Bollington Cross CofE Primary School Review 2026: Forest School energy with consistently strong KS2 outcomes

A small Church of England primary with a long local footprint, Bollington Cross combines traditional village-school familiarity with a curriculum that clearly values breadth. The school sits in the Macclesfield area and serves pupils aged 5 to 11, with capacity for 210 pupils and around 188 on roll in recent official records.

The current headteacher is Mr Yenson Donbavand, who took up post in September 2017. Leadership is long enough established for the school’s routines, priorities, and culture to feel settled rather than transitional. The most recent full inspection (February 2023) judged the school Good across the headline areas, including early years provision.

For parents, the headline is that this is a state school with no tuition fees. The financial questions are therefore about the practical extras, such as wraparound care, clubs, trips, and uniform. Where Bollington Cross stands out is how intentionally it uses outdoor learning, including an on-site woodland area known as The Hollow, to support both curriculum content and pupil wellbeing.

The school’s identity is intertwined with Bollington Cross itself. A conservation area appraisal notes that Bollington Cross School opened in 1845 on land donated by Samuel Greg, and that the building served as both a school and a church for 63 years. That history still matters in a practical way, not only as heritage, but also as a reminder that the school has long been designed as a civic anchor for families rather than a transient institution.

The Church of England character is an active part of daily life rather than a label on a form. A Section 48 inspection report from September 2017 describes strong Christian leadership and close links with the local church, and it situates the headteacher’s appointment as part of that direction-setting moment. In parent terms, the implication is straightforward: families who value a clear faith dimension will find it embedded, while families who prefer a lighter touch should read the school’s values and worship approach carefully before committing.

In the February 2023 inspection report, pupils describe being happy to come to school, and the report highlights calm behaviour expectations and pupils playing happily across age groups. The practical implication for parents is that the school’s culture is built around predictable routines and positive relationships, which tends to suit children who respond well to structure and clear adult oversight. It also means staff time is more likely to be spent on teaching and enrichment rather than constant behaviour management.

There are also signs of a school that thinks deliberately about emotional regulation. School communications describe a Nurture Room and a wider focus on mental health and wellbeing in the post-pandemic period. For families, that often translates into earlier identification of anxieties, better language around feelings, and practical strategies that help children settle and learn, especially those who are prone to worry or who struggle with transitions.

This section uses the FindMySchool rankings and metrics based on official outcomes data (these rankings are FindMySchool’s proprietary ordering of schools using the published dataset).

At Key Stage 2, Bollington Cross posts a strong combined figure in reading, writing and mathematics. In the most recent dataset here, 84.33% met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 24.33% achieved greater depth in reading, writing and maths, compared with an England average of 8%.

Scaled scores also indicate strong attainment: reading 107, mathematics 107, and grammar, punctuation and spelling (GPS) 109. The combined total score (reading + maths + GPS) is 323.

Rankings reinforce that picture. Bollington Cross is ranked 2,431st in England for primary outcomes and 8th in the local area (Macclesfield). That places it comfortably above the England average, within the top 25% of primary schools in England.

The implication for parents is that this is a school where the core academic basics are likely to be taught securely, and where Year 6 outcomes suggest many pupils leave with strong foundations for secondary curriculum demands. The greater depth proportion, in particular, points to an ability to stretch higher-attaining pupils, though parents of very academically driven children should still ask how that stretch is delivered day to day, through grouping, task design, and teacher feedback, rather than relying on end-point data alone.

The February 2023 inspection report describes an ambitious curriculum with breadth across subjects, with particular strength noted in early years curriculum design. It also identifies a specific improvement task: in a small number of subjects, curriculum content and assessment checks were not consistently precise, meaning some pupils had gaps in the building blocks needed for later learning.

That combination is important. It suggests that teaching quality is secure in core delivery, and that the development work is about consistency and sequencing in the wider foundation subjects. For parents, the right question is not “is the curriculum broad”, but “how does the school make sure pupils remember what they have been taught across time”, especially in subjects where weekly lesson time is limited.

Early reading looks well organised. The inspection report notes changes to the phonics programme and describes pupils becoming more confident and fluent readers, supported by timely catch-up and well-trained staff. It also references a “top 50 recommended reads” approach within year groups to encourage reading breadth and quality. The implication for families is that children who need structured early literacy support should find clear systems in place, while confident readers are likely to be steered towards stronger book choices rather than defaulting to only the easiest titles.

Outdoor learning is not treated as an optional extra. The school’s Forest School provision centres on The Hollow, an on-site woodland used with younger pupils as part of planned learning, and offered as a club for older year groups with a qualified Forest School leader. In teaching terms, this matters because it supports science and geography fieldwork, vocabulary development, teamwork, and independence. In pupil terms, it is often the setting where less classroom-confident children find a different way to succeed.

As a state primary, the main transition point is Year 6 into Year 7. Bollington itself has no secondary schools; the local town council notes that Tytherington High School is the closest secondary option. Tytherington School’s transition information for prospective students explicitly lists Bollington Cross Primary School among its feeder primaries, which supports the expectation that a meaningful share of pupils transfer that way.

For families, the implication is that secondary planning should start early, not only in terms of application deadlines, but also practicalities such as travel time and after-school logistics. Cheshire East coordinates secondary admissions, so even if your preferred secondary is outside the immediate Macclesfield area, the application route still follows the standard local authority process for most families.

The school’s internal preparation for transition is likely to be more about readiness skills than exam coaching. What to ask is: how does Year 6 build independence, organisation, and resilience, and how does the school work with secondary partners on additional needs and pastoral handover. Those details matter at least as much as the headline destination.

