Digby Church of England School Review 2026: Tiny village primary with top 2% outcomes in England

This is a small rural primary that combines close-knit community life with ambitious academic expectations. On results alone, it is operating at a level many larger schools struggle to sustain. In 2024, 70% of pupils met the expected standard in reading, writing and mathematics, above the England average of 62%, and 36.67% reached the higher standard, far above the England average of 8%. Those figures sit alongside strong scaled scores in reading (112), mathematics (109) and grammar, punctuation and spelling (111).

The school is part of the Spires Federation and sits in the village of Digby, south of Lincoln. It is also a voluntary-controlled Church of England school, with a clear Christian vision and community worship that parents can opt into.

The defining feature here is scale. With 57 pupils on roll at the time of the most recent inspection, children are highly visible, relationships matter, and small issues rarely stay hidden for long. That is a strength for families who want staff to know their child well, and it can also bring added accountability for older pupils, who have real opportunities to take responsibility and lead.

The school’s language is distinctively values-led. Its published vision is “Opening Doors, Opening Minds”, and its SHINE framework (Success, happiness, inspiration, nurture, everyone) is used as a practical reference point rather than a branding exercise. Collective worship and church services also appear in the school calendar, which signals that the Church of England identity is integrated into routine life, not kept as a separate add-on.

Leadership is federation-based. The school website lists Miss Donna Winters as Executive Head teacher across the federation, and the most recent Ofsted report lists Donna Winters as headteacher. Where this matters to parents is consistency, small schools can become vulnerable to staff changes, so the federation structure can provide continuity, shared training, and access to wider expertise than a single-form village school could typically sustain.

The data points to genuinely high attainment at Key Stage 2.

• In 2024, 70% of pupils met the expected standard in reading, writing and mathematics combined, compared to the England average of 62%.

• At the higher standard, 36.67% reached greater depth in reading, writing and mathematics, compared to the England average of 8%.

• Scaled scores were 112 in reading, 109 in mathematics, and 111 in grammar, punctuation and spelling.

• The combined reading, maths and GPS total score was 332.

These figures matter because they suggest the school is not only getting most pupils over the expected threshold, but also stretching a substantial proportion into higher-standard performance.

On ranking, Digby stands out. Ranked 300th in England and 1st in Lincoln for primary outcomes (FindMySchool ranking based on official data), it sits among the highest-performing in England (top 2%). That is an unusually strong profile for a small, non-selective rural primary.

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to view these outcomes side-by-side with nearby primaries, particularly given that very small cohorts can make year-to-year results more volatile than in larger schools.

Curriculum design is a stated priority, and the evidence indicates a structured approach rather than a “small school improvises as it goes” model. The Ofsted report describes a well sequenced curriculum and highlights consistent delivery, with particular emphasis on early reading and phonics, and on the way pupils build knowledge across subjects. It also describes the use of “thinking squares” as a mechanism for pupils to demonstrate depth of understanding at the end of topics.

For parents, the implication is practical. Strong results at this size usually require two things: careful curriculum planning and routines that make learning time count. Where that can suit children well is in the early years and Key Stage 1, where consistent phonics teaching and rapid identification of pupils who need extra practice can make a long-term difference to confidence and reading fluency.

Special educational needs and/or disabilities are presented as a strength area in formal evaluations, with an emphasis on early identification and subject-specific adaptations so pupils can access the same curriculum as their peers. In a small school, that often means fewer layers of bureaucracy and faster feedback loops between staff and families, provided the resourcing is right and the adaptations are embedded rather than delegated to a single individual.

As a Lincolnshire primary, transition at the end of Year 6 is shaped by county-wide admissions and transport realities as much as by school preference. The local authority publishes a “find your nearest school” tool for families making choices, which is particularly useful in rural areas where the nearest secondary option may not be the most intuitive on a map.

The school calendar indicates an awareness of transition and preparation, with events and routines that support older pupils in their final year. For families weighing options, the most useful next step is to look at the likely secondary routes from your specific address, then consider how well your child suits a larger setting, and what pastoral continuity and travel time will feel like day to day.

