practicality early, since it is not presented as a single on-site offer.

This is a small, values-led rural primary that tries to solve the classic village-school constraint, tiny cohorts, by operating as one school across two sites. It will suit families who want a close-knit setting, a clear Church of England ethos, and the practical benefits of federation life, including shared clubs and structured transition into key stage 2 teaching. The main decision point is not academic fit but practical fit: the two-site model and the possibility of a reorganisation from September 2026 are the factors most likely to shape your experience.