Bollington Cross is a Cheshire East local authority school, and the normal entry point for most families is Reception (for September entry). Applications follow the coordinated local authority process, rather than an independent school style registration route. The school’s own admissions page directs families to Cheshire East’s admissions team for the managed timetable.

Demand is clearly high in the most recent admissions dataset provided. For the primary entry route, there were 61 applications and 18 offers, indicating 3.39 applications per place, and the school is recorded as oversubscribed. That ratio is the practical reality behind the warm atmosphere: securing a place is the limiting factor for many families, not interest in the school itself.

For September 2026 entry, Cheshire East’s published timetable lists: applications open 01 September 2025; closing date 15 January 2026; supporting documentation deadline 16 February 2026; offers made 16 April 2026; and the acceptance deadline 30 April 2026.

Because the last offered distance figure is not available in the provided dataset for this school, parents should avoid relying on informal estimates about “how close is close enough”. If distance is a criterion in the relevant admissions arrangements, use precise mapping and the local authority’s published oversubscription rules rather than anecdotes. FindMySchool’s Map Search tool is a sensible way to sanity-check your distance calculations when you are shortlisting.

The February 2023 inspection report describes staff knowing pupils well, dealing swiftly with unkindness or bullying, and maintaining a strong safeguarding culture with staff training and clear procedures. The latest Ofsted report states that safeguarding arrangements are effective.

Support for pupils with SEND is described as purposeful, with needs identified quickly and staff given practical information to adapt teaching. For parents, the best implication to draw is that the school is organised enough to implement support in classrooms rather than relying only on withdrawal interventions. The right follow-up question is how this looks for your child: what does adaptation mean in phonics, writing stamina, maths fluency, and social communication, and how is progress reviewed across the year.

Wellbeing is also treated as a whole-school topic. The inspection report notes that leaders made mental health a priority after COVID disruption, giving pupils opportunities to engage with issues such as loneliness. That will suit families who want emotional literacy to be part of the curriculum, not only a reaction to crises.

Enrichment is strongest when it has specific texture rather than generic “clubs”. Bollington Cross has several distinctive strands that are worth understanding properly.

Forest School in The Hollow

Example: The school uses an on-site woodland space, The Hollow, for outdoor learning. Evidence: it is explicitly described as a woodland used by Reception, Year 1 and Year 2 for exploration and nature connection, with older pupils able to attend a Forest School Club, including cooking over a campfire, tool use, and craft, led by a qualified Level 3 Forest School leader. Implication: for many children, this is where confidence, independence, and vocabulary grow fastest, particularly for pupils who learn better through doing than through extended desk work.

Sport and active play

Example: pupils value physical activity and shared play. Evidence: the 2023 inspection report references pupils looking forward to playing on an artificial grass area at lunchtime and describes mixed-age play as positive. Implication: lunchtime and play culture matters for wellbeing; a well-run play environment can reduce friendship issues and improve readiness to learn in afternoon lessons.

Music and drama as accessible options

Example: enrichment includes creative arts. Evidence: the inspection report mentions clubs including music and drama, and school communications also refer to choir and drama being added as club options. Implication: children who are not primarily sport-focused can still find a structured extra where they feel competent and seen.

Eco-minded activity

Example: environmental action is treated as real participation, not window dressing. Evidence: the inspection report notes pupils supporting local campaigns to improve the environment. Implication: this tends to suit pupils who like practical responsibility, and it often develops persuasive writing and speaking skills through authentic contexts.

Clubs change over time, so parents should check what is currently running in the relevant term. The school has previously referenced an external multi-sports club option and school-organised clubs, but availability can vary by half term.

The published school day times are clear. For Foundation Stage and Key Stage 1, the start time is 8:45am and finishing time is 3:15pm. For Key Stage 2, the start time is 8:50am and finishing time is 3:20pm.

Wraparound care is available and published. Breakfast club starts at 7:30am and after-school club runs until 6:00pm. Charges are listed as £5.50 per morning (with a sibling rate), and £10.00 per after-school session (with a sibling rate). For working parents, the implication is that the school has a practical, on-site solution for the common childcare gap, rather than relying on families to assemble patchwork arrangements.

On uniform, the school indicates that support is available for families who may struggle with uniform costs, including access to donated uniform items when available. That kind of practical approach usually signals a school culture that is alert to cost pressures without making it a stigma issue.

Travel and transport are highly family-specific in Bollington, where roads and walking routes vary sharply depending on your exact location. The best approach is to test the journey at drop-off time, not midday, and to factor in winter conditions and parking constraints near schools generally.

• Oversubscription is real. The most recent primary admissions data provided here shows 61 applications for 18 offers, or 3.39 applications per place. If you are set on this school, treat admissions planning as a project with deadlines and contingency options rather than a casual preference.

• Curriculum consistency is a known development area. The latest inspection highlights that in a small number of subjects, curriculum detail and assessment checks were not consistently sharp, leaving some pupils with gaps. Ask what has changed since 2023 and how leaders check that pupils remember key knowledge in foundation subjects.

• Faith character is not neutral. The Church of England ethos is a defining feature with documented links to local church life and worship. Families who want a fully secular approach should read carefully how worship and values are expressed day to day.

• Outdoor learning suits many children, not all. Forest School and The Hollow are a major strength. For children who strongly dislike mud, cold weather, or outdoor unpredictability, you will want to understand how the school supports participation without turning it into a daily battle.

Bollington Cross CofE Primary School is a popular local option that combines strong Key Stage 2 outcomes with a well-defined identity rooted in outdoor learning and an active Church of England ethos. The best fit is for families who want a grounded village-school feel, clear routines, and a curriculum that takes reading and learning beyond the classroom, especially through Forest School. Admission is the obstacle rather than what follows, so families should plan early, use precise distance checks where relevant, and keep a realistic shortlist alongside this choice.