Digby Church of England School is a state school, so there are no tuition fees. Reception admissions are coordinated by Lincolnshire County Council.

For the September 2026 intake, Lincolnshire’s published timeline states that applications open on 17 November 2025 and close on 15 January 2026. Offers are issued on 16 April 2026 for on-time applications. The authority also notes an additional window from 17 April 2026 to 16 May 2026, and that late applications and changes may be accepted until 12 noon on 12 February 2026, after which they are handled after national offer day.

The school’s published admission number is 15 for Reception.

Demand, based on the most recent available entry-route snapshot, looks real even at this small scale. There were 15 applications for 9 offers in the measured year, which is 1.67 applications per place, and the school is recorded as oversubscribed for that entry route. That does not mean every year will be equally pressured, but it does suggest families should treat it as a school where preference alone may not be enough.

If you are trying to assess your realistic chances, use the FindMySchoolMap Search to check your precise distance and local alternatives. Even in villages, allocation can hinge on small distance differences, and patterns can shift annually.

Small schools can get pastoral care right for simple reasons: adults spot patterns quickly, pupils cannot disappear into a crowd, and communication with parents tends to be frequent and informal. The formal picture supports that dynamic, describing a calm culture, strong relationships, high expectations for behaviour, and a relational, restorative approach that promotes respect and responsibility.

Safeguarding is treated as a core expectation rather than a headline feature, which is exactly how it should be in a primary. Formal reporting states safeguarding arrangements are effective.

The enrichment offer is more specific than many small primaries manage. The school publishes a termly club list, and for Term 3 (January to February 2026) it includes Gymnastics Club for younger pupils, Spanish Club, Crochet Club for older pupils, and Dodgeball and Net & Ball Games for Years 3 to 6, alongside a morning sports club run by Premier Education.

A published diary also indicates structured wider experiences across the year, including swimming blocks for classes, Bikeability for older pupils, and trips such as a York visit for the older classes, plus a federation theatre trip.

Outdoor learning is signposted clearly. The school promotes Forest School, and its Reception open-day information specifically references a forest area and learning spaces as part of what families will see when visiting. For children who learn best through practical experience, that outdoor element can support engagement, vocabulary development, and confidence, particularly in the early years.

The school day runs from 8:50am to 3:20pm, with gates opening at 8:45am.

Wraparound care is available. Breakfast club runs 7:30am to 8:50am (£5), there is also a drop-off only option 8:20am to 8:50am (£2.50), and after-school sessions run 3:20pm to 4:20pm (£4.50) or later twilight to 6:00pm Monday to Thursday and 5:20pm on Friday (£10). The published guidance indicates bookings are made in advance via the school office and the federation’s payment system.

For transport planning, the key reality is rural geography. Families should factor in travel time and the practicalities of drop-off, wraparound, and any after-school activities that finish later than standard collection.

• Small-cohort volatility. Strong outcomes are clearly evidenced, but in a school of this size, a handful of pupils can materially shift percentages year to year. Look for consistency over time and ask how the school supports cohorts with different needs.

• Faith character is real. This is a voluntary-controlled Church of England school with worship and church services embedded in the school calendar. Families who prefer a fully secular day should satisfy themselves on how faith practice sits alongside inclusion for pupils of other backgrounds.

• Oversubscription is possible. Even with a small published admission number of 15, demand can exceed supply. Families should plan preferences carefully and consider realistic alternatives.

• Wraparound costs add up. The childcare offer is clear and practical, but regular late collection can become a meaningful monthly cost for working families.

Digby Church of England School is a small village primary with unusually strong attainment signals and a clear culture of high expectations. Best suited to families who value a close-knit setting, want ambitious learning without selection, and are comfortable with a Church of England context that includes collective worship and church services. Entry remains the practical constraint, the school is small, and years of higher demand can make a place difficult to secure.